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.

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.

This study delves into the role of leadership in addressing disparities in higher education arising from the post-COVID-19 era, as experienced by Vietnamese lecturers. Drawing on qualitative data obtained through semi-structured interviews with 15 university lecturers across diverse regions and institutions in Vietnam, the research aimed to capture the essence of effective leadership behaviors during this unprecedented crisis. The study is underpinned by the Transformational Leadership Theory and Sociocultural Theory. Findings underscore the significance of visionary and inspirational leadership, emphasizing a clear direction amidst adversities. The importance of empathetic and supportive leadership, active faculty engagement, flexibility, commitment to capacity-building, and transparent communication emerged as paramount. Viewed through the theoretical frameworks, the results elucidate how leadership strategies resonated with both universal leadership principles and culturally specific Vietnamese values. The implications drawn highlight the need for adaptive and culturally attuned leadership in crisis scenarios, especially in academic settings. Though the study offers a profound understanding of leadership in a post-pandemic Vietnamese educational context, it also recommends expanded, diverse, and cross-cultural investigations to provide a more holistic perspective in future research endeavors.