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This article explores the nature, strengths and limitations of Roman, Christian, Kantian and utilitarian ethics and their legacy in some modern theories of educative leadership that are educative in intent and outcome. It is shown that Roman, Christian, Kantian, and utilitarian ethics have profoundly shaped transformational, instructional, distributed, and ethical leadership theories. Roman ethics emphasize civic duty, virtue, and community service, influencing leaders to inspire collective goals and improve educational outcomes. Christian ethics highlight love, compassion, and moral integrity, guiding leaders to act as ethical exemplars and nurture followers. Kantian ethics focus on duty, universal principles, and respect for individuals, promoting ethical consistency and dignity in leadership practices. Utilitarian ethics prioritize maximizing happiness and well-being, driving leaders to achieve positive changes and balance individual needs with the greater good. It concludes that these ethical foundations (a) continue to inform contemporary educative leadership practices and (b) underpin recent scholarship that has shown how Roman, Christian, Kantian, and utilitarian ethics can shape moral school leadership and ethical decision-making, offering school leaders a nuanced approach to promote learning and social justice, fairness, and community well-being.

This qualitative case study explores the leadership strategies of three high school principals to promote equity and inclusivity amid multifaceted challenges in the diverse schooling contexts of Nepal. By shedding light on equitable school leadership practices within a complex web of long-held socio-economic and structural disparities, the findings reveal persistent educational inequalities stemming from caste discrimination, gender biases, economic gaps, and social prejudices. Leadership emerges as crucial in addressing these disparities, with empowering strategies showing promise in bridging educational divides. Policymakers, educators, and leaders can benefit from these insights in fostering equitable educational environments. As Nepal addresses historical inequities, the study advocates for systemic change and social justice in education, aiming to create a more inclusive future for Nepali students. [Note: The page range (268-294) shown on the PDF is incorrect. The correct page range is 268-307.]

Teachers' learning leadership is one of important facets to students' quality of independent learning. This should be well constructed by sustainable action and transformational of change. The aims of this research are: 1) to measure how valid and reliable both sustainable action and transformation of change are in the construction of learning leadership model and 2) how learning leadership correlates to independent learning. This is a case study which applies quantitative descriptive method. The data were collected by using a 5-Likert scale questionnaire comprises the indicators of sustainable action, transformation of change and independent learning. This questionnaire was distributed to 59 Elementary teachers of three areas in West Jakarta, Indonesia. The data were analyzed by using SEM PLS and statistical analysis of regression. The findings revealed that both sustainable action and transformational of change were valid and reliable in the construction of learning leadership model. Besides, the analysis of regression showed that learning leadership was significantly correlated to independent learning.

Background/purpose: Leadership behaviors correlate with job satisfaction, which is supposed to have impact on overall organizational performance. This study aimed to establish a model to explain organizational performance by determining the relational effect size between transformational and transactional leadership, job satisfaction, and organizational performance, and to examine the moderating effect of educational context. Materials/methods: Meta-analytic structural equation modeling (MASEM) technique was used to determine the effect size of the relationship between transformational and transactional leadership, job satisfaction, and organizational performance. The model-data fit of the models established between these variables was then examined. Correlation coefficients from 25 primary studies were combined according to the random effects model. Results: Analysis showed that significant effect sizes (p < .05) were found between transformational and transactional leadership, job satisfaction, and organizational performance. The model constructed between these variables was found to have a good model-data fit. Transformational and transactional leadership affects employees' job satisfaction, and job satisfaction affects their organizational performance. The primary findings of the study are that employee job satisfaction is a partial mediator of the indirect effect of transformational leadership on organizational performance, and that leadership context does not significantly moderate the effect between these variables. Conclusion: Organizational leaders need to consider the job satisfaction level of their subordinates in order to enhance organizational performance.

Conflict is an integral part of school management and its existence must not be shunned as it stimulates creative and innovative ways of thinking which enhance organisational growth and performance. The purpose of the study reported on here was to investigate how education managers executed Thomas and Kilmann's model in managing and resolving conflicts in schools to avert chaos and anarchy with the ultimate intention of enhancing productivity. A constructivist, inductive grounded theory utilising a qualitative approach was employed. Qualitative data were generated using a semi-structured interview protocol from 4 information-rich education managers who were purposively selected. The inclusion criteria for the participants were age, experience, professional qualifications and the sample was determined by theoretical saturation. Data generated were thematically analysed. The study revealed that the conflict management and resolution model used by education managers in schools was contingent to their environment and perception. It also revealed that conflict was innovative and stimulated thought processes. As a result, schools must recruit education managers who are transformative, democratic and equipped with the appropriate strategies for managing and resolving conflict if teachers' morale is to be boosted and productivity enhanced.

