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.

The purpose of this study is to investigate the impact of workplace spirituality on organizational commitment and the moderating role of gender. 112 teachers, working in Gaziantep, in the 2015-2016 academic year, were assessed using the workplace spirituality scale improved by Ashmos and Duchon and translated into Turkish by researchers and also the organizational commitment scale by Meyer and Allen, adapted to Turkish by Wasti. At the end of the research, it was found that there was a moderating role of gender in relation to workplace spirituality with organizational commitment. While the spirituality of the in workplace increases, organizational commitment increases, and male teachers’ organizational commitment was more than female teachers’

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

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 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.

Focusing on servant leadership and its outcomes are considered fairly essential in terms of its contribution to the literature. This study seeks to determine the relationships between the servant leadership of school principals and the loyalty of teachers to their principals and the constructs of loyalty to supervisors. Secondary school teachers working in Diyarbakır constitute the population of the study. 26 secondary schools were randomly selected from Diyarbakır province and the scales were applied to the teachers working in these schools. The sample consists of 202 teachers. The data were obtained with servant leadership and loyalty to supervisor scales. Validity and reliability analyzes were performed on the scales to determine whether the scales were valid and reliable or not. While analysing the data, descriptive statistics, correlation, and regression analyzes were used, respectively. It was found that the variables examined in the study had a positive and significant relationship. Regression analysis findings revealed that servant leadership predicted loyalty to supervisors and the constructs of loyalty to supervisors (dedication, extra effort, attachment, identification, and internalization) in a statistically significant way. School principals wishing to establish a sense of loyalty in schools are recommended to be aware of the positive role of servant leadership on psychological mechanisms and to have speeches and actions compatible with this type of leadership.

This study investigates the quality of higher education institutes’ (HEIs’) administrative services by assessing student satisfaction in the context of Total Quality Management (TQM). Differences between students’ perceptions and expectations of administrative service quality are examined and discussed. A questionnaire survey was developed employing the SERVQUAL service quality model, the results of which were further enhanced by the application of importance-performance analysis (IPA). All five dimensions of the model were explored (reliability, assurance, tangibles, empathy, and responsiveness) with data from the 104 students from five Greek HEIs who participated in the survey. The results of the IPA complemented the survey research by enabling recommendations for importance and performance. The study’s findings indicate that students’ expectations are not met by the administrative services provided at the time of examination. A gap is observed between perceptions and expectations on all dimensions, indicating the necessity to make improvements to enhance service quality.

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.

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.

This study aims to identify the dominant leadership styles of chairs from the perspective of faculty members in different college departments in higher education in the UAE. Furthermore, the study aims to identify the teachers' perceptions of leadership styles that affect their job satisfaction. The study used quantitative means with faculty members in different higher educational settings in the UAE. The survey used a five-point Likert scale. The leadership styles have values (completely agree =5, agree = 4, neutral =3, disagree=2, completely disagree=1). The job satisfaction questions have values (completely satisfied =5, satisfied = 4, fairly satisfied =3, dissatisfied =2, completely dissatisfied=1). The chosen subjects were faculty members from different colleges. Those subjects are 135 university teachers who are divided into four age groups. The data revealed no dominant leadership styles in the colleagues from faculty members' perspectives; however, the statistics lean towards the laissez-faire leadership style. It also reveals correlations between the three leadership styles and job satisfaction. The democratic leadership style has the greatest impact and most significant environment and incentives among the three independent variables.

This study addresses the emergence of unwarranted conflicts and raptured ties within teacher-to-principal and teacher-to-teacher interactions. It highlights the neglect of emotions in relationships, which has been a gap in this research. Unlike existing scholarly focus on cognitive and pragmatic aspects of relationships, this study explores emotional geographies. Its objective is to promote positive relationships between and among teachers and principals by examining emotionality in their political and professional geographies. Furthermore, it seeks to formulate a policy and develop a program that restores ruptured interactions. This research employed an exploratory sequential mixed method. The qualitative analysis involved thematic and reflexive analysis. Statistical methods, such as frequencies and percentages, weighted mean, and Pearson correlation coefficient, were employed for quantitative analysis. The findings identified both positive and negative behaviors in the political and professional geographies. The results of the interviews produced a four-quadrant chart. Positive behaviors were positioned in Quadrants I and IV, and negative behaviors in Quadrants II and III. Pearson correlation coefficient indicated a moderate positive correlation in the interactions of teachers with the principal and interaction with colleagues in both political and professional geographies. This study concludes that addressing emotional geographies is crucial to repairing strained relationships between teachers and principals and among teachers. The formulation of educational management policies and programs is a vital step toward achieving this goal.

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.

