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In this paper, we expand the Foucauldian question of "what is thinking doing?" We approach the question in the context of reading as an entirely ontological enterprise. Aligned with the special issue theme of reading as a "long preparation," and prompted by Deleuze's discussion of "reading with love," we link the two to present how reading with love has been enacted in our work, both collective and individual, as transformative and intensive. The feminist philosopher Elizabeth Grosz, and her own readings of Deleuze and Foucault, prompts us to envisage what it is to "think like a feminist" and "read with love" after the ontological turn. As ontological, reading is neither consumption nor the acquisition of knowledge but an act of creation, an act of freedom, an act of love.

The concept of pedagogical leadership (PL) is vague and still developing in the field of Educational Leadership. This article examines the body of knowledge on this elusive term, to extract the key components that constitute the studies of PL in the last five years (2017-2020). The keyword of pedagogical leader* was solely used to search in the Web of Science database, and subsequently narrowed down to 54 reviewed articles through listed criteria for bibliometric analysis. Apart from the global bibliometric descriptions of PL, it is evident that the term pedagogical leadership is an emerging theme in WoS databases and is mostly cited from Nordic and European countries. Future suggestions for eastern scholars are to collaborate with western scholars, to better understand its concepts as compared to other prominent types of leadership such as Transformational, Distributed, and Instructional Leadership.

Character education reinforcement in secondary schools is one of the educational programmes aimed at anticipating the tendency of moral perversion as a result of moral decadence. Various forms of moral deviations that occur among high school students result in them being alienated from life because they conflict with cultural norms, school discipline, and life ethics in society. In this article we aim to discuss the relation of character value reinforcement and the principal's transformational leadership strategy to shape students' characters in a descriptive-critical manner. The objective of this study was investigating school strategies for optimising the implementation of character education reinforcement. In this research we used a qualitative method with a case study design. The data validity measurement was based on the levels of credibility, transferability, dependability, and confirmability. The results emphasise the importance of shaping student character as an anticipatory step to minimise moral distortions among high school students, and the effectiveness of the principal's transformational leadership role in optimising the implementation of education programmes for the strengthening of students' characters in schools.

School administrators' leadership characteristics are crucial in creating a learning school. Therefore, this study aimed to examine the relationship between transformational leadership characteristics and the learning school using meta-analysis. For this purpose, individual studies suitable for inclusion criteria were determined. In this context, we examined the studies between the years 2000 and 2020 on the relationship between school administrators' transformational leadership characteristics and learning schools. Studies including correlation coefficient, t value, and sample size were covered to calculate the effect size required for meta-analysis. A total of 20 effect sizes were included in the 19 studies. In the study, analyses of forest plots, publication bias, heterogeneity, and subgroup tests were performed. The random-effects model conducted in the study determined that the overall effect size was positive and strong. The subgroup analysis showed that the country variable was the source of heterogeneity in effect sizes, while the publication type was not. The study revealed that leadership characteristics are significant predictors of learning school and one of the most critical leadership styles to create a learning school is transformational leadership. Policymakers and practitioners have essential duties in transforming schools into learning schools. Therefore, school administrators who want to turn their schools into learning organizations should always be supported by those who produce education policies.

The purpose of this study was to examine influences on the implementation of a school-based comprehensive program for autistic children. Following the conceptual framework suggested by the Exploration, Preparation, Implementation, Sustainment (EPIS) model, variables from the outer context, inner context, and also that were part of the comprehensive program were explored. An index approach was employed for assessing implementation. The study was part of a larger cluster randomized control trial and took place in 39 elementary schools in a southeastern state within the United States. Variables associated with implementation were transformational leadership style of the principal, percentage of students in the school who were white, and adequacy of coaching. Implications for practice and future research were identified.

