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.

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.

Decline and downsizing often create organizational conditions that are tension-filled, problematic, disruptive, and prone to unethical behaviour. It is common for educational organizations to face discontinuity of services and reduction of personnel; therefore, it is important to understand the relationship between declining organizations and the ethical behaviour of educational leaders under these circumstances. In this article, we provide a general description of organizational decline, typical responses to such decline, and highlight the phenomenon of personnel downsizing, with particular attention to the Canadian education context. We offer descriptions of various in situ strategies from several Canadian educational superintendents to illustrate implications for how we might better understand personnel reductions in relation to ethics. We conclude with suggestions concerning ways we might upgrade downsizing with wise judgment and ethical decision-making.

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

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.

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.

This study aims to evaluate the leadership practices of a sample of secondary school principals in the Madrid region. An attempt will be made to provide some insights into their professional profile, their performance of leadership tasks, and the different elements that define their leadership model. An online questionnaire was used to collect their opinions on the day-to-day performance of their leadership role, as well as on the factors that influence their leadership style. From a methodological point of view, a quantitative approach is used within an interpretative framework, given that the emphasis is not on the generalisation of results but on understanding how school principals operate in their particular context. Results revealed that instructional leadership in Spain is still seen as a challenging goal for principals. This is closely in line with the bureaucratic nature of the headship role in Spanish schools.

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.

The study aims to analyze the relationship between teacher leadership and the organizational happiness of secondary school teachers. The research was designed in the relational survey model. The research sample group involves 358 teachers working in the state schools in the Bakirkoy district of Istanbul province. The Teacher Leadership Scale and the Organizational Happiness Scale were used to collect the data. The social sciences statistics program was used in the analysis of the data. It was found that teachers' teacher leadership and organizational happiness levels were high. There was a low level of positive significant relationship between teacher leadership and organizational happiness. and between the positive emotions sub-dimension of organizational happiness and the total score of teacher leadership. However, there was no relationship between the negative emotions sub-dimension of organizational happiness and teacher leadership. It was concluded that teacher leadership significantly positively affects teachers' organizational happiness.

This study aims to examine the opinions of Religious Culture and Ethics Teachers (RCET) on mobbing in the workplace. The research focuses on RCET’s definition of mobbing, the reasons for mobbing, the results of mobbing, and the suggestions of RCET to prevent mobbing. This study used the phenomenological method, one of the qualitative research methods. The data obtained from the interview forms were analyzed by the content analysis method. The findings were organized and presented under themes and sub-themes. The study group of the research was determined by a systematic sampling technique, one of the probability-based sampling methods. The study group of the research consisted of 35 RCET working in the middle schools of Mersin central districts in the 2023-2024 academic years. Findings revealed that participants defined the concept of mobbing using terms such as pressure, violence, distress, attack, discomfort, implication, and exposure. It was found that participants expressed reasons for mobbing, such as establishing dominance, jealousy, inadequacy, and conflict of interest. It was determined that participants indicated the results of mobbing, such as asynchrony, inefficiency, failure, resignation, reluctance, and fear-anxiety. The participants suggested solutions such as support, awareness activities, relationships and communication, knowledge of legislation and laws, equality, responsibility, trust, problem identification, solution orientation, and providing education.

Turnover in middle management can be very expensive for a school, not just financially, but also in terms of providing continuity of leadership, sustainability of management practices, and quality student experiences. Therefore, a rigorous understanding of why middle managers in schools are thinking of leaving post can provide senior leaders an opportunity to develop strategies to reduce this turnover cost. Using the case of Lady Agatha’s Boarding School in England, this paper uses a novel approach to investigate the complexities of school middle management from a social perspective, arguing that by using a Bordieuan lens, researchers can investigate the complex matrix nature of working in middle management. By using the Bordieuan tools of field, habitus, doxa, capital, and symbolic violence, researchers can observe the struggles that the middle managers engage in to acquire capital or resources compared to other actors in the field, as tournaments of socio-political dominance. By using this original ontological turn in analysing turnover antecedents, researchers as well as practitioners could make significant impacts in the way turnover can be understood and its costs mitigated.