To overcome the difficulty and unprecedented suspensions due to the COVID-19 pandemic, every organization is required to consider strategic steps to sustain, one of which is by implementing digital transformation and developing leadership capability. This study aims to determine the impact of digital transformation and leadership capability in maintaining the organization, particularly in distance education. This study used questionnaires distributed to 402 students to obtain their opinions on digital transformation, leadership capability, and organizational resilience in Universitas Terbuka, a founder of distance education institutions in Indonesia. Data were analyzed using descriptive and Higher-Order Structural Equation Modeling analysis. Based on the modelling, it is shown that the modelling had a good value of the Goodness of Fit Indicator through a standardized loading factor (SLF) more than the tolerable loading factor limit (>0.50). The Variance Extracted (VE) and Construct Reliability (CR) values also showed that the questions on every indicator used in this study were sufficiently measurable and reliable. The results of hypothesis testing indicated that there was a positive and significant impact of digital transformation and leadership capability on the organizational resilience of Universitas Terbuka.

The aim of this study is to reveal the mediating role of school culture in the effect of school principals' transformational leadership style on school happiness. For this purpose, the research was conducted according to the quantitative research method and relational screening model. Transformational leadership style was determined as the independent variable, school culture as the mediating variable, and school culture as the dependent variable. The study group of the research consists of 403 teachers working in public schools on the European side of Istanbul. Data were analyzed with correlation and mediation tests. The research findings indicate a significant and positive relationship between school principals' transformational leadership style and teachers' perception of school happiness. While the transformational leadership style directly and positively impacts school happiness, this effect continues even when support culture, achievement culture, and task culture are included in this dual relationship. However, support culture and task culture "partially mediate" this relationship, thereby indirectly contributing to the impact of transformational leadership style on school happiness. In light of these findings, the transformational leadership style of school principals can be considered as an important strategy to increase the overall happiness of the school community by developing and supporting a culture of support and a culture of task.

This study was conducted to determine the regulatory role of excessive workload in the effect of transformational leadership behaviors of school administrators on individual innovativeness within the educational ecosystem. The data of the study were collected from teachers working in schools in Isparta city center. Within the scope of the research, the data collected with the participation of 1007 teachers using convenience sampling method were subjected to regularization analysis using bootstrap regression analysis. According to the findings, transformational leadership has a positive and significant effect on individual innovativeness. Excessive workload was found to have a negative moderating role in the effect of transformational leadership on individual innovativeness. The findings were discussed in line with the literature and suggestions were made for future studies.

Few existing research examines the relationship between transformational leadership and professional learning communities. This study aims to explore the relationship between transformational leadership and professional learning community components from the perspective of teachers in the Chinese context. A total of 385 primary school teachers participated in the questionnaire survey. This quantitative study used the 12-item Multifactor Leadership Questionnaire and the16-item PLC scale. The structural equation model showed a good fit. The results showed that transformational leadership had a significant positive effect on professional learning community. Moreover, it has a significant impact on all four components of PLC, namely, organizational learning, shared responsibility, reflective dialogue, de-privatized practice. Transformational leadership conflicts with Chinese Confucian culture on some core features, which provides valuable cases for research on the applicability of transformational leadership in different contexts. At the same time, it also provides empirical evidence for the study of the relationship between transformational leadership and professional learning communities.

The purposes of this study were to: 1) identify instructional leadership of teachers, 2) develop the Instructional leadership indicators of teachers, 3) investigate the goodness-of-fit between the structural model of instructional leadership indicators of teachers and empirical data, and 4) produce a user manual of the instructional leadership indicators of teachers in educational opportunity expansion schools under the Primary Educational Service Area Offices in the northeast. The study was divided into four phases. The findings were as follows 1. The components of instructional leadership of teachers in educational opportunity expansion schools consisted of seven components, namely 1) self and other teacher development, 2) curriculum development ability, 3) learning management ability, 4) learning assessment and evaluation ability, 5) transformational leadership, 6) learning exchange ability and 7) moral and ethics. 2. The indicators of instructional leadership of teachers in educational opportunity expansion schools comprised seven principal components, 25 sub-components and 98 indicators. All principal components achieved the mean scores at high level of appropriateness 3. The indicator structural model of instructional leadership of teachers in educational opportunity expansion schools was congruent with empirical data. (Chi-Square=202.84, df=176, p=0.08095, GFI=0.97, AGFI =0.95, RMSEA=0.016, CN=668.53) and 4. The user manual of the instructional leadership of teacher indicators in educational opportunity expansion schools under the Primary Educational Service Area Offices in four aspects obtained the Index of item-objective congruence (IOC) at 1.00 indicated that the user manual was appropriated to be implemented.

This article draws on a teacher survey (n = 789) to examine the relationship between teacher vitality and two conversational approaches--transformative leadership conversation and controlling conversation. The analyses use latent structural equation modelling. The sample is restricted to teachers in schools with an accountability rating of "low performing" so that principal/teacher conversations can be examined in schools that potentially have the most to gain from strong teacher vitality. Results indicate that the use of transformative leadership conversation had a direct positive relationship with teacher vitality ([beta] = 0.26) and an indirect relationship ([beta] = 0.22) with it through teacher need satisfaction. Controlling conversation had a negative relationship with teacher vitality, but it did not have a statistically significant relationship with need satisfaction.

