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Teacher turnover remains considerably higher at Charter Management Organizations (CMOs), despite initially high perceptions of fit at the time of hire. Grounded in an emerging branch-off of job embeddedness theory—teacher embeddedness—this multi-site case study of one urban CMO used interviews of departed teachers and principals and focus groups of new and veteran teachers to determine the predominating factors of reduced feelings of embeddedness and, ultimately, turnover. Findings indicate that teacher embeddedness is threatened by methods the CMO has proliferated as "best practice" and factors researchers have empirically correlated with turnover. [ABSTRACT FROM AUTHOR]

Teacher well-being plays an important role in education reform because it marks teachers' positive evaluation of and healthy functioning in their work environment. However, there has been insufficient research on the relationship between distributed leadership and teacher well-being and on how organisational trust works as a mediator between these two constructs. Based on responses from 587 teachers in primary schools in southwest China, this study examined how distributed leadership contributes to teacher well-being with attention to the mediating role of organisational trust. Using structural equation modelling and bootstrapping tests, the analysis showed a nonsignificant direct effect between distributed leadership and teacher well-being. Organisational trust and its two dimensions, namely trust in the working team and trust in the principal, had significant mediating effects on the relationship between distributed leadership and teacher well-being. However, the dimension of trust in the work setting did not appear to be a significant mediator. This study contributes to a better understanding of the transferability of leadership theories across cultures and to a deepening comprehension of strategies for improving teacher well-being in Chinese schools and similar contexts. Implications of the study and future research direction are presented. [ABSTRACT FROM AUTHOR]

Email has become a prominent communication tool for principals. Although principals have reported benefits of communicating via email, they have also indicated that it has intensified their workload. Specifically, principals have indicated that they receive a large volume of email, which contributes to extending and fragmenting their workdays. From actual email records, this study examined how email contributed to principal time demands and time use. Results indicated that the sample of principals received a substantial amount of email, which occurred during an extensive portion of the day, and also intensified during instructional hours. The comparisons of the timing of email activity revealed that principals experienced similar time demands from email, but used their time differently to address the demands. In addition, the email activities of principals exhibited descriptive differences from school district leaders. The findings indicated the need for more studies of principals' email activities and the time demands of principals, as well as suggested the need for principal preparation programs to provide specific training related to email and other such information technology. [ABSTRACT FROM AUTHOR]

The purpose of this study was to describe music teacher professional development (PD) in the United States and to chart potential differences between the experiences of music teachers, other arts teachers (visual art, theater, dance), and teachers in low-stakes (natural and social sciences) and high-stakes (math, English language arts) academic disciplines. Using data from the 2017–2018 National Teacher and Principal Survey, I evaluated PD practices, perceptions, and policies against six consensus criteria for effective PD: content specificity, social interaction, sustained duration, relevance, agency, and policy support. Findings showed music teacher participation in content-specific and socially interactive PD was robust and that the vast majority of music teachers described their PD as relevant. Cross-comparisons revealed discipline associations as to some criteria (social interaction, relevance, agency) but not others (content specificity, sustained duration, policy support). Although music teachers achieved parity or were advantaged in some areas (e.g., access to content-specific PD), they consistently reported less access to socially interactive PD, spent less overall time in PD, and were considerably less likely to exercise agency in support of their PD endeavors. Music teachers—along with their art, theater, and dance colleagues—generally, although not overwhelmingly, operated on less favorable PD terrain in 2017–2018. [ABSTRACT FROM AUTHOR]

When deciding which modes to offer, researchers consider cost, known respondent contact information, and potential mode effects. For a short survey on employment, we evaluate the effect of adding one of two new electronic data collection modes to a mailed questionnaire. We sent a survey to principals who previously responded to the National Center for Education Statistics' (NCES) National Teacher and Principal Survey (NTPS) asking about their current job status. This questionnaire, known as the Principal Follow-up Survey (PFS), has typically been administered as a short paper form that is mailed to NTPS respondents. In 2022, the PFS introduced two new modes of completion, and principals were randomly assigned to receive: (i) a paper form only; (ii) a paper form, as well as emails with a direct link to complete a web survey; or (iii) a paper form, as well as invitations by text message to complete an automated two-way short message service text survey by responding to texted "yes/no" questions. This article compares overall response rates and time-to-response by mode to determine respondent preferences for completing short surveys. Adding either electronic mode significantly increased response rates and decreased the number of days in which completed surveys were received, compared to offering only a paper questionnaire. Although email and text messages are both forms of electronic communication that may be accessible on a smartphone, the added text message survey resulted in higher response rates than the added web survey. This suggests that respondents interact differently with emails and text messages they receive and that offering an option to complete a survey by text message can increase the speed and efficiency of data collection for short surveys. [ABSTRACT FROM AUTHOR]

