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Aim: The purpose of this paper is to identify teacher-level latent profiles of open innovation mindset and explore how these profiles moderate the effects of leader-member exchange on their exploitation and exploration activities. We also aim to investigate the indirect effects of principal transformational leadership on exploration activities via leader-member exchange. Research Design: Using a sample of 3,075 teachers working in 261 schools from 12 provinces across Türkiye, this study, first, employed a moderation analysis with latent profiles variables and, second, conduct a two-level structural equation model. Findings: Latent profile analysis produced three types of teacher mindset profiles: growth, average, and fixed. Findings indicate the quality of the dyadic exchange with the school principal did not influence engagement in exploitation activities of teachers with a growth mindset, whereas it contributed to the exploration activities of those teachers. Our results showed that when teachers perceived that their principal exhibited a higher level of transformational leadership behavior, they were more likely to have a higher leader-member exchange, which in turn increased the teachers' exploration behavior. Implications: This study highlights both exploitative and explorative activities are facilitated by high-quality work-related social processes within the school, and we need to recognize affective and relational contexts in the schools, as they are primarily social institutions.

Collective teacher innovativeness has emerged as a recent topic of interest in both international policy documents and scholarly research. However, only a few studies have focused on the factors that enable collective teacher innovativeness, particularly in terms of revealing whether and to what extent school leadership might influence this construct. Existing literature suggests that distributed leadership can influence teachers' instructional practices, emotions, and daily activities, all of which could be important to teacher innovativeness. The present study, therefore, aimed to explore the effect of distributed leadership in fostering collective teacher innovativeness, as well as the mediating roles played by job satisfaction and professional collaboration, by using the Teaching and Learning International Survey 2018 dataset. The findings of the partial mediation structural equation model analysis revealed that distributed leadership has both direct and indirect effects on collective teacher innovativeness, as mediated by job satisfaction and professional collaboration. The results provide evidence of how principal leadership practices impact teachers' changes in behaviors through professional attitudes and practices.

This systematic review sought to expand our knowledge of the increasing research studies focusing on the empirical link between school leadership and student achievement. Using five different data sources (Scopus, WoS, ERIC, Google Scholar, and Retrospective Reference Harvesting Procedure), we created a data set of 144 journal articles. Descriptive analysis of bibliographic data and content analysis of full texts were employed in the review process. The results revealed instructional leadership as the most frequently used school leadership model in the relevant research. There has been a growing tendency to use the direct effect model with the increase in the studies from non-English speaking western societies. Indeed, the use of rational and organizational variables has dominated the mediating effect studies, while moderating effect studies as well as exploratory and explanatory type of studies have not received much attention. Based on these results, a framework representing the broader picture of the current research on the relationship between school leadership and student learning is provided. In addition, several recommendations were made, aiming to build the research capacity in furthering our understanding of how school leadership practices impact student learning and achievement.

This study focuses on the relationship between various leadership goal setting and students' decisions about further education in the context of the Danish educational system. Furthermore, the potential of school leadership to reduce social disparities in such decisions is explored. The data set is based on repeated measurements of school leaders' attitudes and practices from 819 schools over 4 years, merged with administrative register data. Multilevel multinomial logistic regression and two-way fixed effects multinomial regression were applied. We find no relationship between achievement goals and educational decisions. Depending on modeling choices, results indicate that leadership goal setting concerning transition is associated with a small increase in the chance of students choosing the academic track, and the goal of promoting citizenship among students was associated with a slightly higher probability of choosing the vocational track. Furthermore, transition goals moderate the relationship between school socioeconomic status and students' probability of choosing the academic track.

Given the growing concerns regarding the education of the rapidly increasing refugee children population around the world and the scholarly attention towards refugee education contexts in educational leadership and policy fields in recent years, we were urged to locate and understand the research contribution to the relevant knowledge base. This study, therefore, aims to systematically review the existing educational leadership and policy literature in relation to K-12 education of refugee children to demonstrate the overall trends of the related studies in terms of context (year, country, school level, and journal outlets), type of study, methodology, and topical focus. We conducted a systematic review of literature by following the steps identified by PRISMA ("Preferred Reporting Items for Systematic Reviews and Meta-Analyses"), including the processes regarding data sources, search, data collection, eligibility criteria, data selection, and data analysis. Overall, the results of our review suggest that educational policies addressing the refugee children and educational contexts shape the implementations of educational leaders and consequently the refugee students' opportunities in schools. The results and implications for future research are discussed in more detail based on the results of the review.

Despite the growing scholarly interest in the effects of principal leadership on student achievement, empirical evidence concerning how principal qualifications might be related to student learning outcomes has been limited. This study investigates the relationship between different principal qualifications (prior experience in teaching, principalship and other school management roles, formal education, principal training, and professional development) and student achievement by analyzing cross-national teaching and learning international survey and program on international student assessment data from seven countries. The results showed that experience in principalship and other school management positions, principal training, and participation in networking activities and teaching/pedagogy-focused seminars had small but statistically significant associations with student achievement, though the results were not consistent across different subjects. Level of education and years of teaching experience did not, however, predict student achievement. Implications of the findings are offered for policy and further research.

This research aims to investigate the relationship between distributed leadership in a school and teacher commitment, emphasising the mediating roles of teachers' workload stress and teacher well-being using the Teaching and Learning International Survey dataset 2018 with 47 regions. Structural equation modelling on pooled and separate country samples was used to analyse the data. Results indicate that the impact of distributed leadership on teacher commitment is mediated by workload stress and well-being across all jurisdictions, with a few exceptions. The study also suggests that distributed leadership is necessary to support teacher well-being via the lens of their workload, which may lead to an increase in teacher sense of commitment. The results recommend practitioners and policymakers support and sustain the distribution of decision-making powers among the school community and establish a culture of collaboration and mutual responsibility for the operation of the school. In this way, a less stressful work environment and consequently increased teacher mental and physical well-being and commitment might be possible.