This study investigates the relationship between the transformational leadership of academic leaders and the job satisfaction of academic staff in polytechnic colleges located in the North Shewa Zone of Ethiopia. This study used a correlational research design and simple random sampling techniques to select 264 academic staff members. Respondents completed a rating version of the multifactor leadership questionnaire and a job satisfaction survey. Data analysis uses descriptive and inferential statistics like Pearson correlation and linear regression. The study found that transformational leadership was found to positively correlate with and predict academic staff job satisfaction, though it was weak. The findings also revealed that academic staff was dissatisfied with their jobs, despite perceiving their leaders as having a moderate degree of attributes of transformational leadership style. Educational planners can use the findings to transform administrative and academic leaders' leadership programs. Leadership training boosts academic staff morale and job satisfaction. Job satisfaction also improves staff retention and minimizes turnover. Thus, academic leaders should grow themselves and seek opportunities to improve their transformational leadership skills. To better understand the leadership style elements that have the greatest impact on job satisfaction, further research is necessary due to the limited variability or unexplained variance in the ability of transformational leadership styles to predict job satisfaction. Further investigation is also needed to explore the mediating factors that impact the link between two variables in an Ethiopian context.

In response to the changing demographics of schools in Canada and to efforts to better equip principals to challenge inequity, leadership preparation programs have adopted new policies focusing on leading with an equity lens. However, studies have demonstrated a disconnect between what is covered in these leadership programs and how school principals actually perceive their ability to lead equitably and work with diverse learners. Six current school principals and vice principals in Ontario, Canada who have successfully completed a Principal Qualification Program course were interviewed to understand their perceptions of the program's ability to prepare them to lead and of concepts of equity, diversity, and inclusion (EDI). The racial experiences and identities of each participant shaped their definitions of EDI as well as their understanding of difference. The findings indicate several critical areas of change for principal preparation programs in Ontario: training guidelines, efforts to prepare educators to be equitable leaders, and the educators' perceptions of their preparedness to lead. Moreover, the use of Critical Race Theory in Education and Applied Critical Leadership helps frame analysis and supports the need to integrate culturally relevant pedagogical practices into leadership preparation programs.

Lecturer performance is the real behaviour displayed by a lecturer and as a work achievement that can be produced according to his role as an academic staff. The quality of graduates in higher education is related to the performance of lecturers in the fields of education, research, and community service. Improving lecturer performance requires the commitment of university leaders to make changes to the environment. This study aims to analyse the effect of transformational leadership on knowledge sharing and lecturer performance with moderation of change adaptability. The research was conducted at Universidade Nacional Timor Lorosa'e (UNTL) with a sample of 201 lecturers. The data that has been collected is analysed with descriptive and inferential analysis of Smart PLS.3. The results showed that transformational leadership has a significant effect on knowledge sharing and lecturer performance. Knowledge sharing has a significant effect on lecturer performance. It was also found that knowledge sharing partially mediates the relationship between transformational leadership and lecturer performance. Other findings show that change adaptability does not moderate the effect of transformational leadership on knowledge sharing. The implications of the research show that the limitations in making changes are due to difficulties in communicating between lecturers. Cultural factors, especially language, are the main barrier in change adaptability when conveying new ideas that are useful for institutional development.

This piece is presented from ongoing empirical research exploring barriers to student (re)engagement at a Midwestern university as COVID-19 persists. While college student personnel have worked to restore student life as campus operations have transitioned back in-person, college student engagement has struggled at many institutions across the United States. Taking a qualitative, phenomenological approach - with transformative leadership as a theoretical framework - this study revealed virtual exhaustion, student voice exclusion, and competing priorities as barriers to re-engaging with campus activities. This piece concludes with transformative advising as a possible approach for college student personnel to address these barriers alongside students.

This research aims to examine the mediation effect of teaching behaviour in the relationship between teachers' transformational leadership practices and students' interest in science. A non-experimental quantitative approach was used, with a total of 250 students from secondary private schools in Malaysia participating voluntarily as respondents in the study. Google Form questionnaires were distributed through email for data collection. The findings indicated significant positive associations between teachers' transformational leadership practices, teaching behaviour, and students' interest in science, as revealed by correlation and regression analyses. Mediation analysis demonstrates that teachers' teaching behaviour partially mediates the relationship between transformational leadership and students' interest in science. This study emphasizes the importance of effective teaching behaviour in fostering students' interest in science, providing valuable insights for educational policymakers, school administrators, and teachers in promoting science education and improving students' academic achievement.