This paper shows how system-level data can generate useful insights into the profile of first-year graduates who are teaching out-of-field (OOF). Understanding in-school demand and impacts on first-year graduates teaching OOF is important, especially when the first years of teaching are complex, busy, and involve a steep learning curve. A mixed methods sequential explanatory design was used to generate qualitative and quantitative data collected from teacher and principal surveys. This study establishes the prevalence of OOF teaching amongst first-year graduates in Western Australian public schools and develops a profile of their OOF experiences and support needs based on their perceptions and their principals' perceptions. This study details the supports that will make a difference to teachers' capability, in particular a reduction in load where the OOF teaching workload is high, and access to formal subject-specific mentoring, both noted in research as important support mechanisms. This paper provokes new research questions, highlights areas for further research, and establishes the need for more large-scale datasets and longitudinal studies to examine change over time and the enduring effects of OOF teaching, both in relation to transitions into teaching, as teachers learn on-the-job, and when teachers undertake formal professional development programmes or courses. [ABSTRACT FROM AUTHOR]

Increasing job demands and continuing struggles to improve teacher evaluation practice raise the question of how peers might assist principals with teacher evaluation. Using a robust international sample (TALIS2013) of 36,411 teachers from 2,759 schools in 11 countries, we tested the hypothesis that teacher-led evaluation practices are associated with more teacher-reported positive changes in classroom practice, confidence, and motivation than principal-led evaluation practices in three areas evaluation: (1) classroom observations, (2) assessments of teacher content knowledge, and (3) analysis of student test score data. We found that teacher-led evaluation is associated with more positive feelings of motivation and change in practice for all three evaluation areas, but particularly for assessments of teacher content knowledge and test score data analysis. Further, principals' reported use of extrinsic motivational tools to reward or punish teachers based upon their evaluation was also negatively associated with teachers' motivation and reports of positive change in practice. [ABSTRACT FROM AUTHOR]

Selection and continuing qualification of school principals are two main issues in the field of school management. The article presents some aspects of continuing qualification of school and kindergarten principals both in legal regulation and in practical implementation. Legal norms do not differ between teachers and principals when it comes to the requirements about types and length of additional courses they have to take during certain periods of time. Courses that are offered for principals rarely come as a result of research of their professional needs and challenges. At the end of the article some ideas for improvement of the system are also presented. [ABSTRACT FROM AUTHOR]

This study aims to explore whether teachers' voice behavior is triggered by the leadership of the principal or the teachers themselves. Two conceptual frameworks are proposed to guide this research. In addition, the current study analyzes separately two dimensions of teachers' voice behavior, namely, promotive voice and prohibitive voice. Data collected from 884 teachers in Taiwan were analyzed to test the moderated mediation model. Results of the first conceptual framework revealed that under identity leadership, teacher agency moderated significantly the relationship of psychological empowerment with prohibitive voice, but not significantly with promotive voice. Findings of the second conceptual framework confirmed that under teacher agency, identity leadership did not significantly moderate the relationships of psychological empowerment with promotive voice and prohibitive voice. Most important, this study discovered that teacher agency is the main trigger for teachers exhibiting promotive and prohibitive voice behaviors. Finally, implications and limitations of this study are presented. Practitioner points: Teacher agency can moderate the relationship of psychological empowerment with prohibitive voice, but cannot moderate the relationship of psychological empowerment with promotive voice.Identity leadership cannot moderate the relationships of psychological empowerment with promotive voice and prohibitive voice.Teachers' voice behavior is mainly triggered by teachers themselves rather than principal's leadership. [ABSTRACT FROM AUTHOR]

This study analyzed the mechanism of school autonomy on principals' organizational commitment by applying self-determination theory. Participants were 223 Chinese principals from primary and secondary schools. The survey results revealed that (a) school autonomy, job satisfaction, self-efficacy, principal–teacher relationships, and organizational commitment were positively correlated with each other; (b) job satisfaction, self-efficacy, and principal–teacher relationships played multiple mediating roles between school autonomy and organizational commitment; and (c) the respective strength of the three mediation effects was not significantly different. The findings enrich knowledge of school principals' organizational commitment and imply a need to pay attention to the satisfaction of their psychological needs. [ABSTRACT FROM AUTHOR]

Principals' influence on teachers is an important route through which principals may affect student outcomes. The advent of teacher evaluation systems allows estimations of principal contributions to teacher effectiveness. Employing data from the District of Columbia Public Schools, this paper examines how principals vary in their contributions to improvements in teacher effectiveness, and the relationship between this measure of principal quality and the measures DCPS employs to assess principals' contribution to teacher development. Results indicate that principals are associated with meaningful changes in teacher development. These estimated contributions are modestly correlated with DCPS's measures of principal quality. [ABSTRACT FROM AUTHOR]

