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.

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.

The study examined the level of autonomy among basic school teachers in the Central Region of Ghana and the effect of teacher demographic characteristics on the level of teacher autonomy. The explanatory sequential design was adopted. Using the systematic sampling technique, a total of 315 basic school teachers were sampled for the quantitative phase of the study whilst 12 teachers were sampled for the qualitative phase through the purposive sampling technique. Eighteen (18) items Likert-scale was adapted from Pearson and Hall and used for the quantitative phase. A semi-structured interview guide was designed to collect data to further elaborate the study’s key findings. Both descriptive and inferential statistics were used to analyse the quantitative data whilst the interview was analysed thematically. The study revealed that teachers in the Central Region of Ghana hold positive perceptions about their autonomy with the level of autonomy being moderate. It further established that teacher autonomy is affected by gender positively whilst age and teaching experience affects their level of autonomy negatively. Based on the findings, it is recommended that the Ghana Education Service (GES) and school heads should organize in-service programmes aimed at informing basic school teachers on the extent of autonomy that they have in the process of implementing the curriculum.

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.

Gender equality in the workplace and social life has been argued especially since industrialization. Despite the belief that the education profession is suitable for women, the education sector has been one of the most discussed sectors due to the low number of female managers. Doubtless, gender stereotypes and attitudes toward women contribute to these inequalities. This research aimed to examine the attitudes, which may be an important part of this inequality, of teachers towards female principals. The universe of the research is consisted of the teachers and administrators at public schools in Adana's districts (Seyhan, Cukurova, Yuregir, and Saricam) province where women held an administrative position in the 2015-2016 academic year. The sample consisted of 818 teachers and administrators. A descriptive survey method was used to conduct the research. Attitudes toward Women Managers Scale were used to collect data. Statistical Package for the Social Sciences (SPSS) software was applied to analyze the data. For descriptive statistics, frequency, percent, average and standard deviation were used. For the statistical analysis T-Test and ANOVA tests were applied. As a result of the data analysis; significant differences between the groups according to gender, age groups, status and, level of the schools were found.

Goffman’s theory of total institutions and Fanon’s theory of violence were used to explain student protests and violence in Kenyan secondary schools. Youth violence around the world is not a new phenomenon. However, the persistence, frequency, and intensity of violence, and their consequences beg for logical explanations and remedies. This study was part of a three-year project facilitated through the Networked Improvement Community partnership for self-study and intervention. Although a holistic approach to research was applied, data for this study were gathered through narrative inquiry. Participants (teachers, principals, and members of the school community) were identified purposively using the snowball process. Data were analyzed through deductive and inductive reasoning. Findings indicate a preponderance of student protest and violence among students in boarding schools. Student violence was a response to the devaluing and oppressive environment in boarding schools which resembled total institutions, and students exercising democratic rights to protest. The paper argues that school authorities could mitigate violent protests by providing formal political means of representation and democratic decision-making; creating new spaces for negotiation and peaceful protest; listening to the voices of students; and engaging in dialogue to create a common vision and mission.

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.

This research describes the perceptions of school principals in the context of their role in leading the professional development of the teaching staff. Their perceptions were examined in reference to three educational ideologies: socialization, acculturation and individuation. Data analysis of semi structured interviews conducted with 20 school principals, revealed a contradiction between the educational ideology that emerged in the context of the overall educational practice and the ideology referred to in the context of their role in teachers professional development. In the context of the educational practice, the majority of principals described an individuation ideology. In the context the principals' role regarding the professional development of the teaching staff, the majority of school principals presented the socialization ideology as their guiding ethos. In addition, the minority of principals demonstrated a combination of these two ideologies. None of the principals presented the acculturation ideology.

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.

This paper extends and complements previous research on unethical leader behavior by examining the social and cultural perspectives that inform the understanding of objectional conduct among secondary school leaders in Kenya. The study used a social constructivist theoretical framework, and qualitative case study, and semi-structured interviews with school boards of governors, principals, and heads of department and school bursars. The findings revealed that cultural beliefs underpinned by the ubuntu ethic informed the school leaders' perceptions of unethical leadership behavior in the Kenyan secondary school contexts. Four sub-themes highlight acts that contradict the ubuntu values of altruism, humanness, care, and solidarity. They include disregard for community interests, neglect of care for one's kin, disregard for harmony, and elders' respect. The study concluded that western universal perspectives and definitions could not solely be relied upon to describe unethical leadership behavior in schools in non-Euro western contexts. The study contributes to the literature on unethical and ethical leadership by proposing a potential benefit in recognizing and incorporating non-western perspectives in exploring and defining the unethical leadership construct.

