The purpose of this study is to examine the moderating role of stress in the relationship between perceived procedural justice and the work-home conflict of teachers. For this purpose, the data collection tools were collected from the study group consisting of 129 teachers that were selected randomly with a clustered sampling method from the schools in Gaziantep and Erzincan in 2015-2016 academic year. The data was analyzed by hierarchical multiple linear regression method in SPSS 22 and ModGraph-I was used for moderating tests. The findings of the research indicate that procedural justice behavior of school managers predict work-home conflict of participants negatively and significantly, and also the stress level of employees has a moderating role in the relationship between perceived procedural justice and work-home conflict. When an employee has a high level of stress, an increase in the level of procedural justice provides a significant decrease in work-home conflict. Being aware of that, from top to bottom all the policymakers including school managers must incorporate teachers into the decision-making process, must care about their demands which eventually would also affect their home life, and also must be transparent in all practices in order to increase procedural justice.

This study aims to reveal the effect of the principals’ perfectionism on organizational stress of teachers according to the perceptions of the teachers who are working in primary and secondary schools and the level of organizational stress of teachers. The sample of the study consisted of 369 teachers by choosing with the method of simple random sampling. Data was collected by a “positive-negative perfectionism scale” and “perception of stress scale”. Data analysis was analyzed by using IBM SPSS 21.0 program by using hierarchical multiple linear regression method. At the end of this study, it was seen that principals’ negative and positive perfectionist behaviours predict teachers’ organizational stress in a meaningful way. It was understood that positive and negative perfectionist behaviours increased the factors of organizational stress, and it was also seen that principals’ negative perfectionist behaviours increased the stress in organizational structure. As a suggestion, principals need to exhibit their perfectionist behaviours in a correct and positive manner. This situation enables teachers to increase their dependence to their jobs. It is also recommended that principals should investigate the effects of perfectionism on their management abilities, competitive attitudes and leadership qualities.

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.

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.

Women’s work has been acknowledged as an important tool towards effective leadership and economic development in Nigeria and Africa in general. It is important therefore, to accept their presence and encourage the active role they play in the labour force which at the long run impacts the economy positively knowing full well that they make up noticeable portion of the world’s population. This study evaluated the contribution of job autonomy, workload and home-work conflict to the job satisfaction of employed women in universities in Ogun State, Nigeria. A descriptive survey design was used to draw 200 women through multi-stage sampling technique. Standardized questionnaires were used to obtain responses from respondents. Four hypotheses postulated were analyzed using correlation matrices and multiple regression analysis and the level of significance was at 0.05 level. Findings show that job autonomy, workload, and home-work conflict jointly contributed to job satisfaction with 10.1% variance (Adj. R2 = .101) while workload predicted female employees job satisfaction the most. It was concluded that university management should introduce flexibility in work schedules and restructure job descriptions to allow female employees have more autonomy so as to reduce the effect of home-work conflict and pressure associated with workload.

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 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.

Educators in non-formal education organizations are often expected to display values of volunteering and giving to the community. These contributions, which are beyond the call of duty, are defined as organizational citizenship behavior (OCB). When such behavior is performed as a result of pressure rather than out of free will, that pressure is defined as citizenship pressure (CP). Building on the job demands-resources theory, the study examined a moderator-mediator model at the team level construct, to explore whether team CP mediates the relationship between both idealized influence behavior and idealized influence attributed (transformational leadership dimensions) and team OCB, and whether that mediation is moderated by organizational identification. The study sample consisted of 75 teams of educators and their direct superiors, who work in 11 youth movements. Results show that the negative relationship between both idealized influence behavior and idealized influence attributed and team CP is moderated by organizational identification. Furthermore, results show a negative relationship between team CP and team OCB. Theoretical and managerial implications are discussed.

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.

The study investigated the potential role of human resources exemplified by leaders' psychological capital (PsyCap) as a resource that may cross over to team-member exchange (TMX), and bring about desired organizational outcomes. We suggest a model where TMX of senior management teams serves as a team resource mediating the relationship between leaders’ PsyCap and organizational outcomes, as represented by team innovation, organizational citizenship behavior (OCB), and employees’ job satisfaction. The study, carried out among 86 elementary and junior high schools, indicated a positive relationship between leaders’ PsyCap and TMX. In addition, we found a significant relationship between TMX and the three measures of organizational outcomes. Furthermore, TMX partially mediated the relationship between leaders’ PsyCap and the desired outcomes, excepting innovation. The findings provide support for the importance of the leaders’ personal resource of psychological capital as a complementary perspective that may enhance our understanding of leadership’s impact on organizational success. In addition, the study provides significant support for the expanded model, broadening the definition of the crossover model by examining the translation of positive resources from leaders' PsyCap to organizational outcomes via teams' positive resources. From a practical perspective, the findings bring to the forefront the importance of psychological capital as a state-like construct that can be developed through leader preparation and professional development programs.

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.