Schools are social structures and educational organizations are open and social systems. Determining the perception of cultural values, psychological resilience levels and alienation perceptions of administrators and teachers working in schools can provide information to practitioners and those concerned and offer clues for taking necessary measures. Determining the relationship and interaction level between these three qualities can contribute to the generation of realistic solutions. In this context, the purpose of this study is to determine the relationship between school administrators' and teachers' perceptions of individual cultural values and psychological resilience and their perceptions of alienation. Relational survey model, one of the quantitative research methods, was used in the study. The study was conducted with school principals, assistant principals and teachers working in Istanbul in the 2021--2022 academic year. Data were collected from 411 teachers randomly selected by clusterstratified sampling. "Individual Cultural Values Scale" translated into Turkish by Saylık (2019), "Psychological Resilience Scale" developed by Arslan (2015) and the "Alienation Scale" translated into Turkish by Güğerçin and Aksay (2017) were used as data collection tools. According to the results of the analysis, it was determined that although the perceptions of psychological resilience of administrators and teachers were at a very high level, they also experienced a high level of alienation. Perceptions of individual cultural values are at a medium level in the power distance sub-dimension, at a medium level in the masculinity, femininity and collectivism sub-dimensions, and at a high level in other sub-dimensions. While there is a low level relationship between all sub-dimensions of individual cultural values perceptions of administrators and teachers and psychological resilience perceptions in general and their sub-dimensions, there is no significant relationship between alienation perceptions and cultural values except for the sub-dimension of long term reach. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to examine the influence of the most significant organizational factors on primary school achievements, with a note that the achievement of the school is expressed through the quality of outcome knowledge. The research was conducted on a sample of 460 employees, from 21 primary schools, of which 439 are professionals and 21 are principals in the South Bačka County, Republic of Serbia. The collected data were processed using the Gretl software and AMOS for modelling structural equations. More precisely, the research is based on the application of exploratory and confirmatory factor analysis. A neural network based on a standard multilayer perceptron model was used in the paper to test the validity of the obtained results of the AMOS model. The results of the research show that school management is the most important factor in school achievement and that this influence is most pronounced through teaching staff and school infrastructure. The results, also show that teachers' competencies have the strongest direct influence on the quality of outcome knowledge. The results obtained indicate that decision-makers and creators of social policies must pay special attention to the selection of school principals as well as their professional education, while school principals to the selection of teachers. Future researchers are recommended to use the Sobel test to precisely determine the indirect influences of school management on school achievement. [ABSTRACT FROM AUTHOR]

The demands of changing times in the world of education are certainly felt by education in Indonesia. Currently, the hot topic in education is the mobilising teacher. The purpose of this teacher mobiliser is very much in line with the purpose of the professional learning community, which is a collection of teachers who are required to be moved, move and mobilise in contributing to achieving learning that is liberating and in favour of students. Actually, this learning community has long existed in education in Indonesia. Like the case study that the author conducted at SDIT Salman Al Farisi. This PLC or professional learning community is also implemented by the principal and teacher employees. This Professional Learning Community at SDIT Salman Al Farisi Yogyakarta can be drawn a line about the advantages of the PLC programme here, namely that the Principal is very active in participating in professional learning community activities. [ABSTRACT FROM AUTHOR]

This study investigates teachers' perceptions on PLC implementation within religious-based secondary schools in the context of Malaysia. Using a pragmatic mixed-method approach, quantitative data were obtained from 610 teachers about principals' implementation and support for PLC implementation. Then, 16 senior teachers who have successfully participated in PLC practices were interviewed. The study reveals that teachers in the religious-based public secondary schools felt satisfied with their principals' implementation of PLC practices. This study is one of few studies explored the practical and theoretical implications of improving principals' initiatives and their strategies which benefit PLC practices across religious-based secondary schools in Malaysia. [ABSTRACT FROM AUTHOR]

This innovative study examines the relations between principals' cognitive complexity (CC) levels and their leadership-style profiles. Participants were 341 principals and 3,209 teachers in Israel. Results indicated four leadership-style profiles: transformational; mixed – including transformational and transactional; transactional; and passive-avoidant. School principals were further found to juggle their perspectives from simple to complex, resulting in passive-avoidant to transactional, to transformational and to mixed leadership profiles. The mixed leadership-style profile (transactional and transformational) was characterized by high CC, and construed social behavior in a multidimensional way; passive-avoidant leadership was characterized by simple thinking (low CC). [ABSTRACT FROM AUTHOR]

In December 2019, in Wuhan in China an outbreak of Coronavirus (COVID-19) was reported. In late February 2020, the first cases of the virus were recorded in Ireland. By 11th March, the World Health Organisation had declared the outbreak a pandemic and on 12th March, An Taoiseach, Leo Varadkar announced that all schools would close with effect from 6pm that day. The schools remained closed until September. This paper considers the impact of the closure of primary schools on both principals' and teachers' wellbeing. A mixed-methods, longitudinal research methodology was undertaken. There were two phases to the research. Phase one was undertaken in June and July 2020 when teachers and principals participated in a semi-structured interview and completed two questionnaires: the Emotional Regulation questionnaire and the Copenhagen Burnout Inventory. Phase 2 of data collection was completed in December/January 2021/2021 when the teachers participated in a further interview and completed the questionnaires again. The overall aim of the study was to provide an opportunity for principals and teachers to reflect on how the pandemic impacted on their wellbeing and by inference, the impact of the increased emotional labour of teaching during COVID. [ABSTRACT FROM AUTHOR]