The purpose of the study was to better understand the extent to which middle school principals' transformational leadership styles affect teachers' data-informed instruction, the influence of teachers' data-informed instruction on middle school student achievement, and the extent to which transformational leaders affect student achievement through data-informed instruction. Therefore, for this study, survey data were collected using Kenneth Leithwood's Transformational School Leadership Survey, as well as Jingping Sun's Data-Informed Instruction Survey. Additionally, this study used Scantron performance data for sixth-grade math to determine the effects of transformational school leaders on student achievement through data-informed instruction. The results showed that transformational school leadership has no effect on middle school teachers' data-informed instruction, and middle school teachers' data-informed instruction has no significant effect on student achievement, with socioeconomic status controlled. The study also showed that transformational school leadership has no statistically significant effect on student achievement through teachers' data-informed instruction. The results of this study help us understand the extent to which transformational school leadership affects student achievement through teachers' data-informed instruction. It also provides knowledge that will help us better educate aspiring leaders, making them effective transformational leaders in schools.

This study investigates the perceptions of multicultural awareness and inclusivity among teachers across various urban middle schools, aiming to understand the impact of school leadership on promoting an educational environment that values diversity. Employing a quantitative analysis of survey data collected from 217 teachers in 16 schools, the research focuses on key areas: the encouragement from school leaders to teach about diverse cultures, teachers' experiences with colleagues of different races and ethnicities, comfort in discussing race, engagement with race-related topics, and the perceived support for speaking out against racism. The findings reveal significant variability in teacher perceptions across schools, with overall scores ranging from a high level of proactive engagement and support to a low level of challenges and reluctance to address race-related topics. Notably, schools with higher scores generally exhibited strong leadership commitment to diversity, suggesting a correlation between leadership practices and promoting an inclusive school culture. The study underscores the critical role of targeted professional development and the need for school policies that support open dialogue about race. It concludes that enhancing teacher comfort and engagement with multicultural topics is essential to fostering inclusive educational environments. This research contributes to the discourse on educational leadership's impact on multicultural awareness in schools, highlighting areas for further investigation and intervention.

COVID-19 has adversely impacted the entire university community worldwide, including teachers, administrative staff, and students. This study analyzed the relationship between digital competencies, transformational leadership, and job performance of Peruvian university teachers. A predictive cross-sectional study was conducted with 201 teachers from a private university in Peru in three regions of the country (coast, highlands, and jungle). The Digital Competencies in Teaching (CDD), Multifactor Leadership Questionnaire (MLQ 5X Short), and the Job Performance scale were used for data collection. The samples were analyzed with structural equation modeling and an adequate fit to the data was obtained ([chi-squared] = 194.342, p < 0; [chi-squared]/df = 2.23, CFI = 0.952, TLI = 0.942, RMSEA = 0.078, SRMR = 0.061). In addition, both digital competencies ([beta] = 0.28, p < 0) and transformational leadership ([beta] = 0.76, p < 0) were found to be predictive factors of job performance. These findings provide evidence that digital competencies and transformational leadership were directly related to the job performance of university teachers during the COVID-19 pandemic. Consequently, it would be appropriate for educational leaders to consider these findings to enhance the digital competencies of teachers, promote a positive work environment, and support professional growth by stimulating motivation and job satisfaction during crisis situations.

The inconsistencies between agents of the educational system, where it reigns tensions and disjointed mechanisms that express failures of multidisciplinary action, make schools behave like pseudomorphic systems. This article examines interactions between autonomy and control, resorting to a qualitative study with a quantitative approach to schools' strategic documents and inspectorate reports using NVivo. It provides a multiperspective cross-analysis of school narratives regarding (i) principals' vision, (ii) school strategic orientation, and (iii) internal and external evaluation reports. This article exposes how schools demand an organised, intentional, and planned way of using self-knowledge to enhance teaching and learning. It uncovers that innovation is an undervalued facet in the school organisation and a marginal element of the school evaluation. Additionally, it reveals system inconsistencies regarding external evaluation and school organisation. The difficulty of school change asserts that educational systems need to deepen interconnections to prevent schools from keeping a traditional functional structure masked by modern educational discourses, meaning pseudomorphic guidance.

This paper aims to identify variables and indicators that are important to improving teacher innovativeness in Indonesia. The paper adopts quantitative research design and Scientific Identification Theory for Operation Research in Education Management (SITOREM). The study population consists of 145 Indonesian state vocational high school teachers. Four questionnaires (transformational leadership, organizational climate, self-efficacy, and teacher innovativeness) assist in the collection of data using survey techniques. The results show that teacher self-efficacy and innovation can be improved by implementing transformational leadership and fostering a conducive school climate. To improve the quality of educational organizations, this study recommends priority variables and indicators for policymakers.

Ethical intelligence is the strength of a transformational society. As a change agent, the school leader is expected to be a representative figure of ethical standards. Unfortunately, they are criticized for their unethical activities. Therefore, drawing on the concept of ethical leadership, this study aims to construct the meaning of ethics as they have lived with it, thereby exploring the transformational influences of ethical strengths. Adopting a narrative inquiry research design, lived narratives were generated from four principals of secondary level (Grades 9-12) selected purposively. The narrative data were analyzed and interpreted using Starratt's (2004) theoretical framework of ethical leadership of care, justice and critique. This study explored ethics as the mutual value of individual, institutional and social institutions. Human potentiality is the power of ethical intelligence that derives toward transformation. This finding shed light on the importance and execution of ethical abilities. It shares ethical knowledge, values and skills among individuals, schools and communities. It also portrays ethical sensitivities, which are the core foundation of a transformative society with rational personalities.