A qualitative study examining female and male Saudi principals’ perceptions of instructional leadership was conducted using an electronic survey. While teacher supervision and supporting new instructional strategies were themes that emerged from the data from both genders, the female participants provided more detail on what they personally did in both areas and identified more altruistic personal virtues that they felt instructional leaders should model. Female Saudi principals also identified active problem-solving as part of their instructional leadership as compared to male Saudi principals who reported directing school improvement efforts through their leadership team. Theories of instructional leadership were developed for each gender from participant responses that indicate that female Saudi principals define and enact instructional leadership in more relational and interactive terms than their male counterparts.

The purpose of the present study was to determine the communication barriers, the reasons and results of these barriers, and solution proposals for communication barriers faced in the context of school-parents cooperation. The case study was used in this study. The data obtained from the interview forms were analysed according to the method of descriptive analysis. The findings were presented in the form of themes and subthemes. The study group consisted of 42 teachers working in the central districts of Erzurum in the 2019-2020 academic years. According to the research results, the participants think that communication barriers in the context of school-parents cooperation are related to parents and to teachers. Most of the participants express the reasons for communication barriers resulting from parents while some of the participants express the reasons for communication barriers resulting from teachers. Participants think that the results of communication barriers faced in the context of school-parents cooperation are related to students, school administrators, parents and teacher. Most of the participants think that results of communication barriers in the context of school-parents cooperation are related to students while the other participants think that results of communication barriers in the context of school-parents cooperation are related to school administrators, parents and teachers. Most of the participants propose solutions for communication barriers related to teachers while other participants propose solutions for communication barriers related to school administrators and parents.

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 article aims to explore the views of primary school teachers regarding the educational leadership exercised by leader teachers at the human resource management level, and how this can affect their willingness to communicate and collaborate. The theoretical framework analyzes the dimensions of human resource management by a leader teacher, as a communication channel, team empowerer, and creator of a climate of trust. The research was carried out using quantitative method, with a closed digital questionnaire which was completed by 693 primary school teachers from whole Greece. Initially, the analysis was carried out through descriptive statistics and then selected questions were analyzed by statistical inference test. The findings show a shift towards the model of a transformational leader, despite the country’s education system remaining highly centralized. In addition, the findings show a correlation between democratic and cooperative staff management, with the axes of inspiration and responsibility on the teachers’ side. This article highlights whether the communication skills of a leader teacher affect the functioning of the school. The research was carried out during a pandemic and thus it was not possible to collect qualitative data using interviews with leader teachers so that we can have a comparative approach to the issue.

Theories of distributed leadership suggest that organizational learning and change results not from the efforts of a single individual, but rather from a network of people working within their broader systems. Team empowering leadership enhances human resources development of the organization to promote the sharing of knowledge that is necessary for change. In this study, we study transformational and distributed leadership team that have been linked to improving working conditions and students’ learning in high-needs schools. Specifically, we highlight a team-based intervention where positive organizational improvements were made to academically struggling schools, and then qualitatively examined the associated processes to understand what enabled the occurrence of those positive changes. We find that the team structure allowed for the clarification of expectations, enhancement of communication, and improvement of educator working conditions through professional development support and distribution of leadership responsibility, which ultimately resulted in improvement in school culture and performance.

This text aims to analyze the conditionalities of the New Public Management for the educational assessment policy in Brazil and the deepening of educational inequality with the outbreak of the Coronavirus disease (COVID-19) pandemic. Certainly, within the trajectory of educational policies, Brazil has a clear relationship with the conservative way in which the State and society were shaped. In the current scenario of the New Public Management, the new educational policy dictates an economic logic in the pedagogical factor, which uses business management methods for results, transforming it as a solution to measure the quality of teaching, for which it uses evaluation mechanisms. Aspects linked to the New Public Management such as efficiency, efficacy and effectiveness permeate the rationality of educational policy and, consequently, of the evaluative logic. Indeed, the centrality of the assessment conditioned the logic of curriculum standardization. These curriculum guidance indicators denote training based on skills and abilities that contribute to training that meets market demands.

In the research, it was aimed to learn the leadership expectations of secondary school students in the context of school principals. In this context, focus group interviews were conducted with sixteen students studying at different grade levels in the research conducted with a phenomenological design, and the data obtained were subjected to content analysis. When the findings were examined, it was seen that the leadership expectations of the students from the school principals were shaped in four sub-themes (behavior, values, skills and abilities, and characteristics). According to the results obtained, students from school principals about leadership; In the behavior sub-theme, they expect the most discipline and valuing ideas, they expect the most fairness, tolerance and understanding in the values sub-theme, they expect the most professional expertise in the skills and abilities sub-theme, and they expect the most compassion and sincerity in the characteristics sub-theme. The results show that the expectations of the students, which are the basic elements of the education process, should be taken into account by the school leaders.