As an alternative concept of teacher professional development, teacher professional learning has attracted increasing research attention. This study explored the relationship between teacher gender, principal support, teacher professional identity, and teacher professional learning among 608 teachers in central and western regions of China. The results indicated that female teachers perceived higher professional identity and professional learning than male teachers. Principal support had a significant positive influence on teacher professional learning, with teacher professional identity playing a partial mediating role. Teacher gender moderated the mediation effect of teacher professional identity on teacher professional learning, and professional identity had a higher influence on professional learning among male than female teachers. Based on the findings, the practical implication was discussed. Practitioner points: Principal support had a significant effect on teachers' professional learning.Teacher professional identity played a mediating role in the relationship between principal support and teacher professional learning.Teacher gender moderated the mediation effect of teacher professional identity on teacher professional learning. [ABSTRACT FROM AUTHOR]

The series of responses in this article were gathered as part of an online mini conference held in September 2021 that sought to explore different ideas and articulations of school autonomy reform across the world (Australia, Canada, England, Ireland, the USA, Norway, Sweden and New Zealand). It centred upon an important question: what needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education? There was consensus across the group that school autonomy reform creates further inequities at school and system levels when driven by the logics of marketisation, competition, economic efficiency and public accountability. Against the backdrop of these themes, the conference generated discussion and debate where provocations and points of agreement and disagreement about issues of social justice and the mobilisation of school autonomy reform were raised. As an important output of this discussion, we asked participants to write a short response to the guiding conference question. The following are these responses which range from philosophical considerations, systems and governance perspectives, national particularities and teacher and principal perspectives. [ABSTRACT FROM AUTHOR]

Quality teaching methods such as Diagnostic Remedial Teaching (DRT) and the positive attitude of teachers significantly enhance the academic achievement of the students. This study investigates whether traditional teaching methods and negative attitudes of teachers play any significant role in the poor performance of low academic achievements. The study's objectives were to determine teachers' attitudes toward low academic achievers, Diagnostic Remedial Teaching (DRT), and the problems involved in implementing DRT in the classrooms. The sample size covers 42 Federal Government Educational Institutes (FGEI) in Khyber Pakhtunkhwa, Pakistan, involving 230 teachers and 22 principals. Findings reveal that the teachers hold a positive attitude toward implementing Diagnostic Remedial teaching (DRT) in the classroom. Still, inadequate training and heavy workloads of the teachers were the primary challenges. In addition, their attitudes toward low academic achievers were positive. However, they held negative attitudes towards those students who enrolled in the institutes without qualifying for the admission test standard criteria. [ABSTRACT FROM AUTHOR]

This study employs social network analysis (SNA) to identify influential individuals and their communication patterns within Chinese schools in Wenzhou. The research also aims to reveal communication and advice-seeking patterns that significantly impact the overall distributed leadership structure and practices within the schools. The study employed a multistage random sampling method to select eight Chinese schools from Wenzhou, Zhejiang province. A total of 276 teachers completed a Social Network Survey (SNS) questionnaire, and UCINET Software was utilised to analyse the network data. The study found that each school exhibited a unique centrality, density, and reciprocity, leading to different key actors. Network properties demonstrated some associations with leadership distributions, with centrality being particularly prominent. Limited communication between principals and teachers was observed, which could potentially impact the distribution of leadership. This study provides valuable insights into the social dynamics of key players and groups within the network of the selected schools in China. The research introduces social network analysis as an alternative method for identifying the leadership practice structure in the school domain. By measuring the overall cohesion and fragmentation of the network, the study reveals the flow of information and influence between individuals. [ABSTRACT FROM AUTHOR]

Teacher's performance has significant influence on student's achievement. Few studies have sought to investigate the role of principal emotional intelligence on teacher job performance. This study examined the effects of principals' emotional intelligence on teacher performance by mediating the roles of organizational trust and professional learning communities. Results from a sample of 400 teachers and 100 principals in Iranian primary schools showed that all path coefficients from principals' emotional intelligence to organizational trust, professional learning community, and teacher performance were non-significant. Additionally, there were positive and significant relationships among organizational trust, professional learning community, and teacher performance. [ABSTRACT FROM AUTHOR]