The U.S. education system has been a critical site in the nation's ongoing fight for racial equity. Yet, despite many attempts to promote equity within and across schools, efforts fall short in a system designed to uphold norms rooted in whiteness and white supremacy. We need anti-racist educational leaders who can identify and push back at the racial bias embedded in educational policies. Through a research-practice partnership with a Midwestern high school, we sought to understand how an anti-racist policy decision-making protocol can be used to redress inequitable policies to be racially just. The anti-racist policy decision-making protocol promotes social justice by empowering school practitioners to become policy agents. Implications from our findings point to the need for school practitioners to be critically introspective and identify and directly address the politics of whiteness that can ensue when working in partnership to do anti-racist policy change.

Based on Bass' leadership theory and Bandura's social cognitive theory, we tested the direct relationship between head teacher transformational leadership behavior, head teacher transactional leadership behavior, and junior high school students' school adjustment as well as explored the role of class collective efficacy in mediating this relationship. Surveying 5,083 junior high school students in 168 classes and controlling for grade, head teacher gender, and class size, the hypothesized relationships were tested through a 2-2-1 mediation model using multilevel structural equation modeling. The results indicated that there was not only a direct relationship between head teacher transformational leadership behavior and school adjustment (b = 0.326, 95% confidence interval [CI] [0.218, 0.434]), but also an indirect relationship through class collective efficacy (0.047, 95% CI [0.007, 0.087]), although the direct link was stronger. Moreover, there was only an indirect relationship between head teacher transactional leadership behavior and school adjustment through class collective efficacy (0.051, 95% CI [0.007, 0.096]), and the link between head teacher transformational leadership behavior and school adjustment was stronger than the link between head teacher transactional leadership behavior and school adjustment (diff = 0.351, 95% CI [0.126, 0.577]). This study extended Bass' leadership theory to a class organization, and the relationship between head teacher leadership behavior and school adjustment was explored at the class level in a junior high school.

Given the significant influence of managerial reforms in education fields, how to promote teacher professionalism appears to be a priority task for school leaders. This study examined the mediation role of teacher recognition on the association between transformative leadership and teacher professionalism. From a sample of 1196 primary and secondary school teachers nested in 98 schools from mainland China, this study used the multilevel structuration equation model to explore the associations among the study variables on both the teacher level and school level simultaneously. On the teacher level, the results showed that transformative leadership was positively related to teacher professionalism and verified the mediation role of teacher recognition for social esteem. On the school level, transformative leadership was associated with teacher professionalism through the mediation role of recognition for care. This study suggests that transformative leadership may influence teacher professionalism via teacher recognition on both individual and school levels, while the influence mechanism could be different.

Higher education institutions have a key role in forming the specialists of the future. In fulfilling their role there is need for transformational leadership, culture of excellence, and academic leadership development. The purpose of this study is to investigate the link between transformational leadership, shaping a culture of educational excellence, and leadership development, as perceived by tertiary education leaders in the UAE. The qualitative approach is of focus groups, using semi-structured questions, with leaders in academia. The main finding is that in the initial stages of an organization life cycle, leadership development precedes transformational leadership and a culture of excellence. In later stages, leadership development is a mediator of transformational leadership and a culture of excellence. In the mature stages of organization life cycle, the three elements engage in an ongoing spiral and synergistic process.

This study aims to examine the relationship among motivation for joining an educational leadership training programme (MOT), perceived skills (PS), and perceived changes in transformational leadership (PCTFL) in educational leadership training. The study drew on survey data from 761 participants who were associated with a leadership development programme under an EU-China cooperation project. The conceptual model was tested by structural equation modelling (SEM) by the Mplus programme. MOT and PCTFL were measured, respectively, by second-order factor structure assessments due to their multi-dimensional nature. The findings of the study suggest that motivation positively influences perceived changes in transformational leadership, and this relationship is positively mediated by perceived skills as learning gains in educational leadership training. The study provides novel empirical evidence on motivation that leads to transformational leadership changes in leadership training programmes. Policymakers and other key stakeholders can use these findings to gain a deeper understanding of the success of projects and encourage academic members to participate in leadership training programmes to improve transformational leadership.

This study examines how teachers' perceptions of academic emphasis moderate the relationship between their middle leaders' transformational leadership and organizational resilience subdimensions (principal organizational resilience and faculty organizational resilience). Academic emphasis in schools prioritizes academic excellence in teaching and is crucial in evaluating school effectiveness. The study used a two-source survey design with self-report data from 609 participants in 103 secondary schools in Israel. The results indicate that academic emphasis moderates the relationship between transformational leadership's sub-dimensions ("idealized influence," "inspirational motivation," "individualized consideration" and "intellectual stimulation") and principal organizational resilience but not faculty organizational resilience. The findings suggest that middle leaders can create a positive academic emphasis to optimize their transformational leadership's effects on organizational resilience. Theoretical and practical implications are discussed.

