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.

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.

The study aims to determine the relationship between school administrators’ paternalistic leadership behaviours and teachers’ work alienation levels. The research sample group involves 205 teachers working in the Anatolian high schools in the central district of Siirt. Research data was collected through the “Paternalistic Leadership Behaviours Scale of School Principals” and the “Work Alienation Scale”. According to the descriptive and Pearson correlation analysis results of the research, it was determined that the paternalistic leadership behaviours of the school administrators are at a “strongly agree” level while the work alienation of the teachers is at a “somewhat agree” level, and a negative moderate significant relationship was found between the paternalistic leadership behaviours and the teachers’ work alienation levels. The path analysis revealed that benevolent leadership predicts the powerlessness and meaninglessness dimension negatively significantly; authoritarian leadership predicts the powerlessness dimension positively significantly, and moral leadership predicts meaninglessness and self-estrangement negatively significantly. Moreover, it was also established that, in general, paternalistic leadership behaviours predict the teachers’ work alienation negatively significantly as a whole. As a result of the research, school administrators were suggested to display helpful and ethical behaviours by watching over the teachers in various matters.

This article approaches secondary Vocational Education & Training (VET) in Portugal from a historical-educational perspective, namely the professional courses introduced in 2004 in public secondary schools. Its implementation aimed to obtain a qualified technical workforce and to fight against the high failure rate and school dropouts registered in technological courses. It was also proposed, to complete 12-year compulsory education, qualifying students for the exercise of a profession as level IV technicians of the national qualifications framework (NQF). As a result, the number of students enrolled in this modality has progressed from a residual value of 10% in 2004 to 39.7% in 2018. On average, its attendance in the European Union (EU) was 54.6%, with special emphasis on Finland and the Czech Republic, whose indicators were, 71.6% and 71.3%. With the emergence of the COVID-19 pandemic came the unplanned closure of schools in the spring of 2020, imposed to protect the well-being of society, but which caused discontinuities. This research concludes by taking into account professional education in Portugal and the EU in the context of the COVID-19 pandemic, also considering the opinion of educational actors (course directors, teachers, and students) on the functioning of VET in Portugal.

The highlighted local and international perspectives of school-based management (SBM) offer logical findings on its efficacy at the grassroots level. Despite some hindering factors, its impact along leadership and governance, curriculum and learning, accountability and continuous improvement, and resource management are commendable. After methodical scrutiny of data, this paper concludes that the improvements in schools triggered by SBM are responsiveness to the needs and challenges of schools; contextualization of curriculum; improvement of physical facilities and linkages; and stakeholders’ awareness and involvement to school’s programs, projects and activities (PPAs). Principals likewise implemented SBM in their respective schools by holding SBM planning with its stakeholders. In fact, the different programs and projects implemented in schools include SBM crafting and planning; implementation, monitoring, and documentation of student learning activities; and clean-up drive and transparency board installation. Researchers, therefore, recommend that responsiveness of SBM to the needs and challenges of schools; contextualization of curriculum; improvement of physical facilities and linkages; and stakeholders’ awareness and involvement to school PPA be extensively maximized. Eventually, sound partnerships between schools and external stakeholders be cultivated.

The effectiveness of an educational system heavily relies on teachers' commitment. In Cameroon, despite government efforts, concerns about teacher engagement persist. This study, based on Meyer and Allen’s Organisational Commitment Model, examined how leadership approaches influence teacher commitment in secondary schools in Kupe-Muanenguba Division. The research focused on democratic, transformational, and transactional leadership styles. Using a survey design with concurrent triangulation, data were collected from 248 teachers and 354 students across six government schools. Teachers completed the “Teacher Insights on Management Approach to Leadership Questionnaire” (TIMAL-Q), while students used the “Student Perception of Educator Commitment Questionnaire” (SPEC-Q). Semi-structured interviews with principals and vice principals supplemented the data. Quantitative data were analyzed using frequency counts, proportions, and Pearson Correlation, while qualitative data underwent thematic analysis. Findings revealed strong positive correlations between democratic (r=.980, p=.028) and transformational (r=.980, p=.028) leadership styles and teacher commitment, suggesting these approaches significantly enhance engagement. The transactional style also showed a positive correlation (r=.800, p=.014), though to a lesser extent. Qualitative data highlighted practices aligning with these leadership styles. The study underscores the importance of democratic and transformational leadership in fostering teacher commitment, especially in challenging environments. Recommendations include integrating these approaches to improve teacher engagement in quantitative and affective domains, leveraging transactional leadership for short-term goals, and providing targeted leadership training for school managers. This comprehensive strategy aims to boost teacher commitment and performance despite infrastructural constraints.

This study investigates the role of educational leadership in supporting student mental health and promoting equity within schools. It examines three leadership models, transformational, trauma-informed, and equity-focused leadership, and their effectiveness in fostering inclusive school environments. By synthesizing recent empirical studies, this review identifies strategies that enhance student engagement, emotional resilience, and academic performance. The findings reveal that schools with proactive leadership in mental health experience improved student well-being, reduced behavioral challenges, and higher academic success. However, barriers such as resource constraints, inconsistent policy implementation, and a lack of specialized training for school leaders hinder the full integration of mental health initiatives. These challenges disproportionately affect marginalized student populations, underscoring the need for leadership approaches that address systemic inequities in education. This review emphasizes the importance of embedding mental health within broader school policies and practices. By prioritizing psychological safety, fostering strong school-community partnerships, and ensuring equitable access to mental health resources, educational leaders can create sustainable, supportive learning environments. The study offers practical recommendations for policymakers and school administrators to strengthen leadership practices that bridge the gap between academic achievement and student well-being. This research contributes to the ongoing discourse on student mental health and equity, advocating for school environments that nurture both academic and emotional growth.