The article analyzes the recent evolution of school leadership in Chile between 2009 and 2019, a decade of significant intensification in the country's school leadership policies, comparing principals' characteristics, working conditions and leadership practices, as reported by school principals and teachers. Data comes from a survey applied in both years to principals and teachers in nationally representative samples of urban primary schools. While reports of some characteristics and working conditions of principals have changed, no significant variation occurred in teachers' perceptions of principals' leadership practices. The article discusses policy´s capacity to motivate principals' practice change at the local level. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to assess teachers' and principals' perception towards the role of collective learning (CL) and application in building professional learning communities (PLCs) in schools in one selected circuit in the Zambezi Region. Design/methodology/approach: Quantitative research method was used, and the data were collected using PLCs' questionnaires revised for circuit and region in Namibia. A total of 340 teachers and principals in primary, combined and secondary schools were involved in this research. Based on teachers and principals' assessment, high- and low-performing factors of CL are presented and explained. Findings: The major findings are that the majority of participants either strongly agreed or agreed with almost all the statements. It was only in the statement that "teachers and the broader community role players come together to discuss better ways to solve problems" that a majority of participants disagreed. This research challenges all those involved in building up PLCs to think more about CL when they are in the process of structuring their schools as PLCs. Originality/value: This article is the original work of these authors and has not been submitted to other journals for publication. [ABSTRACT FROM AUTHOR]

Empirical research advocates that school leadership plays a significant role in shaping worker commitment, and how important the latter is regarding scholastic outcomes. This study examined the phenomenon in the Kuwaiti public school by attempting to identify the mediating effect a teacher's Trust In their school's Principal (TIP) has upon the relationship between Organizational Justice (OJ) and Teacher Commitment (TC). More specifically, this study attempted to: (1) describe and compare TC in Kuwaiti public schools against the demographic variables of gender, nationality, years of experience and school level; (2) examine the total effect of OJ on TC; and (3) determine whether TIP has significant mediative effects upon the relationship between OJ and TC. The research sample comprised 200 teachers from 30 different Kuwaiti public schools. Study participants revealed that TC, OJ and TIP are all at mediocre levels in Kuwaiti schools. The study also indicated that elementary school teachers have significantly lower TC than their colleagues working in high schools. Moreover, the study demonstrated that TC is positively and significantly related to OJ and TIP. The study also showed that TIP does indeed act as a mediator between OJ and TC. The researcher provides relevant recommendations based on these findings. [ABSTRACT FROM AUTHOR]

School discipline disparities for African American students in urban schools continue to be a topic of contention. While research has rightfully called into question the practices and preparation of teachers and principals, the role that assistant principals serve as disciplinary gatekeepers has gone relatively unnoticed in the literature. The purpose of this study was to explore the experiences of five assistant principals at two urban middle schools to ascertain how they addressed issues of race amid applying school discipline interventions for African American students. The findings are analyzed and discussed through a critical race theoretical framework. [ABSTRACT FROM AUTHOR]

This study aimed to identify the reality of organizational justice in Palestinian public schools in Jerusalem governorate from the point of view of teachers and school principals. Its community consisted of 1056 teachers, 55 principals. It used the descriptive method, and the questionnaire as its tool. The study results are, the arithmetic average of the study’s sample on organizational justice scale came with medium average rating. There are no statistically significant differences at the significance level (α<.05) on the organizational justice scale and its domains, except for the domain of distribution justice are attributed to the variables of sex and educational qualification, and the differences came to the gender variable in the field of administrative distribution fairness, as the differences came in favor of males. There are statistically significant differences at the level of significance (α<.05) on the organizational justice scale and its domains in public schools in Jerusalem governorate from the point of view of teachers and school principals, attributed to the job title variable, as the differences came in favor of a school principal. There are no statistically significant differences at the level of significance (α<.05) on organizational justice scale and its fields in public schools in Jerusalem governorate from the point of view of teachers and school principals due to the variables: (specialization, number of years of job experience). The researcher recommended the decision makers in the Palestinian Ministry of Education to reevaluate the systems of rewards, incentives and periodic bonuses. [ABSTRACT FROM AUTHOR]

Research has demonstrated that school librarians can make a meaningful contribution to student reading proficiency, learning and academic achievement. This study examines the perspectives of school leaders and teachers in Singapore schools to better understand how they use their school library, their attitudes toward the library collection and environment, and their perception of their library coordinators' roles. Findings suggest that school leaders and teachers under-utilize the library, perceive it to be mainly a study space for students, feel that the library space and book collection should be improved and were not clear about the roles of their library staff. The study suggests that it is crucial to implement policy and professional development courses to support collaboration between principals, teachers and school librarians. [ABSTRACT FROM AUTHOR]

In recent years, the role of the leader in the effective operation of the school has been vastly debated in the international educational community. Through a historical study of educational leadership, this research discovered that the position of the leader is constantly being reshaped and adapted to the current social, cultural, and economic circumstances. During the last year, due to the coronavirus disease 2019 pandemic, the educational leadership has had to be reshaped worldwide. The aim of this study is to investigate the issues that have arisen from the aforementioned situation, as well as to try to figure out how a school's principal might apply the basic principles of educational leadership, in a period of crisis. This investigation was focused on the use of the qualitative method. The study included 88 teachers and 5 principals from Cyprus, as well as teachers and parents. Based on the findings of the study, we discovered that the challenges faced by school principals and teachers are primarily linked to alienation, marginalization, time management, improving bureaucracy, problems with technical equipment and distance learning programs. Solution to these obstacles seemed to be the: Empathy, teamwork, and decentralization of the educational system, which are all promoted by the principal, who occasionally has additional authority. [ABSTRACT FROM AUTHOR]

