Research has shown that effective support systems are key to an educational CEO for success and tenure in the position. This qualitative secondary analysis (QSA) of women educational CEOs from the United States and Canada allowed for the reexamination of interviews from 37 participants focused on the importance of support systems. Findings uncovered six different themes or areas of support/hindrances: three formal supports/hindrances, policy, school board, and staff, and three informal supports/hindrances, family, community, and mentors/other women educational CEOs.

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.

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.

As an educationist over the years, I have experienced principals’ outburst and their tendency to make a scene out of seemly minor issues that could have been addressed with little modesty. This behaviour has led to an uproar amongst parents, teachers and learners about the school principals’ insensitiveness which is attributed to lack of emotional intelligence (EI) competency. The study is underpinned by the transformational leadership theory which aims at pioneering change of attitude in school leadership so that different educational actors could be influenced to achieve the school and overall educational objectives. This qualitative study generated data from five (5) conveniently selected secondary school principals, five (5) parents and five (5) teachers using semi-structured interviews. Using thematic analysis method, the study revealed that principals with EI are able to enhance school performance and satisfy parents. Thus, the study revealed that EI is useful in establishing and maintaining good relationships with different school stakeholders. It is fundamental in managing conflicts in schools and facilitates constructive management of any stressful situations. The study further revealed that principals could acquire this skill through self-enrichment and induction initiatives by the Ministry of Education and Training (MoET). It is recommended that before principals are appointed, they should be subjected to multiple aptitude tests to evaluate their knowledge and competencies. Furthermore MoET through its experts should continually induct principals on EI aspects.

This study is aimed to find out the mediating role of work-life balance in the relationship between job stress and career satisfaction. The responses of high school teachers to career satisfaction, work life balance and work stress scales were utilized in the study. The data was analyzed using SPSS 26, Lisrel 8.80 and Jamovi 2.3. According to the results, one of the important determinants of teachers' career satisfaction is the work-life balance; there is a negative relationship between job stress and career satisfaction, and as the job stress increases, the work-life balance decreases. Finally, in the model, it was found that teachers’ job stress has a direct effect on career satisfaction, but also has an indirect effect through work-life balance. Based on all these results, educational organizations need to reorganize the work environment and conditions that will provide career satisfaction and work-life balance to their employees. However, while making these arrangements, it is of great importance to eliminate or even remove the factors that create job stress.

This study addresses the emergence of unwarranted conflicts and raptured ties within teacher-to-principal and teacher-to-teacher interactions. It highlights the neglect of emotions in relationships, which has been a gap in this research. Unlike existing scholarly focus on cognitive and pragmatic aspects of relationships, this study explores emotional geographies. Its objective is to promote positive relationships between and among teachers and principals by examining emotionality in their political and professional geographies. Furthermore, it seeks to formulate a policy and develop a program that restores ruptured interactions. This research employed an exploratory sequential mixed method. The qualitative analysis involved thematic and reflexive analysis. Statistical methods, such as frequencies and percentages, weighted mean, and Pearson correlation coefficient, were employed for quantitative analysis. The findings identified both positive and negative behaviors in the political and professional geographies. The results of the interviews produced a four-quadrant chart. Positive behaviors were positioned in Quadrants I and IV, and negative behaviors in Quadrants II and III. Pearson correlation coefficient indicated a moderate positive correlation in the interactions of teachers with the principal and interaction with colleagues in both political and professional geographies. This study concludes that addressing emotional geographies is crucial to repairing strained relationships between teachers and principals and among teachers. The formulation of educational management policies and programs is a vital step toward achieving this goal.

Some secondary school principals are complaining about teachers’ reluctance to participate in any activities beyond classroom teaching. To understand this phenomenon, the study attempts to explore the inhibiting factors that hinder teachers in selected secondary schools in the Maseru district from supporting and engaging in teacher leadership (TL) activities. This qualitative inquiry is underpinned by the critical theory (CT), which among others aims at revealing the core factors that contributed to teachers’ lack of enthusiasm in performing various TL related activities. Also, to suggest strategies that could pioneer a change in teachers’ attitudes towards participation in school leadership beyond teaching. The study generated data from ten (10) purposively selected secondary school teachers. Using the thematic analysis method, despite participating teachers being able to conceptualise TL, they cited that, factors including; unmanageable teaching loads, inadequate induction, and use of top-down leadership approaches inhibited TL initiatives. To mitigate the abovementioned factors, participants suggested the creation of a supportive school environment, teacher training and recognition.

Research has shown that school leaders’ engagement in teacher induction is vital for establishing supportive school structures and conditions that are conducive to successful socialization and long-term sustenance of newly qualified teachers (NQTs). In Malta, the problem of teacher recruitment and a growing attrition rate is becoming very acute. This article describes findings from an exploratory qualitative study that examined the perceptions of five heads of schools regarding their engagement in the induction and mentoring programs that have been designed to support NQTs in Malta. The findings describe the ways through which the heads of school support NQTs and their advice for new heads of schools working with NQTs. The article offers a discussion of research results in relation to the extant literature and concludes with implications for practice and further research.