Professional Learning Community (PLC) is embedded in one of the Malaysian educational policies with the aim of improving teachers' effectiveness. However, the robust empirical evidence upon this matter is scarce, especially in terms of the relationship between school culture and PLC. Therefore, a correlational design study conducted to examine the relationships between the school culture dimensions (Collaboration, Collegiality, Emphasis on Learning, Professional Value, Sharing Planning, Transformational Leadership) and PLC. A randomized controlled trial cluster involving 612 teachers has been conducted. The Partial Least Squares-Structural Equation Modeling (PLS-SEM) using SmartPLS version 3 was applied to analyze the data. The result from SEM path analysis shows that only three constructs have significant influences on PLC, which are Professional Value ([beta] :0.045); Sharing Planning ([beta] :0.071), and Transformational Leadership ([beta] :0.040). This study has gone some way towards enhancing the understanding of the importance of school culture in promoting teachers' professional development through PLC.

Purpose: The purpose of this literature review is to investigate the effectiveness of transformational school leadership (TSL) in Chinese K-12 settings between 2010 and 2019. The main objective is to provide a comprehensive understanding of TSL research in China and identify the possible future research directions. Design/Approach/Methods: Vote counting method and narrative synthesis were applied in this review. Findings: This review found the majority of the studies were quantitative, which indicates that qualitative and mixed-method studies should be encouraged. This review also identified 12 major outcome variables, including 9 teacher-level variables, 2 school-level variables, and 1 student-level variable. Additionally, the effects of transformational leadership on these outcome variables were uniformly significant, including both direct and indirect effects. Future studies should expand the scope of school-level and student-level outcome variables, but particularly student-level outcome variables. Originality/Value: This is the first systematic review on the effectiveness of TSL research in China, which included both English and Chinese studies.

Purpose: The aim of this study was to examine the impact of leadership styles on employee commitment at Bahir Dar University. Methodology: In order to achieve the objectives of the study, a cross-sectional survey design was conducted on a sample of 372 employees from eight different campuses of Bahir Dar University. A stratified sampling technique was applied so as to obtain a representative sample of respondents from campuses. Both academic and administrative staff members were participated in the study. Data were analyzed using both descriptive and inferential statistics. Findings: The results of the research showed that transformational and transactional leadership style have a positive and significant impact on employee commitment in Bahir Dar University. For laissez-faire leadership style, the results of regression analysis indicated that there is a negative and significant impact on employee commitment in Bahir Dar University. Finally, the study recommended that both transformational and transactional leadership behaviors can play a major role in developing and improving employee commitment in Bahir Dar University. Originality: This manuscript is written from the raw data collected by author of this manuscript. So, it is original work.

In this study, we explored how a reimagined EdD supports leaders to develop the knowledge, skills, and dispositions necessary for effective school and district leadership. We analyzed the usefulness of inquiry-focused, equity-based participatory action research (PAR) in EdD dissertations by using case study methodology to analyze four graduates during and after the EdD program. The findings indicate participants successfully implemented PAR studies while simultaneously bolstering their leadership capacity. Findings have practical use for: (1) EdD graduates as they continue to use the PAR methodology in their current work and communities; and (2) leadership programs that choose to use PAR as a methodology for scholarly practitioners.

This case study investigated the strategies used by a school principal who successfully leads an educational centre in a vulnerable context. This article aims to explore how a school in a vulnerable context can be strengthened by the actions implemented by the principal and his leadership based on social and pedagogical commitment. Initially, the key aspects identified by the school community in the principal's identity were analysed, and subsequently compared with their own perception to understand their professional development and leadership practices. The findings identify three main strategies that have been implemented to improve the school climate: (1) building relationships and involving the community in educational change; (2) enhancing cooperative work and the joint vision of the school-professional learning communities; and (3) give children a voice, respect children and fight for equal opportunities. Comprehensive keys to professional practice are drawn from these findings.

This quantitative study investigated the relationship between leadership styles and teacher job satisfaction in Ethiopia, based on teacher perceptions. The multifactor leadership theory also known as full range leadership theory and work adjustment theory provided the theoretical framework to explore the relationship. Analysis of data yielded three major findings: (1) while the practice of transformational leadership was significantly lower, the practice of laissez-faire was significantly higher than international benchmarks; (2) teacher job satisfaction was low and significantly lower among males; and (3) there were low to moderate correlations between leadership styles and teacher job satisfaction with aspects of transformational and transactional leadership predicting job satisfaction, a trend similar to studies in other African countries. This study suggests that practicing principals, leadership preparation programs, and reform initiatives for school success in Ethiopia, consider providing professional development that includes predictors of teacher job satisfaction--inspirational motivation and contingency reward among other things.