Through sustainable leadership practices school are able to maintain their missions and goals in facing difficulties and challenges. Such a practice enhances teacher commitment, especially in shaping a better school working environment in achieving the organization goals. Past studies have found a significant link between sustainable leadership practices and the teacher commitment. However, there has been little discussion about the phenomenal relationship in rural National Secondary School context. Hence, this study surveyed the level of sustainable leadership practices among school principals and the teacher commitment in SMK in rural part of Malaysia. It also investigated whether there is a relationship between both variables. Using proportionate random sampling, 450 teachers represented the sample. Due of the COVID-19 epidemic and the research population's remote location, data were collected via mail. The findings revealed that principals had a high level of sustainable leadership practises (M = 4.18, SD = 0.52) as well as a very high degree of teacher commitment (M = 4.33, SD = 0.45). Teacher commitment was also positively connected with sustainable leadership practises (r = 0.503, p 0.05). The Ministry of Education Malaysia can apply these findings to improve sustainable leadership practises in the National Education Principals Professional Qualifications, which are intended exclusively for future Malaysian school principals. In this perspective, it is hoped that these findings will contribute to the body of knowledge on sustainable leadership practises and teacher commitment. [ABSTRACT FROM AUTHOR]

The article addresses the policies surrounding evaluation in secondary school throughout the pandemic (years 2020-2021), based on the results of the study "The reconfiguration of inequalities related to Argentinian secondary education in the context of the pandemic/post-pandemic" (Pisac Covid 2019). It focuses on evaluation as it is one of the most central elements of the grammar of schooling, due to its regulatory force in the organization of school practices, and one of the aspects on which educational policy attempted to introduce more modifications during the period studied, given its impact on school trajectories. The central theme of the analysis is the regulations over evaluation throughout the pandemic and its impact on school practices, identifying support points with previous policies and different appropriations. The empirical material consists of federal regulations and regulations that correspond with the Buenos Aires Province as well as interviews with school principals and teachers from the San Miguel and Malvinas Argentinas districts. The analysis articulates the macrostructural guidelines and regulations with the conditions and interactions at the school level. [ABSTRACT FROM AUTHOR]

This study tested the relationship between Principal Support of Teacher Psychological Needs (PSTPN) and a need-supportive instructional climate. Evidence on social contagion was used to advance three hypotheses: PSTP is associated with school differences in student reported autonomy-support, competence-support, and relational-support; A climate of teacher psychological safety mediates the relationship between PSTPN and student reported autonomy-support, competence-support, and relational-support; A climate of organizational commitment mediates the relationship between PSTPN and student reported autonomy-support, competence-support, and relational-support. Hypotheses were tested in a sample of teachers and students from 93 urban schools in a southwestern state of the US. [ABSTRACT FROM AUTHOR]

Relying on the contingency theory, the present study examines the influence of school characteristics and principal–teacher gender (dis)similarity on the relationship between principals' systems thinking (PST) and teacher withdrawal behaviours of absenteeism and intent to leave. Data were collected from two sources: 111 school management team members and 109 teachers (220 participants in total) randomly chosen from elementary schools in Israel. Hierarchical regression analyses showed that principal–teacher dissimilarity and a bureaucratic school structure moderate the relationship between PST and teachers' withdrawal behaviours. These findings indicate that the organisational conditions under which principals practise systems thinking can affect teachers' withdrawal behaviours. Therefore, this study may advance theory and practise regarding the implications of PST on withdrawal behaviours, which are an important determinant of teachers' performance and a school's success. [ABSTRACT FROM AUTHOR]

The current study aimed to develop a strategic vision to overcome the material, human, and administrative difficulties of teaching computer skills at secondary schools in the rural areas of Taiz. To achieve this objective, the analytical descriptive method was used, and the interview, consisting of 3 main questions with 13 sub-themes, was conducted to collect data from 36 principals, deputy principals and teachers from four districts in Taiz: Al-Salam, Al-Taizyah, Al-Misrakh, and Al-Shamayatain. The study results revealed the existence of financial difficulties with rates of agreement ranging between (72.22% and 100%), human difficulties rated between (88.88% and 100%), and administrative difficulties rated between (80.56 and 100%). Accordingly, the study concluded with a proposed strategic vision concerning these difficulties to be adopted and implemented by the concerned authorities. [ABSTRACT FROM AUTHOR]