The massive emergence of digital technologies requires not only enterprises but also educational institutions to transform their strategies and values for maintaining competitiveness. While research on digital transformation in higher education is becoming more available in the literature, structured examinations regarding their concerns are scarce. Through a systematic literature review with the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) model, this standalone overview examines principal concerns of research on digital transformation in post-secondary education, nominates better practices and lines upcoming investigations. Results indicate that considerable attention has been paid to the strategies and barriers to digitally transforming universities whilst leadership was marginally explored. The practice of this transformation may be centralised in pedagogical innovations supported by organisational measures and led by transformational leadership. Digital transformation leadership, evidence-based maturity assessment and integrated technological, pedagogical and organisational measures are imperative areas for future research. The present review contributes to the early development of studies on digital transformation in higher education.

This study examines the experiences of the only three female headteachers leading boys' senior high schools (SHS) in Ghana to understand the uniqueness of their career journeys, on-the-job experiences and the leadership strategies. Qualitative phenomenological approach was used for the study. The three women were interviewed multiple times over a period of five months between November 2020 and March 2021. The data were inductively and deductively analysed to identify themes that help to tell their story. The results of this study show that early exposure to role models and socialisation into the power of positive thinking at the family, school and societal levels imprint values that inspired the participants to top leadership positions and the strategies they deployed -- blending of motherliness and professionalism, networking and ethical leadership. The female headteachers are bridge builders and transformational leaders who are suitable for leadership in the twenty-first century. This study identifies several implications for female headteachership including: initial preparation for aspirants of school leadership positions, ongoing professional development, and support of female school leaders. The Ministry of Education should provide women with more headteachership or leadership opportunities in schools.

Little is known about how Confucian cultural values influence the efficacy of classroom leadership styles, which may explain why classes in countries such as South Korea often remain largely teacher-centered. To find out more about Confucian values and correlating preferences for classroom leadership, 57 English as a Foreign Language learners from South Korea were given the Vannsimpco Leadership Survey and a Confucian values survey. Statistical analysis revealed that Korean learners preferred democratic classroom leadership the most. However, learners with strong preferences for traditional Confucian values also preferred autocratic-transformational and democratic-transformational leadership styles. Results appear to suggest that cultural values do indeed influence preferences for classroom leadership. This view is further supported by analysis of Korean students who lived abroad, primarily in non-Confucian countries. These students did not favor autocratic leadership as much as their counterparts, who lived only in South Korea. Overall, findings suggest that an integrated approach to classroom leadership may be needed in Confucian contexts, whereby different styles are tailored to individual needs based on cultural values and personal preferences.

The interruption of regular physical exercise among Chinese college students is a key cause of the lack of motivation to exercise. Therefore, on the basis of self-efficacy theory, this study analysed the interrelationships between the perception of transformational leadership in physical education (PE) by teachers, physical self-efficacy, and exercise adherence among Chinese college students. A questionnaire survey was conducted using a convenience sample of 448 students from five universities in Hebei Province, China. They perceived transformational leadership by PE teachers to significantly positively influence exercise adherence. In addition, physical self-efficacy partially mediated the relationship between college students' perceptions of transformational leadership by PE teachers and exercise adherence. These findings suggest that university administrators could encourage PE teachers to make greater use of transformational leadership and improve education and guidance regarding physical self-efficacy for college students to promote exercise adherence.

Given that school leadership styles are linked to educational outcomes, this study attempted to identify perceived leadership styles of school leaders in two types of schools in the United Arab Emirates (UAE): (a) international special education schools, which serve exclusively students with disabilities and (b) international general education schools, which serve primarily typically developing students. By utilizing primarily quantitative methods with supplementary qualitative analysis, this study also explored the influence of teacher demographic variables on perceptions of leadership styles. Results indicated a difference in perceptions of transformational and transactional leadership by school type based on teacher education level, as well as a difference in perceptions of passive-avoidant leadership by school type based on total years of experience with the school leader. Results also indicated a difference in leadership perceptions based on teacher nationality (consistent with the notions of collectivist and individualist cultures), total years of experience, and total years of experience in the current position. This study contributes to the knowledge base regarding the influence of teacher demographic variables on leadership perceptions while providing practical recommendations for school leaders and researchers, including professional development, school policy development, and conceptualizing culture as an expanded demographic variable of interest.