The existing literature provides compelling evidence on the effect of school leadership on the collective efficacy of teachers, which is highly correlated with teaching--learning outcomes. However, the results of studies that examined the relationship between these variables have not reached a consensus. Therefore, the main objective of this study is to determine the extent to which school leadership influences collective teacher efficacy through a meta-analysis. The study identified 47 research articles with a total of 25,645 respondents. The results suggest a large-level effect of school leadership behaviors on collective teacher efficacy. Moreover, three variables; "leadership style," "country culture," and "school level," moderate the effect of school leadership on collective teacher efficacy. Especially, the impact of instructional leadership is stronger than those of transformational and other types of leadership. In addition, the magnitude impact of school leadership on collectivist culture is larger than that of individualistic culture. Furthermore, the findings suggest that the main effect size of school leadership on teacher collective efficacy in high schools is greater than those in other school levels. Lastly, the paper presents the implications and limitations of this study as well as recommendations for future research.

In the United States, approximately one-fourth of university presidents are female. The lack of women in senior leadership roles at higher education institutions mirrors other industries, and research has shown that institutions and organizations which lack female representation are less effective. To ascend to senior leadership roles, including the presidency, women persist through existing macro, meso, and micro levels of gender-based barriers. Thus, the primary research question guiding this study was: "What factors contribute to the self-efficacy of women presidents in higher education?" The theories of self-efficacy and transformational leadership provide the framework through which the concepts of women as leaders, American college presidents, gender-based barriers, and support structures were explored. This study resulted in six major findings: (a) Women presidents in higher education institutions are highly self-efficacious yet aspire to even greater levels of efficacy and professionalism; (b) Women presidents in higher education institutions are authentic, relationship-focused, and goal-oriented; (c) Women presidents in higher education institutions experience a multitude of gender-based barriers on their leadership journeys and in their presidencies; (d) Mentoring and leadership or professional development programming are essential components of the leadership journey for women presidents in higher education institutions; (e) Misalignment exists between the gender-based barriers and support structures identified by women presidents of higher education institutions; and (f) Women presidents of higher education institutions are committed to supporting the next generation of leaders.

This study describes two types of questions higher education students can ask -- transactional or transformational. The terms "transactional" and "transformational" are commonly juxtaposed in leadership studies for purposes of offering insight into leadership style. The problem is transactional questions do not facilitate learning as they focus more on simply completing tasks, much like in leadership where a transactional leader is more concerned with immediate, finite details than ultimate vision. Not much literature is available that directly addresses the types of questions students ask. Therefore, primary research was conducted that involved observing student questions asked within class context; the questions were then analyzed and categorized as either transactional or transformational. The results are described and their implications contemplated. The paper concludes with suggestions the higher education sector could implement that might encourage more of a transformational student mindset.

(1) Background: This paper examines the elements essential to effective teacher professional development (TPD) and the relationship between various professional environmental factors (professional learning community perceptions, self-efficacy, professional identity, principal's transformation leadership patterns), TDP in primary education schools, and TDP prediction. (2) Methods: Data were collected during the 2020 school year from 412 teachers in primary education schools in five Israeli districts. The professional learning community, self-efficacy, professional identity, transformation leadership patterns, and TPD scales were used to collect data. Descriptive statistics, Pearson moment-product correlation, and multiple regression analysis were used for data analysis. (3) Results: Overall, participants' TPD was high (4.12 ± 0.83). Statistically significant correlations were observed between TPD and four independent variables (0.41-0.64; p < 0.0001). No significant associations were seen between TPD and work-related characteristics. TPD differences were observed in participants with different educational levels (F = 4.63; p = 0.003). Higher TPD levels were predicted by perceptions of the principal's transformation leadership patterns, self-efficacy, the professional learning community, and education (F-ratio = 57.85; adjusted R2 = 0.50; p < 0.001). Conclusions: The present study attests to the importance of the school principal's leadership patterns for TPD, alongside the contribution of self-efficacy, professional learning community, and professional identity.