Purpose: Teacher shortages disrupt multiple aspects of school functioning. Negative effects of shortages are linked to poor outcomes for students, teachers, and organizational climate and culture. However, less attention has been paid to the impact of shortages on principals' leadership activities. Research Methods/Approach: This study uses qualitative data from 23 principals in four Oklahoma school districts to describe the impact of teacher shortages on principals' leadership practice and the extent to which principals alter leadership behaviors in relation to shortages. Findings: Findings offer new evidence suggesting teacher supply, principal leadership, and organizational functioning are tightly coupled. Specifically, principals experienced competing managerial demands as they reported stronger impacts of shortages on tasks associated with organizational management, instructional management, and internal relations, while indirect or minor impacts were reported for administrative and external relations tasks. Implications: As teacher shortages increase across the U.S., this study highlights the cumulative impacts of shortages on schools and offers implications for school leadership, policy, and practice. [ABSTRACT FROM AUTHOR]

The disruption caused by the Covid-19 pandemic generated an unprecedented situation, in which digital learning, in the form of Emergency Remote Teaching, was the only possible form of schooling. Italy soon decided to close schools as a measure to counter the spread of the virus. Although the Ministry of Education suggested general guidelines, school principals and teachers were autonomous in deciding how to best organise their educational activities. The first objective of our study is to identify subgroups of teachers, based on the use of digital tools during the Covid-19 emergency. Secondly, we explore how subgroups differ in terms of teachers' satisfaction and students' performance. To this end, we integrate information from an ad hoc survey completed by 1,407 primary and lower secondary teachers in Italy, with the students' standardised test scores provided by INVALSI. Data have been analysed through a 3-step latent class analysis. The findings reveal that one third of the teachers showed resistance to the use of digital technologies and focused mainly on asynchronous teaching. Teachers that used a broader set of digital instruments, instead, were more satisfied with their teaching practices. A more articulated use of technology for teaching activities was also positively associated with higher students' performance in 2021. [ABSTRACT FROM AUTHOR]

Teacher turnover is a major concern for education policymakers worldwide. This study examines the relationship between principal support and teacher turnover intention in Kuwait, focusing on the mediating role of teacher job satisfaction. Data collected from 392 teachers in public schools were analyzed using a structural equation model. The results show that principal support has an indirect effect on teacher turnover intention and is significantly mediated by teacher job satisfaction. This paper broadens the scope of principal support, discussing implications for education policymakers and providing recommendations to improve principal leadership practices and reduce teacher turnover. [ABSTRACT FROM AUTHOR]

This research describes teachers and principals' experiences related to the work by beginner teachers in vulnerable contexts in pandemic times. The paper's objective is to understand the complex reality of a critical period that, instead of the usual catastrophes and disasters that have a more limited scope, has extended in time. It is expected to contribute to the development of knowledge about teaching and its contextual conditions that would allow the tracking of teaching work as it adapts to the changes that may arise as a result of the pandemic. Using a qualitative-interpretative paradigm, 14 public school teachers in their second year of professional exercise and eight of their principals were interviewed. Data analysis show changes in teaching associated to remote work. These occur, firstly, through transformations in the organization, the work space and pedagogical priorities; secondly, consequences such as teacher discomfort, new teaching-learning conditions and strategies are made evident; lastly, the modulation of established interpersonal relationships is exposed, among which the role of other teachers, educational assistants and managers stands out. [ABSTRACT FROM AUTHOR]

The main purpose of the study is to determine the relationship between organizational justice perceptions of teachers, principals and assistant principals working in education institutions and job performance in Covid-19 Period. Personorganization fit, organization-person relationship, job performance, managerial support, follow-up and feedback, organizational relationship between institutions and organizations were examined. It's been determined how the perception of organizational justice, which is provided or tried to be created, has an effect on job performance in organizations, and what kind of positive or negative results this situation will cause. The research was conducted on principals, assistant principals and teachers working in primary, secondary and high schools in Istanbul in 2022, affiliated to the Ministry of National Education. A total of 410 participants were included in the research. The collected data were tested with reliability, factor analysis, correlation, regression, T-test and ANOVA analyzes within the scope of SPSS program. Considering the literature studies, it was concluded that the business performance is high in institutions with high interactional justice. In the results obtained, it was seen that the sub-dimensions of organizational justice have direct and positive effects on job performance in the Covid-19 Period. As a result of the research, it was accepted that organizational justice has a positive effect on job performance in the Covid-19 Period. [ABSTRACT FROM AUTHOR]

This research aims to examine the crisis management experiences of school principals and teachers during the COVID-19 outbreak. In this research, which was conducted using the qualitative research method, the case study pattern used in social sciences was used to investigate and explain events, situations and experiences. The study group of the research consists of school principals and teachers working in public schools in Gürsu, Yıldırım, Osmangazi and Nilüfer districts in Bursa. A total of 24 participants, 12 administrators and 12 teachers working in 12 schools, which were determined by using the maximum variety and criterion sampling from purposive sampling methods, constituted the study group of the research. Data were collected with demographic information form and interview questions. Semi-structured interview type, one of the interview techniques, was adopted to collect the data. In the analysis of the data, the thematic analysis approach was followed and the flexible coding method was used. The analysis of the data was carried out using the MAXQDA 2020 Pro program. The results of the research were evaluated under the headings of difficulties encountered in crisis management, solution proposals, status of stakeholders, hierarchy and opportunities. According to the results of the research, the participants experienced difficulties in academic, psychological, administrative, infrastructure, workload, economic, communication and technology use during the COVID-19 crisis. In the solution of the crisis, it was seen that the efforts to take precautions after the crisis emerged were intense. Distance education has an important place in the solution of the crisis. However, student participation was not at the desired level due to infrastructure problems and lack of technological tools. For this reason, academic success has also decreased. Managers and teachers were able to make decisions by going beyond the hierarchy in general during the crisis period. Stakeholders supported the schools during the school closures. Along with the crisis, opportunities have been identified in terms of teachers' technological development, distance education and institutional development. [ABSTRACT FROM AUTHOR]