Guangxi is a border area where ethnic minorities are distributed, with poor economic development foundation, slow growth, relatively traditional, high turnover rate and outdated education. The purpose of the study was to evaluate the impact and to identify the path of principals' transformational leadership on teachers' teaching effectiveness in ethnic autonomous region of China. A regression analysis survey design was adopted to collect the data from the teachers of elementary schools. Based on 5-point Likert Scale of 771 questionnaires from Guangxi Province of China, the survey concluded: (1) principals' transformational leadership, teachers' organizational commitment, and teachers' teaching effectiveness differed significantly by gender and age, (2) principals' transformational leadership significantly influenced teachers' teaching effectiveness, in addition, teachers' organization commitment can partially mediate the effects, (3) gender can moderate the path of principals' transformational leadership to teachers' organization commitment, specifically, male teachers carry more weight. The study findings may serve as a guide for further research on management and leadership of leaders and members in educational organizations.

Successful implementation of school-wide interventions (i.e., delivered to all students by a wide array of school personnel) is key to promoting students' academic achievement and psychosocial development. Yet, the implementation of school-wide interventions is complex and can be psychologically taxing for implementing personnel. If evidence-based practice and program (EBP) implementation goes unsupported, implementation challenges might result in chronic stress among school personnel that leads to burnout. While generally effective leadership tends to decrease educator burnout, implementation-specific leadership may also decrease burnout through its strategic supports for EBP implementation. A series of linear regression and path models were used to examine the concurrent association between transformational (e.g., general) and implementation (e.g., strategic) leadership and burnout and its component parts (i.e., emotional exhaustion, depersonalization, personal accomplishment). In a sample of 338 school personnel, we found transformational and implementation leadership were each significantly associated with decreased burnout. However, transformational leadership was not significantly associated with any of the three burnout components, whereas implementation leadership was significantly associated with increased personal accomplishment. These results suggest both general and strategic forms of leadership are key supports for school personnel burnout and as such, leaders may benefit from training to improve each. Additional implications for schools and future directions to understand how best to support school personnel are discussed.

This study aimed to determine the relationship between narcissism and team cohesion of transformational leadership and individual sports athletes interactions. In particular, individual sports can present a model to verify the level of perception of team cohesion according to the type of record sports and martial arts sports. Transformational leadership, narcissism, and team cohesion were measured among 225 college athletes. SPSS 24.0, Amos 24.0, PROCESS Macro programs (Model No. 5) were used for data analysis. The analysis includes frequency analysis, Cronbach's alpha values, confirmatory factor analysis (CFA), Pearson's correlation, and moderating effect. Transformational leadership significantly positively affected team cohesion and narcissism. Non-narcissism also significantly positively affected team cohesion. The interaction between transformational leadership and individual athletes was significantly higher for martial arts sports. Team cohesion was also important for athletes in individual sports, thus expanding the boundaries of transformational leadership theory. To cultivate a sports team (organization), strategic sports management will be necessary to enhance team cohesion.

In reality, Organization Citizenship Behavior in an institution is not as expected. However, the contrary occurred at the Integrated Islamic Elementary School in Bekasi Regency that teachers and staff have a spectrum of abilities and the potential to advance the institution. This research identified and analyzed (1) the role of the principal in improving teachers behavior through transformational leadership, and (2) the inhibiting and supporting factors in improving good teachers behavior and attitudes at the Integrated Islamic Elementary School in Bekasi Regency, Indonesia. The research used a qualitative method with a phenomenological approach. The principal, representatives, and teachers were informants to obtain the necessary data. The findings showed that the implemented Organizational Citizenship Behavior embodied sincerity, mutual help, brotherhood, and seriousness. However, it still needed improvement to achieve maximum teachers performance in carrying out the task of educating, guiding, training, and directing the students. One of the obstacles in implementing transformational leadership was that several teachers underestimated this program. This research has an implication that Organizational Citizenship Behavior in an institution can be realized if a leader implements a transformational leadership system.

The intent behind this study was to understand how school principals might work through teachers to engender better trusting teacher-student relationships, particularly in high poverty, high minority schools. Three research questions were advanced for the empirical investigation: (1) What is the relationship between school social composition (e.g. FRL rate and percent students of color) and teacher trust in students? (2) Does Principal Support of Student Psychological Needs moderate the relationship between school composition and teacher trust in students? (3) Do other leadership practices, such as transformational leadership and teacher evaluation, influence teacher trust in students? [Note: The issue number (2) shown in the citation on the PDF is incorrect. The correct issue number is 1.]

The purpose of this study was to understand the relationship between perceived transformational leadership and transactional leadership style and teachers' intellectual style. Based on 967 middle school teachers' survey answers, this study identified that there are positive relationships between perceived transformational leadership and Type I intellectual style, as well as a positive relationship between perceived instructional leadership and Type II intellectual style. This study paves the way for a theoretical understanding of the relationship between leadership style and teachers' intellectual style and provides practical suggestions for education practitioners.

This research analyzed the effects of transformational leadership and self-efficacy on elementary school teachers' Organizational Citizenship Behavior (OCB). The research method was the quantitative method with a survey approach. The research sample consisted of 302 teachers from 40 elementary schools. The data collection technique for this research was a non-test technique with a questionnaire instrument confirmed to be valid and reliable. Data analysis techniques used descriptive statistics, inferential statistics, and path analysis. The research results showed that: (1) there was a direct positive effect of transformational leadership on OCB with a path coefficient value of 0.204; (2) there was a direct positive effect of self-efficacy on OCB with a path coefficient value of 0.187; and (3) there was an indirect effect of transformational leadership and self-efficacy on OCB path coefficient value of 0.354. This research concluded that transformational leadership and self-efficacy positively affected elementary school teachers' organizational citizenship behavior (OCB).