The study explores how multicultural education instructors use transformational leadership to establish "brave space" as a foundation for critical conversations about identity. Establishing brave space within education courses is essential to facilitating pre-service teachers' understanding of social justice; yet, little research exists regarding the use of transformational classroom leadership to achieve this. This qualitative study is comprised of semi-structured interviews with three instructors through a lens of transformational classroom leadership. Our findings suggest that transformational leadership practices such as modeling the way, challenging the process, encouraging the heart, etc. facilitate students' understanding of identity, relational trust, and their tacit values.

Transformational leadership is a leadership style that prioritizes commitment values, patterns, and performance to achieve organizational goals needed in the 21st century. This leadership style is widely applied in developing countries and has the best educational status in the world, such as in Finland and the United States. Researchers have recommended that transformational leadership is an important aspect of teacher performance; however, whether the effect varies across related studies and the robustness of the overall effect size remains unclear. A meta-analysis technique was used to synthesize the results from 65 independent studies and investigate the overall relationship between transformational school leadership and the three measures of teacher performance. This study found that, in terms of the average influence measure, transformational school leadership positively influenced teacher job satisfaction, commitment, and self-efficacy.

Despite its small size, Lebanon has had its fair share of nationwide turbulences that further instigated conflict and instability among the Lebanese population. The crises have weighed heavily on the educational system in Lebanon and has impeded its operations on many fronts. However, educational leaders have attempted to adopt transformative practices in addressing the anticipated and unanticipated challenges. Educational leaders in Lebanon have learned to perceive that 'the only constant is change,' and have come to realize and acknowledge that their goals of enhancing educational experiences remain the same but the paths to achieve these goals are nonlinear.

Cross-cultural leaders, are the behaviors or the characters of administrators who were able to manage or administrate people with different thoughts, beliefs, values and practice and combine them to form a single concept of being attentive to their work and trust their leaders to possess good attitudes and work efficiently for their ultimate goal of student development. The current study examines the situations of leadership and the guidelines for cross-cultural leadership development of World Class Standard School principals. The research sample was composed of 359 principals of World-Class Standard Schools in Secondary Educational Service Area Office. The research tool consisted of the 5-level rating scale questionnaire and the focus group discussion form. The data were analyzed by using descriptive statistics and content analysis. The research findings revealed five components rated from the highest to the lowest levels as follows: 1) Communication ([X-bar] = 4.24, S.D. = 0.71), 2) Empathy ([X-bar] = 4.24, S.D. = 0.73), 3) Conflict Management ([X-bar] = 4.22, S.D. = 0.72), 4) Transformational Leadership ([X-bar] = 4.21, S.D. = 0.72) and 5) Trust ([X-bar] = 4.16, S.D. = 0.74). The guidelines for developing cross-cultural leadership can be summarized as follows: principals should develop communication skills that were expressive, clear, and appropriate to the situations by using rhetorical skills in persuasive speech, exchanging of information between the networks of principals and other organizations, being good mediators, emphasizing teamwork, encouraging the school personnel to have a sense of participation and work successfully in order to achieve the vision of the school, remaining neutral, avoiding conflicts, creating consciousness and friendly atmosphere in the organization. Taking advantage of this research to improve the quality of administration in schools and administrators at all levels.

This case study examines the intersection of rural education, new leadership, and supervising teachers when a power imbalance exists. Using a real-life example of supervision and professional interactions, this case study focuses future administrators on the real-life conflicts inherent in supervision and employee rights. The case study examines the inherent power dynamics in some rural school systems, where changing demographics have resulted in the dissonance between what the Board of Education, the superintendent, and a newly appointed principal see as an educational environment for cultural responsiveness which acknowledges changes in the community and the pre-existing, established norms. The interactions between the principal, a veteran teacher, and a classroom environment during contentious discussions among students in a civics education class debate launched faculty discontent towards the new administration. The debate occurs during an already contentious moment during the stalled teacher's collective bargaining agreement.