Drawing on nationally representative data from six cohorts of beginning teachers from the Schools and Staffing Survey and the National Teacher and Principal Survey, this study applies a difference-in-differences research design to examine the relationship between changes to state-level alternative certification policies and the characteristics of new teachers. The introduction of alternate routes into teaching is associated with an increase in the fraction of new teachers of color in a state and the new teachers who graduated from selective colleges. No evidence was found of a relationship with the relative share of male teachers or teachers of in-demand subjects. [ABSTRACT FROM AUTHOR]

Given that school districts have considerable discretion over the schools they lead and serve, it follows that district actions can influence school turnaround. Using data from three districts that successfully oversaw transformation efforts in their lowest performing elementary schools, this article provides evidence on how district leaders can orchestrate improvement through supporting and supervising principals and teachers. Using an analytic premise capturing leadership practices derived from the literature, we employed first cycle coding on over 800 pages of documents. Then, using emergent coding we identified "sub practices" within each literature-derived practice. Using second cycle coding, we analyzed the extent to which district leaders work with or through others. Findings provide specifics that better convey how district leaders enact their work with schools. Findings also suggest that these districts work in facilitative roles alongside school leaders. Implications for principal supervision and support are discussed. [ABSTRACT FROM AUTHOR]

In Danish policy and public debates, the concept of integration is often related to a problematization of immigrants, which paradoxically makes their successful integration into Danish society unobtainable. In recent years, Denmark has become known for its increasingly restrictive policies regarding immigration and integration, although an internal 'exceptionalist' understanding of the country as a place without discrimination on the basis of race and ethnicity still prevails. Drawing on interviews with principals and teachers from 15 Danish schools, the paper analyses these professionals' reflections on their work of educating immigrant children in a societal context of restrictive immigration and integration policies, focusing specifically on how they construct, cross, and work at the boundaries between school and society. The article contributes to our understanding of professionals' processes of navigating and demarcating themselves from a highly politicized context of immigration and integration policies, while at the same time illuminating more general societal processes regarding race, integration, and nationalism. [ABSTRACT FROM AUTHOR]

Creating and sustaining an organizational culture that contributes to high academic achievement is frequently a problem in schools. This basic qualitative study explored measures implemented in thriving campus cultures and effective leadership on those campuses by interviewing principals and teachers in Blue Ribbon Schools. The study focused on principals’ and leaders’ perceptions of three different campuses in South Texas. The study selected schools that have been awarded Blue Ribbon campus designation in 2019 to explore factors that contributed to these campuses’ success. The study drew perceptions from three principals and four teachers from two different districts in the Rio Grande Valley. [ABSTRACT FROM AUTHOR]

Educators are involved in complex, interpersonal and emotionally demanding work on a daily basis. In many schools this includes working with students with extreme and challenging behaviours, many of whom come from traumatic backgrounds. This work requires educators to have high levels of self-awareness, emotional understanding, empathy and calm. Despite this, limited attention has been paid to processes which might support the educator in the development and strengthening of these interpersonal aspects of their work. We report on the results from initial interviews with teachers and principals in three low SES schools in regional Victoria and introduce a model of critical reflection (Reflective Circles) adapted for an education context. Findings highlight the challenges educators currently experience and their reasons for participating in Reflective Circles. [ABSTRACT FROM AUTHOR]

Higher education institutions should ensure they create conducive spaces for students with disabilities to engage fully in both academic and social spheres. Yet, too often the educational opportunities of these students are limited by social and structural barriers to inclusion. As Principal of a teacher education college in Zimbabwe, I saw it as my responsibility to improve inclusion in my institution. I proceeded from a critical disability theory perspective, engaging ten students with disabilities in a participatory action learning and action research project, on the grounds that people with disability are best placed to know how to improve their own situation. Data were generated through transcriptions of group discussions, photo voice, written narratives, a questionnaire and researcher field notes. Thematic data analysis revealed many barriers to inclusion. The participatory process explained in this article, and the findings that emanated, generated knowledge that would not have been accessible to an able-bodied researcher. Such participatory forms of research give students with disabilities a voice and increase their sense self-worth and agency to bring about change that improves their quality of life. [ABSTRACT FROM AUTHOR]