This study aims to determine the relationship between psychological contract, psychological well-being and the intention to leave. The sample of this study consists of 118 teachers in 10 schools that were selected randomly with clustered sampling methods from the schools in Osmaniye province in the 2015-2016 academic year. Data were analyzed using a hierarchical multiple linear regression method with SPSS 22; a modgraph was used to moderate tests. The results of the moderator tests showed that psychological well-being was a moderator of the relationship between the short-term relations component of the psychological contract and teachers’ intention to leave levels. This study also indicated that transactional psychological contracts (short-term relations) had a negative effect on teachers’ intention to leave levels, and psychological well-being had a positive effect on teachers’ intention to leave levels. In the light of the findings, to create more positive educational environments, it would be beneficial for policy makers and top managers to take psychological constructs into consideration at all stages of management. However, future researchers should focus on the different dimensions of psychological contracts and psychological well-being that may also be related to the intention of teachers to leave.

The purpose of this study is to investigate the impact of workplace spirituality on organizational commitment and the moderating role of gender. 112 teachers, working in Gaziantep, in the 2015-2016 academic year, were assessed using the workplace spirituality scale improved by Ashmos and Duchon and translated into Turkish by researchers and also the organizational commitment scale by Meyer and Allen, adapted to Turkish by Wasti. At the end of the research, it was found that there was a moderating role of gender in relation to workplace spirituality with organizational commitment. While the spirituality of the in workplace increases, organizational commitment increases, and male teachers’ organizational commitment was more than female teachers’

Workplace bullying is unwanted and unwarranted and has negative consequences for the victim, his colleagues and the whole organization. With the present study, we aim to clarify the interactive effects of workplace bullying from the victims’ perception and organizational culture on the teachers ‘Machiavellianism which is a personality syndrome aiming the realization of one’s own profits with every possible means. The sample consisted of 103 teachers working in different schools in Gaziantep, Turkey. Data was analyzed by the hierarchical multiple linear regression method at SPSS 22 and ModGraph-I was used at moderating tests. The results showed that being bullied was not a significant predictor of Machiavellianism. However, organizational culture significantly and positively predicted Machiavellianism, and the main effect of being bullied on Machiavellianism was qualified by the interaction: “higher Machiavellianism was associated with higher workplace bullying under conditions of higher organizational culture.” Organizational culture operated as an exacerbation under conditions of workplace bullying.

Despite the fact that crisis management is essential for school’s smooth operation and crises occur at schools and education institutions around the world, Greek school is characterized by limited readiness to manage its potential crises. This study investigates the attitudes and perceptions of teachers concerning crisis events in school units bearing in mind that such events occur in a unique context in every school and every situation. The study’s findings are based on data collected through an empirical, qualitative research. The results show that that school premises in Greece are not considered safe sites not only due to students’ aggressive behaviour but also to the feebly support provided by the Ministry of Education and the Local Authorities as well as teachers’ feelings of inadequacy and inappropriateness. Since the problem of school safety is proved to be multifaceted, it requires collectivity and a dedication to strong collaboration in order to be solved.

Indonesia has achieved equal parity in access to education, income, and career opportunities. Yet in many parts of the country, female academic leaders are still highly under-represented in top academic boards. This study examines how fourteen (14) Indonesian female higher education academic leaders (FALs) enact identity salience and agency in performing their duties, while experiencing social control schemas or ‘triple binds’—exigencies of gender roles, unequal power-plays due to social status and positions, and lack of organizational resources and capital in higher education—in Indonesia, one of the world’s emerging economies still consolidating democracy and building necessary social, fiscal, and physical infrastructures. Taken as a whole, the study found the ‘triple binds’ as aggregate constraints for female leadership progression, driving female academic leaders to resist and rise above this discursive struggle and confrontation through sense-making, assertiveness, depth of conviction, a take-charge attitude, and the use of other tactical strategies like networking with key gatekeepers to obtain the resources they need. The study presents a framework of the triple binds that university leaders can use to assess constraints to academic leadership.

According to many studies teachers’ reception has been associated with the smooth operation of the school, the professional development of the teaching staff and the provision of optimal teaching work. Despite its significance and its attention from scholars, though, its implementation at schools has been facing challenges and hardships. The present study focuses on the role played by principals and teachers’ associations upon the reception and acclimatization of all newly appointed teachers in their schools. The findings indicate that the favorable disposition and actions of both principals and the teachers’ association in terms of receiving/acclimatizing any newly appointed teachers should be further enhanced.