The purpose of this qualitative descriptive study was to explore how educators describe strategies used in contributing to the self-esteem of adolescent middle school girls. It was not known how educators describe strategies used in contributing to the self-esteem of adolescent middle school girls. The theoretical framework for this study was the Transformational Leadership Theory, which is an inspirational and motivational theory, promoting encouragement and trust. The research question for this study was "How do educators describe strategies used in contributing to the self-esteem of adolescent middle school girls." A purposeful sampling approach was used to recruit participants for this study. Data was collected through the use of an online questionnaire and one-on-one interviews. The sample size for this study was 25 participants for the online questionnaire and 10 participants for the one-on-one interviews. Four themes emerged from the analysis supported by the data sources: (a) Educators engage in building relationships through communication, the foundation of building, (b) Educators empower through affirmations, inspiration, empathy, and compassion, (c) Educators enhance self-esteem through programming, helping adolescent girls work through challenges, and (d) Educators encourage through leadership practices of being a role model, mentor, or supporter. The study findings revealed strategies that educators use with adolescent middle school girls in contributing to their self-esteem and align with the tenets of transformational leadership.

The culture of an organisation refers to the common and dominant values and norms, as well as the beliefs and perceptions of its employees. Organisational culture influences employee behaviour and attitudes. The culture of the institution predetermines the tone of the environment, which can affect employee satisfaction. The basic premise of this paper is established in the connection between the characteristics of the leader and the transformational model of leadership in the organisational culture of the preschool institution. This research aims to determine whether the assessments and self-assessments of leaders and preschool teachers differ in the frequency of using the transformational leadership style and to determine the relationship between the transformational leadership style and the leader's personality traits. The research was conducted in a private Croatian preschool institution, which consists of 10 kindergartens. A total of 51 participants in 9 kindergartens participated in the research. The study used a quantitative research approach. The research results show that preschool teachers and leaders do not differ significantly in estimates of the frequency of application of the transformational leadership style and that there is a significant correlation between some characteristics of the leader and the transformational model of preschool leadership.

This study investigated the typology of female and male superintendents in Ohio to determine if a difference exists in the typology of female superintendents when compared to their male counterparts. Theories of gender differences and leadership styles, role congruity theory, and transformational leadership provided the framework for this study. The quantitative research design focused on a descriptive analysis of data. The sample was comprised of all school superintendents in the state of Ohio; a total of 614 participants. However, it is important to note that the study looked at males versus females, so while the sample size for males topped 518, the sample size for females was 96, a 15.64% confidence value. The findings demonstrate the underrepresentation of females in the superintendency, fewer women in each typology, clusters of female superintendents in particular regions of the state, and a higher percentage of females in the Big 8 districts. Implications of these findings are discussed and suggestions for future research given.

The authors examined whether school counselors' emotional intelligence predicted their comprehensive school counseling program (CSCP) implementation and whether engagement in transformational leadership practices mediated the relationship between emotional intelligence and CSCP implementation. The sample for the study consisted of 792 school counselors nationwide. The findings demonstrated the significant mediating role of transformational leadership on the relationship between emotional intelligence and CSCP implementation. Implications for the counseling profession are discussed.

Character education (CE) in secondary schools is one of the educational programs aimed to anticipate the tendency of moral perversion, as a result of moral decadence. Various forms of moral deviations that occur among high school students result in them being alienated from life because they conflict with cultural norms, school discipline, and life ethics in society. This article aims to discuss the relation of character values reinforcement and the principal's transformational leadership strategy to shape student characters in a descriptive-critical manner. The objectives of this study are school strategies in optimizing the implementation of character education reinforcement. This research uses a qualitative method with a case study design. The instrument of data collection was through in-depth interviews, observation, and documentation studies. Data analysis used a modified analytic analysis method. Meanwhile, the data validity measurement was based on the level of credibility, transferability, dependability, and confirmability. The results emphasize the importance of shaping student character as an anticipatory step to minimize moral distortions among high school students, and the effectiveness of the principal's transformational leadership role in optimizing the implementation of character education programs (CEP) in schools.