Background/purpose: The rapid transition to virtual teaching (VT) due to COVID-19-related school closures posed challenges to teachers in regard to upholding the standards of their profession. Perceived transformational leadership of virtual teaching (perceived TL-VT) may have had a protective role in difficult circumstances. Hence, this research study aimed to examine the relationship between perceived TL-VT and organizational citizenship behavior of virtual teaching (OCB-VT) in Indonesia, with job satisfaction of virtual teaching (JS-VT) as a mediator. Materials/methods: A cross-sectional survey design was used in this study, in which data were collected from a sample of teachers at 40 elementary schools in Blitar District, Indonesia. A total of 418 teachers with VT experience completed survey with items adapted from related scales. The collected data were analyzed using descriptive statistics and correlation analysis. Moreover, the mediation effect was evaluated using Hayes Process of Model 4. Finally, Hayes (2013) bootstrap technique was used to investigate the significance of the mediation effect. Results: Perceived TL-VT and JS-VT were found to be positively associated with OCB-VT. Mediation tests confirmed the relationship between perceived TL-VT and OCB-VT was mediated by JS-VT. Moreover, bootstrap analysis showed that coworkers had the most significant mediating effect on the relationship between perceived TL-VT and OCB-VT, followed by promotion, supervision, and work, while the effect of pay was shown to be insignificant. Conclusion: It was found that JS-VT had a mediating role in the relationship between perceived TL-VT and OCB-VT. Therefore, a good principal leadership could be critical to maintaining both teacher satisfaction and behavior during the COVID-19 crisis, regardless of teachers' actual readiness to overcome barriers associated with virtual teaching.

Background/purpose: The purpose of this study is to examine the relationship between transformational leadership and teacher self-efficacy in terms of cultural values. Materials/methods: Articles indexed in Web of Science, Scopus, and ERIC databases between 2008 and 2021 were used for conducting a meta-analysis. The data set included 25 articles from 15 countries. The random-effects model was used as a statistical model in the meta-analysis. Results: The study revealed a weak relationship between transformational leadership and teacher self-efficacy (ES=0.28). Additionally, some dimensions of national cultures are moderators in the relationship between transformational leadership and teacher self-efficacy. This relationship is predicted positively by the power distance orientation of cultures and negatively by individualism and indulgence orientation. Conclusion: There is a weak relationship between transformational leadership and teacher self-efficacy.

As an educationist over the years, I have experienced principals' outburst and their tendency to make a scene out of seemly minor issues that could have been addressed with little modesty. This behaviour has led to an uproar amongst parents, teachers and learners about the school principals' insensitiveness which is attributed to lack of emotional intelligence (EI) competency. The study is underpinned by the transformational leadership theory which aims at pioneering change of attitude in school leadership so that different educational actors could be influenced to achieve the school and overall educational objectives. This qualitative study generated data from five (5) conveniently selected secondary school principals, five (5) parents and five (5) teachers using semi-structured interviews. Using thematic analysis method, the study revealed that principals with EI are able to enhance school performance and satisfy parents. Thus, the study revealed that EI is useful in establishing and maintaining good relationships with different school stakeholders. It is fundamental in managing conflicts in schools and facilitates constructive management of any stressful situations. The study further revealed that principals could acquire this skill through self-enrichment and induction initiatives by the Ministry of Education and Training (MoET). It is recommended that before principals are appointed, they should be subjected to multiple aptitude tests to evaluate their knowledge and competencies. Furthermore MoET through its experts should continually induct principals on EI aspects.

The aim of this research was to investigate the effect of principlas' transformational leader behaviors on teachers' organizational commitment. In the research, causal-comparative and relarional survey methods were used. The study group, defined according to convenient sampling method, was composed of 260 public school teachers working in five provinces in the Central Anatolia Region in Turkey. The data was gathered with "Transformational Leadership Scale" and "Teachers' Organizational Commitment Scale", in the spring semester of the 2021-2022 academic year. Descriptive statistical analysis, independent groups t-test, test of variance (ANOVA), Pearsons' corelational analysis and regresion analysis were employed in the analysis phase. The findings showed that both principals' transformational leadership levels and teachers' organizational commitment levels were moderate. It was observed that teachers' perceptions about their principals' transformational leadership behaviours and organizational commitment levels didn't show a significant difference among the groups of gender, age and work experience. It was found that there was a significant relationship between principals' transformational leadership behaviours and teachers' organizational commitment, and the former was a significant predictor of the latter. It was concluded that principals' transformational leadership behaviors might be effective in enhancing teachers' organizational commitment. In this frame practical, theoretical and research recommendations were developed.