In this research, it has been aimed to determine the relationship between teachers’ perception of organizational trust and innovative behaviours. The relational survey model was used in this study. The universe of the research has been constituted teachers in Şırnak province. The sample of the study has been formed of 151 teachers working in 35 schools, which were detachedly determined from the study universe. The data of the research have been gathered by “Individual Knowledge Form”, “Organizational Trust Scale” and “Innovative Behaviour Scale”. Descriptive analyses, correlation, reliability analysis and regression analyses have been performed to the data by the help of SPSS programme. Results of the regression analyses showed that participant teachers’ perception of organizational trust significantly predicts their innovative behaviour. While trust in administrator and trust in shareholders dimensions of organizational trust predict innovative behaviour of teachers, on the other hand, trust in colleagues dimension doesn’t predict teachers’ innovative behaviours significantly. For school administrators who would like to encourage teachers to exhibit innovative behaviours, it would be beneficial to keep the perception of organizational trust at school at high levels

It is regarded as considerable values those principles’ skills of managing diversities and teachers’ cultural intelligences which mean they understand and appreciate other cultures. These core values are remarkably vital to be culturally literate in the global world. The organizations and their administrators respecting the diversities of the employees can allocate more time competing their counterparts in the world instead of losing energy with unnecessary conflicts. The aim of the study is to examine the correlation between teachers’ cultural intelligence and Principal’s managing the diversities and their transformational leaderships according to the teachers’ point of views. The research has adopted a correlational model. The data of the research was gathered from 428 primary school teachers in Turkey/Malatya during 2020-2021 academic year. The Data was gathered through the “Cultural Intelligence”, “Diversity Management” and “Transformational Leadership” scales. The data was analyzed by arithmetic mean, correlation analysis and regression analysis. The results of the research suggest that the primary school teacher’s cultural intelligence, the principal’s management of diversity and their transformational leadership levels were “mostly high”. It was revealed that there was a moderate level positive significant correlation between teachers’ cultural intelligence levels and Principal’s skills of managing the diversities and their transformational leaderships. Moreover, teacher’s cultural intelligence levels and Principal’s skills of managing the diversities predict the transformational leaderships of Principles. Consequently, to increase the transformational leadership of Principals, it is recommended to enhance teachers’ socio-cultural awareness and to work on improving the skills of diversity management of principals.

Over the last two decades, research has reached the conclusion that educator teamwork is necessary to ensure the achievement of school goals. No attempts, however, have been made to provide integrative evidence regarding its contribution to school effectiveness. To fill this void, the authors review two decades of professional team research in the context of schools. Specifically, the article has two objectives: (1) To review the existing conceptualizations of the terms 'team' and 'teamwork' in the school context; (2) To provide a systematic review of the impact of teamwork on school effectiveness. The systematic search resulted in 23 papers reporting three non-empirical and 20 empirical studies. The results of the review revealed a lack of agreement concerning the conceptualization of the terms 'team' and 'teamwork', which may affect comparability among studies. Furthermore, no comprehensive picture emerges regarding the consequences of teamwork for the individual teacher, the team, or the school as a whole. Indeed, studies refer to a wide range of variables within different contexts and configurations. This review contributes several important insights that may set the agenda for the next wave of research on teamwork in schools.

This article analyses the strategies of the four United Kingdom (UK) nations to mitigate the impacts of primary school closures and the shift to remote learning due to the outbreak of the Coronavirus disease (COVID-19) pandemic. A theoretical framework based on a combination of the field literature of strategy and public value was developed to analyze their initiatives. This is a qualitative and exploratory study, and its data was collected from each country’s website, research papers, and media news. The findings reveal five key areas of action: remote learning; keeping schools open to assist vulnerable students and key workers’ children; access to the Internet and electronic devices to mitigate the digital divide; free meals to disadvantaged learners; and students’ assessment. The analysis suggests that the four nations initially adopted a coordinated action and gradually followed three different paths: deliberate strategies, adjustment to the pandemic situation, and development of emergent strategies. The variegate of strategies show the innovative capacity of the countries and the search for public value. Further research is suggested to address the impact of the strategies.

This study investigates the quality of higher education institutes’ (HEIs’) administrative services by assessing student satisfaction in the context of Total Quality Management (TQM). Differences between students’ perceptions and expectations of administrative service quality are examined and discussed. A questionnaire survey was developed employing the SERVQUAL service quality model, the results of which were further enhanced by the application of importance-performance analysis (IPA). All five dimensions of the model were explored (reliability, assurance, tangibles, empathy, and responsiveness) with data from the 104 students from five Greek HEIs who participated in the survey. The results of the IPA complemented the survey research by enabling recommendations for importance and performance. The study’s findings indicate that students’ expectations are not met by the administrative services provided at the time of examination. A gap is observed between perceptions and expectations on all dimensions, indicating the necessity to make improvements to enhance service quality.

This study aims to identify the dominant leadership styles of chairs from the perspective of faculty members in different college departments in higher education in the UAE. Furthermore, the study aims to identify the teachers' perceptions of leadership styles that affect their job satisfaction. The study used quantitative means with faculty members in different higher educational settings in the UAE. The survey used a five-point Likert scale. The leadership styles have values (completely agree =5, agree = 4, neutral =3, disagree=2, completely disagree=1). The job satisfaction questions have values (completely satisfied =5, satisfied = 4, fairly satisfied =3, dissatisfied =2, completely dissatisfied=1). The chosen subjects were faculty members from different colleges. Those subjects are 135 university teachers who are divided into four age groups. The data revealed no dominant leadership styles in the colleagues from faculty members' perspectives; however, the statistics lean towards the laissez-faire leadership style. It also reveals correlations between the three leadership styles and job satisfaction. The democratic leadership style has the greatest impact and most significant environment and incentives among the three independent variables.