Social justice leadership that attends not only to equity for marginalized students but also to critical consciousness for all students has been largely ignored in empirical research of suburban schools. The purpose of this paper is to review the literature regarding transformative social justice leadership and assert the need for further studies, specifically as this leadership relates to developing critical consciousness in suburban schools and students there who belong to majority groups. This highlights the relevance of transformative social justice leadership and critical consciousness beyond urban schools to also include implications for the understudied demographic of suburban schools.

During the pandemic, organizational effectiveness remains at a very low level. Many universities are underperforming when a pandemic hits a country. When the pandemic subsided, the organization's effectiveness became exciting again This study aims to examine the effect of transformational leadership and years of service or experience of organizational leaders on organizational effectiveness, both directly and through organizational commitment, as intervening variables. The study adopted a quantitative approach and specifically the correlational verification approach. The study was conducted at the Public and Private SMAs in Samarinda, Indonesia, from January to August 2022. The study population consisted of 254 principals, vice principals and teachers, with a sample size of 145 selected through the proportional random sampling technique. The collected data were analyzed using smart PLS and SPSS software. The study findings revealed that there is no significant effect between transformational leadership on organizational effectiveness. The results show that the more experience the leader has, the more effective an organization is. The better the transformational leadership and the longer the experience as a leader, the more effective the institution will be. Organizational commitment does not effectively become a moderator variable in mediating the effect of transformational leadership and experience of leadership on organizational effectiveness.

A principal's leadership is a key part to the success of a school as their leadership guides both instructional and organizational outcomes. Teachers often work beyond their formal duties to see that all their students have their needs met. This is referred to as an Organizational Citizenship Behavior (i.e., when followers display behaviors that benefit the organization or its members beyond their current job requirements). This study investigated the relationship between principal's transformational leadership and teachers' Organizational Citizenship Behaviors and related motivating factors. Participants from a suburban school district completed a questionnaire based on their perceptions of their principal's leadership characteristics and reflections upon their own practices. The results showed the strongest transformational leadership practice is individualized support. This practice demonstrated positive relationships with Organizational Citizenship Behavior, Organizational Concern, and Prosocial Values. The outcomes of this study are intended to assist school leaders in promoting sound citizenship behaviors through leadership practices as well as informing leadership preparation.

This research aims to explore educational leadership during the COVID19 pandemic from the perspectives of higher education students and to develop a guiding model of educational leadership for 'new normal' with the novel emerging components. This research is conducted using grounded theory method and social network analysis. The first study group includes 32 participants, second study group includes another 26 participants, and final group includes 12 participants. Participants in all groups are university students studying in a higher education institution in Turkey. Written documents, personal interviews and group discussion are used for data collection. Based on analysis, a guiding model is developed which illustrates the concept of educational leadership for the new normal, which is composed of "networking, enhancing educational practices, calmness & compassion, analytical & strategical thinking, and transparency". Also, the social network analysis shows that "encouraging online communities, promoting social interaction, creating a safe and inclusive learning environment, providing learning resources, leading under pressure, emphasizing optimism, making data-driven decisions" are cornerstones in terms of educational leadership for the new normal. In addition to those substantially noted key concepts, some higher education students also seem to be in need of some other aspects of educational leadership such as inspiration for learning, open dialogue, risk planning and leveraging capacity of community. The participants also indicate that successful educational leadership is about understanding others' perspectives, rather than sticking to leader's perspective.

The purpose of this study is to reveal leadership roles of school principals having impact on school mindfulness. This quantitative study with correlational design involves 389 teachers from secondary and high schools in Buyukcekmece, Istanbul province. The researchers used the 'School Mindfulness' and 'Leadership Roles of School Principals' scales. In the study descriptive statistics, correlation and regression analyses were used to reveal the prediction level. The findings showed that visionary and transformational leadership roles of school principals strengthen school mindfulness and the sub-categories of faculty and school principal mindfulness. In addition, instructional leadership roles of school principals predict principal mindfulness. However, cultural leadership was found to have no effect on school mindfulness.