Courses are the fundamental building blocks of educational programs, serving as a tangible representation of student attainment and the desired learning outcomes of the program. Despite their pivotal role in education, however, a standardized framework for the development, implementation, and enhancement of course specifications remains elusive. Given that different programs may employ varying formats with differing levels of detail, it is critical to establish a universal framework that enables instructors to adhere to quality standards at the program level. To this end, leveraging the ASEAN University Network – Quality Assurance (AUN-QA) and Quality Matters Rubric, this study seeks to optimize course quality assurance requirements and assess lecturers' perception of these proposed guidelines. Drawing on document analysis, semi-structured interviews, and importance-level measurement, the findings of this study underscore the significance of eight criteria, comprising a total of 25 quality requirements, in ensuring course quality. These criteria include learning outcomes, structure and content, instructional approaches, learning assessment, learner support, staff, and output. Notably, these criteria align with the Plan-Do-Check-Act (PDCA) cycle theory, thereby promoting continuous improvement in education.

Early Childhood Care and Development (ECCD) directors are crucial for sustainable quality ECCD centre management, leading to a focus on efficient 21st-century practices. Planning principles are essential for managing the complexity of early childhood education services. This paper aimed to explore how ECCD directors plan management activities in their centres in Ghana. The study was conducted in sixteen ECCD centres located in five metropolitan and municipal districts within the Greater Accra Region of Ghana. The study involved 20 participants, including directors/head teachers and board members, selected using a purposive sampling strategy. Data were collected through interviews and document reviews. Although evidence from the study showed that ECCD directors put much effort into managing their centres, the study found that ECCD directors experience various challenges concerning applying the basic management principle of planning at their centres. In this article, the authors contend that planning is a crucial management function that sets achievable goals in line with the ECCD centre's vision and provides direction for actions to achieve ECCD goals. In addressing the identified challenges, the researchers developed a systems-based planning framework to guide directors in their planning roles at the ECCD centres.

Due to the tremendous attack of the COVID-19 pandemic worldwide, educational institutions struggled noticeably to cope with its associated predicament. In the initial stage of the pandemic attack, knowledge about Coronavirus and its socio-economic effects was scarce, and school leaders lacked adequate training on crisis management during a pandemic. Thus, the pandemic posed a dilemma and an ultimate test for educational leaders worldwide. This study aimed to explore the challenges secondary school leaders in Bangladesh encountered during the COVID-19 pandemic, and their leadership strategies to cope with the crisis. The ‘measurement model of crisis leadership’ was applied as the conceptual framework. Using a qualitative approach and thematic analysis framework for data analysis, the study revealed leaders’ considerable academic, financial, and socio-emotional challenges. The leaders were found to apply certain crisis leadership attributes consistent with the ‘measurement model of crisis leadership’. However, the study identified the absence of inclusiveness’ in the framework, thereby proposing the inclusion of ‘equity and social justice’ in the existing framework since leaders' ability to ensure equal access to all students appeared essential during the crisis. Finally, this study brings the recommendations for policy-level reformation in school leadership training on crisis management in Bangladesh to develop leaders’ competence for managing risk effectively and maximizing risk-reduction actions required during critical times.

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.

This study examines the characteristics, challenges, and strategies of school leadership in Cambodian high schools, with a focus on leadership in resource-constrained settings. Using a qualitative case study approach, the research investigates how principals in six northwestern provinces implement leadership practices to improve educational outcomes. Data were collected through semi structured interviews with 21 principals and analyzed via thematic analysis. Key findings reveal that visionary approaches, collaborative cultures, data-driven decision-making, and resilience characterize effective leadership. Challenges such as limited resources, variable teacher quality, and insufficient professional development hinder progress. The study contributes to educational leadership theory by highlighting the critical role of tailored leadership development programs and resource management in transforming underperforming schools. Practical implications include recommendations for policymakers to expand leadership training, enhance community engagement, and prioritize funding for underperforming schools. This research offers valuable insights for improving leadership in post conflict and resource-limited educational contexts.

The transitioning of Teacher Training Colleges into Colleges of Education as tertiary institutions by Act 847 is significant for ensuring strategic management change. This research investigated the strategic management of Dambai College of Education in the transitional change. The study adapted the methodological framework of the “Theory of Organisational Change” to ascertain leadership strategies that worked well in contributing to rapid positive transformation and their impact and those potential strategies to further improve the College. The study was qualitative with an interpretive paradigm and nominalist ontological and epistemological stance with participatory inquiry design. Homogeneous purposive sampling was used to select 15 participants for data collection. Data was collected through an open-ended questionnaire. Thematic analyses were done. Findings under strategies that worked include effective governance, recruitment, continuous professional development, Internally Generated Funds (IGF), merit-based remuneration of staff, and enhancement of physical infrastructure. The impact made includes boosting the morale of staff, students, traditional authorities, and other stakeholders; ownership of responsibility; improved learning outcomes; more spaces and equipment for effective work; and the College's improved outlook. Strategies to adopt include more stakeholder engagement and integration of technology. The research concluded that the college has transformed positively and needs to further improve its developmental agenda by adopting hybrid change models.