The purpose of this study is to review the literature on the Teaching and Learning International Survey (TALIS) for the past 10 years to identify multiple paths through which school leadership exerted influences on school organizations and organizational outcomes. Our analysis of a network, consisting of 83 nodes (variables) and 242 variable ties from 29 reviewed studies identified four emergent themes. Reviewed studies (1) overwhelmingly framed the principal as the driver and teachers as the target of change; (2) suggested nine core variables (e.g., instructional leadership) to play central roles within the reviewed studies; (3) depicted student academic achievement as a function of the principal’s instructional leadership and their job satisfaction influenced by school context, principal qualification, and organizational conditions (e.g., respect for others); and (4) suggested teacher self-efficacy as the potential bridging variable between multiple change processes. The discussion includes implications for school leadership and future research.

The study investigated the potential role of human resources exemplified by leaders' psychological capital (PsyCap) as a resource that may cross over to team-member exchange (TMX), and bring about desired organizational outcomes. We suggest a model where TMX of senior management teams serves as a team resource mediating the relationship between leaders’ PsyCap and organizational outcomes, as represented by team innovation, organizational citizenship behavior (OCB), and employees’ job satisfaction. The study, carried out among 86 elementary and junior high schools, indicated a positive relationship between leaders’ PsyCap and TMX. In addition, we found a significant relationship between TMX and the three measures of organizational outcomes. Furthermore, TMX partially mediated the relationship between leaders’ PsyCap and the desired outcomes, excepting innovation. The findings provide support for the importance of the leaders’ personal resource of psychological capital as a complementary perspective that may enhance our understanding of leadership’s impact on organizational success. In addition, the study provides significant support for the expanded model, broadening the definition of the crossover model by examining the translation of positive resources from leaders' PsyCap to organizational outcomes via teams' positive resources. From a practical perspective, the findings bring to the forefront the importance of psychological capital as a state-like construct that can be developed through leader preparation and professional development programs.

Early Childhood Care and Development (ECCD) directors are crucial for sustainable quality ECCD centre management, leading to a focus on efficient 21st-century practices. Planning principles are essential for managing the complexity of early childhood education services. This paper aimed to explore how ECCD directors plan management activities in their centres in Ghana. The study was conducted in sixteen ECCD centres located in five metropolitan and municipal districts within the Greater Accra Region of Ghana. The study involved 20 participants, including directors/head teachers and board members, selected using a purposive sampling strategy. Data were collected through interviews and document reviews. Although evidence from the study showed that ECCD directors put much effort into managing their centres, the study found that ECCD directors experience various challenges concerning applying the basic management principle of planning at their centres. In this article, the authors contend that planning is a crucial management function that sets achievable goals in line with the ECCD centre's vision and provides direction for actions to achieve ECCD goals. In addressing the identified challenges, the researchers developed a systems-based planning framework to guide directors in their planning roles at the ECCD centres.

The research's aim is to assess the services offered by Greek public secondary education schools, with the intention of identifying any discrepancies between students' expectations and their perceptions of the final services provided. The gaps discovered indicate that the school's educational services are not meeting student expectations in the five quality dimensions of the SERVQUAL model. To be specific, the average expectations are 4.44, perceptions are 3.11, and gaps are -1.33. The schools examined had a greater discrepancy in the dimensions measuring safety and emotional understanding, which was observed. The fact that the 5 factors are correlated with each other indicates the model's reliability. However, in relation to the independent variables of gender, age, and class, there appears to be a positive correlation across all factors, which is very weak and not statistically significant. In contrast, a low negative correlation appears to be present between only the demographics being considered. Therefore, demographic characteristics do not affect the quality of education in secondary schools. Our findings benefit decision-makers by assisting them in taking corrective actions necessary to enhance the quality of services provided by schools as part of a continuous improvement process in order to achieve a higher level of excellence. 

The transitioning of Teacher Training Colleges into Colleges of Education as tertiary institutions by Act 847 is significant for ensuring strategic management change. This research investigated the strategic management of Dambai College of Education in the transitional change. The study adapted the methodological framework of the “Theory of Organisational Change” to ascertain leadership strategies that worked well in contributing to rapid positive transformation and their impact and those potential strategies to further improve the College. The study was qualitative with an interpretive paradigm and nominalist ontological and epistemological stance with participatory inquiry design. Homogeneous purposive sampling was used to select 15 participants for data collection. Data was collected through an open-ended questionnaire. Thematic analyses were done. Findings under strategies that worked include effective governance, recruitment, continuous professional development, Internally Generated Funds (IGF), merit-based remuneration of staff, and enhancement of physical infrastructure. The impact made includes boosting the morale of staff, students, traditional authorities, and other stakeholders; ownership of responsibility; improved learning outcomes; more spaces and equipment for effective work; and the College's improved outlook. Strategies to adopt include more stakeholder engagement and integration of technology. The research concluded that the college has transformed positively and needs to further improve its developmental agenda by adopting hybrid change models.