Teacher creativity is needed to encourage the improvement of the quality of school graduates, so that in the end it will accelerate the achievement of national education goals in Indonesia. This study aims to find strategies and ways to increase teacher creativity to be used as input and recommendations for related parties, namely teachers, school principals, and the office of the ministry of religion. This is done by testing the strength of the relationship between teacher creativity (Y) and transformational leadership (X1), teamwork (X2, and work engagement (X3). This research uses correlational research methods, and is carried out using quantitative methods and data collection through surveys. then explained by statistical analysis, analyzed by correlational analysis and SITOREM analysis. The population of this study were 163 permanent teachers of madrasah tsanawiayah in Madiun City. The research sample of 116 respondents was determined by the Taro Yamane formula, selected using the proportional random sampling method. The results of quantitative research found that transformational leadership that emphasizes idealized influence, intellectual simulation, inspirational motivation, instructional support, individual consideration, and the influence of ethical values can increase teacher creativity. Teamwork that emphasizes group goals, active participation of members, prioritizing togetherness, communicating with each other, complementing each other, and sharing can improve the quality of teacher services. Work engagement that emphasizes active participation in work, competence, importance of work, development opportunities, level of performance, and interest in organizational goals can improve the quality of teacher services.

This study examines the leadership approaches associated with sustained improved academic performance of principals heading National Strategy for Learner Attainment (NSLA) schools. This article reports on a qualitative multiple-case study focused on five successful NSLA secondary schools in Cape Town, South Africa. Data was collected from principals, teachers and selected School Management Team (SMT) members via questionnaires and semi-structured interviews to understand the leadership practices and personality traits that characterised the leadership approaches of principals to facilitate teaching and learning for improving academic performance of learners. The findings indicated that an integrated leadership principal leadership framework would be most effective because it would cultivate community between teachers and learners and result into improved academic performance. This approach encapsulates the various leadership approaches and the leadership personality traits or characteristics of the principals as well as taking into consideration the situational context for effective leadership and decision-making.

This article draws on case study findings of educator leadership in an online gifted education school, which emerged from a larger study exploring online engagement practices used by specialist gifted education teachers to (re)engage gifted learners. The gifted education teachers and their team leader were interviewed about leadership practices for supporting online engagement of gifted primary and high school students. Semi-structured interview data were transcribed, coded, and thematically analysed. Findings related to teachers voicing the importance of a passionate and committed team leader who understood giftedness and who acted as a facilitator in both the continuous development of teaching team skills and facilitation of online engagement practices for gifted students. Findings indicated five key themes related to transformational leadership practices: (1) understanding requirements of online practices for teaching gifted students; (2) supporting digital and online innovation and creativity for engaging gifted students; (3) leveraging the unique skills of the specialist teaching team for teaching gifted students in the online space; (4) actively facilitating and encouraging (re)engagement of gifted students through online participation; (5) follow-through to meet the needs and concerns of the specialist teaching team, gifted students, and their parents and/or carers. These leadership practices are of importance for actively supporting gifted education teachers and their students in online learning environments in order to achieve positive student engagement and learning outcomes commensurate with student potential.

Leadership is crucial in an organisation's long-term viability and incredibly motivating teachers. Theoretical and conceptual searches for leadership styles that work in any situation, such as teachers' teaching motivation and with any set of followers, have never been more abundant in the field of leadership research. However, some findings reported that there had been some uncertainty about the relationship of leadership styles towards teacher teaching motivation in some schools. Hence, this study is designed to get the response of primary school teachers in Sabah on the school heads' transformational and structural leadership styles, the level of teachers' teaching motivation, and the relationship between the school heads' transformational and structural leadership styles towards teachers' teaching motivation. This study is a descriptive quantitative study conducted through a survey using a questionnaire from the instruments of L. Bolman Personnel correspondents for structural leadership style, MLQ (Multi-Factor Leadership Questionnaire) for transformational leadership style, and A Questionnaire Measure of Individual Differences in Achieving Tendency (QMAT) for teaching motivation. The study involved 350 respondents from primary schools in Sabah. The analysis of the findings uses frequency, percentage, mean, standard deviation, and Pearson correlation analysis with determination = 0.05. The results showed that teachers' response in primary school in Sabah to the leadership style of the school heads is at a satisfactory level. The study also found a significant relationship between the school heads' leadership styles towards teachers' teaching motivation. This study supports the findings of other studies, whereby the headmaster leadership styles influence teachers' level of teaching motivation in schools.

Transformational leaders have been shown to influence positive work environments and support the retention of nursing staff. While exemplars have been found in upper-level management, the implementation of these characteristics in unit-based leaders is less explained. The elements of the transformational leader on followers and the organization--individual consideration, individual stimulation, inspirational motivation, and idealized influence--can engage nursing staff to remain in an organization which will promote positive patient outcomes. This article will review the elements of the transformational leader and share two exemplars of the transformational metanarrative as demonstrated in nursing care units. Both exemplars demonstrate how the transformational leader can influence the retention of nursing staff and support unit level change to support positive patient outcomes.

Current trends in disruptive technologies and global migration are changing the landscape of education. Stakeholders around the world are meeting to discuss the need to transform schools from teaching organizations to learning organizations. Policy decisions require empirically tested instrumentation that provides reliable data as feedback from faculty and is useful for measuring their school's organizational learning capability (OLC). The purpose of this quantitative study was to test the dimensions Jerez-Gomez et al.'s (2005) OLC survey in the context of educational institutes. Data were collected from teachers (n=150) out of 165 workings in public secondary schools (N=15) of Tehsil Wari district Dir Upper, Khyber Pakhtunkhwa in Pakistan. Results of the SEM analysis showed the instrument a reliable operationalization of OLC using a four-factor structure; managerial commitment (MC), systems perspective (SP), openness and experimentation (EX), and knowledge transfer and integration (TR). Gender showed as moderating the relationships of the independent variables with OLS.

Adopting learner-centred teaching approaches is important to advance student performance in Mexican rural communities, which have historically been disadvantaged. Yet, little research exists on the factors that might promote the use of this teaching approach. In the study reported on here we examined the associations between principals' transformational leadership, school climate, teacher commitment to learners, and learner-centred teaching practices. In total, 174 teachers were selected from 26 tele-secondaries in the state of Tabasco, Mexico. A structural equation model was calculated. Results do not provide evidence to support a direct association between transformational leadership and the use of learner-centred teaching. However, an indirect relationship was found between the effects of school climate and teacher commitment. These findings indicate that enhancing school climate and teachers' commitment through a transformational leadership style are key to foster an environment for learner-centred teaching.

The study aimed to determine the impact of transformational leadership and integrity on the performance of a company. The research sample was 123 lecturers at As-Syafi'iyah Islamic University, Indonesia. The analysis model of this study was a path analysis. Observation and questionnaires were used to obtain the research data. Teaching effectiveness measures how well educators' instruction aligns with learning objectives and provides the best possible outcomes for students who are taking the course. Hypothesis testing was performed using the t-test. The SPSS software version 25 was applied in statistical calculations. The results showed that transformational leadership and integrity have direct and positive impact on the teaching effectiveness. Transformational leadership has a direct and positive impact on the integrity. It is suggested to implement the better transformational leadership to achieve the better the teaching effectiveness.

This collaborative self-study examines how five higher education institutions in British Columbia (BC), Canada, have achieved momentum with openness and are implementing and sustaining their efforts. A goal of this research was to see whether an institutional self-assessment tool--adapted from blended learning and institutional transformation research--can help to assess how an institution has progressed with its open education initiatives. By adopting both an appreciative and a critical approach, the researchers at these five BC institutions compared the similarities and differences between their institutional approaches and the evolution of their initiatives. The paper includes discussion of how a self-assessment tool for institutional open education practices (OEP) can be applied to OEP initiatives at an institutional level and shares promising practices and insights that emerge from this research.