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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Based on the problem that the teacher's commitment to the profession is still not as expected, this study aims to find ways to improve teacher commitment to the profession by examining the influence of transformational leadership, self-efficacy, and job satisfaction. The methodologies used are the Path method and Sitorem method. The study population was 1307 Non-Civil Servant, middle school teachers in Cirebon District, Indonesia with a research sample of 136 teachers. The Non-Civil Servant middle school teachers are teachers who are not paid by the government but by the foundation. The results showed that the Teacher's Commitment to the Professionals could be increased through strengthening Transformational Leadership, Self-Efficacy, and Job Satisfaction. The strengthening of variables is carried out by correcting the weak indicators based on Sitorem's analysis, so that the priority order for handling the improvement of indicators is carried out as follows: 1. Strength of self-confidence, and 2. Announcement of self-confidence for Self-Efficacy variables, 3. Salary received, 4 Promotion, and 5. Supervision of Supervisors for the Job Satisfaction variable, 6. The job itself, 7. Surviving in the Organization, and 8. Establishing Professional Values for the Teacher Commitment variable towards the Profession. This main contribution of our research to provide empirical evidence that the Path Analysis and Sitorem Analysis methods are very good to be used to analysed the factors that influence the strengthening of the Teacher's commitment to his professionalism.

The Corona pandemic has engendered drastic change throughout the world and schools in most countries have, relatively quickly, been required to transfer from frontal traditional learning to online learning. The research investigated the relationship between transformational leadership style and teaching mediated by school communications and moderated by sector (Jewish and Arab) in education systems in Israel during the Corona pandemic. 331 Jewish and Arab teachers participated in the research, expressing attitudes on the principals' leadership, the quality of school communications and the success of their online teaching during the Corona crisis. A positive correlation was found between principals' transformational leadership style and the success of online teaching, and the quality of communications in the school mediated this correlation. It was also found that the Jewish teachers reported more successes in online teaching and that the indirect correlation between transformational leadership and successful online teaching, through the quality of school communications, was moderated by population sector, so that it was stronger among Jewish teachers in comparison to Arab teachers. These findings have significant implications to improve organisational effectiveness, especially in the transition to online learning, and especially regarding the cultural uniqueness of different sectors.

This qualitative case study explored ways innovation is practiced in a PK-12 special education school, including the antecedents and outcomes to innovation, and how innovation was supported. Findings concluded that specific elements within the school's staff, leadership, and environment fostered high levels of innovative practice. Individual's intrinsic motivation, openness to change, and way they approached challenges led to more innovative practices. Leaders who demonstrated transformational and servant leadership promoted innovative practices within the special education school. Implications for practice across special education is discussed, as well as how findings can be applied to the general education environment.

This article discusses the issue of inequities in educational leadership, of which we attribute largely to social capital and how educators interpret this capital. This concept is presented along with a range of leadership styles commonly accepted in education. An argument is made for using Funds of Knowledge as a lens for understanding leadership as well as in practice for addressing the social capital dilemma. We argue that leadership styles are not enough to correct inequities, but can be applied along with this Funds of Knowledge lens to identify and utilize untapped leadership in a range of educational settings.

In the past year, the coronavirus has been one of the most unpredictable global health crises that has impacted the United States. The decision to move in person learning to remote learning caused uncertainty and unpredictable challenges for the entire education system. This article will highlight transformational leadership best practices for navigating through uncertainty. Transformational leadership has been one of the most influential leadership models applied to educational leadership over the past several decades (Berkovich, 2016). Hooper and Bernhard (2016) characterized transformational leadership as a model for the school stakeholders to work together for the same common goal.

The purpose of this paper is to examine the different levels of transformational leadership between male and female principals and their relationships with teachers' Innovative Work Behavior (IWB) in Malaysian secondary schools. In total, 477 teachers from various secondary schools were randomly selected as respondents (218 are working under female principals, while 259 of them are under male principals). This study revealed that the respondents agree that male principals practice transformational leadership higher than female principals. However, the female principals were highly influential on the teachers' IWB compared to their male counterparts. This study provides a glimpse of the teachers' innovative behavior improvement resulted from transformational leadership by male and female school principals.

The ideal leadership behaviour of head teachers has become extremely important for the overall progress of schools. This research aimed to investigate the relationship between transformational leadership behaviour of head teachers and academic optimism in secondary schools. The population of this research comprised of all secondary school teachers: male (65331) and female (59885) in Punjab province. The sample of 900 teachers was selected through multistage random sampling technique based on the district performance rankings from 2017-18, presented by Punjab Education Sector Reform Program (PESRP), however a total of 872 teachers responded. The researcher developed the instrument (TLQ) based on transformational leadership of head teachers and adapted an instrument (SAOS) for academic optimism. Validity of both research instruments was ensured by expert opinions and reliability of both instruments was checked through Alpha value 0.944 and 0.823 respectively. The study inferred a significant and strong positive correlation between transformational leadership of head teachers and academic optimism in schools. This study can provide guidelines for the ideal leadership model at the school level in order to improve the performance of teachers and students.

The quality and level of job satisfaction among lecturers play a significant role in implementing transformation to improve the education system. The main reason for the decreasing of job performances among lecturers is due to the low level of job satisfaction. This study aimed to examine the relationship between a director's transformational leadership style and the level of job satisfaction among lecturers at MARA Professional College. This is a survey study employing descriptive and inferential quantitative method. The Multifactor Leadership Questionnaire (MLQ) and Job Descriptive Index (JDI) instruments were distributed to 64 participants that were chosen using simple random sampling from the 75 population of MARA Professional College lecturers. The data was analyzed using Statistical Package for Social Science (SPSS) version 22. The findings revealed that the level of practice of the director on transformational leadership was low. In addition, there was a significant relationship between the transformational leadership practice of the director and the level of job satisfaction among lecturers at MARA Professional College. The level of job satisfaction among the lecturers was influenced by the director's leadership practice, thus a director can increase the level of job satisfaction among the staff by practicing the transformational leadership style in managing a college. The findings are expected to assist the organization of MARA Professional College to identify the level of work pressure faced by the lecturers.

This article chronicles CAPEA's efforts to collectively advocate for equity-centered leadership preparation. The 2013 CAPEA journal featured an article by members' describing the organization's commitment to equity and cultural competency in leadership preparation. This article reports on efforts since 2013, a time of substantial changes in administrator certification from leadership preparation program portfolios to state-mandated performance assessments. We offer this historical perspective of CAPEA's commitment to social justice leadership preparation in California.

Today's educational leadership candidates are subjects-in-process, as they learn and develop in response to rapidly changing social justice contexts with new potentials and new constraints. To prepare these candidates to lead social justice change, Educational Leadership Programs need to explore instructional approaches that grasp cultural challenges at the micro-level and interpret them against the larger historical social justice frame to perpetuate course effectiveness. In this conceptual article, the author proposes a process for analyzing course effectiveness through across-disciplinary framework, Cultural-Historical Activity Theory (CHAT). Utilizing this activity based framework to analyze current course structures will allow collective research projects to increase the effectiveness of creating action-driven justice centered leaders. The call is for all educational leadership programs to analyze their programs and social justice courses, and publish insights and their results to transform our educational system.

This study aimed to determine the perceptions of teachers and administrators about the concept of uplifting leadership in depth through metaphors. In this study, phenomenology design, one of the qualitative research methods, was used. The study group of the research consists of 30 people, 15 administrators and 15 teachers who work in primary, secondary and high schools affiliated to Antalya Directorate of National Education and selected through snowball sampling, which is purposeful sampling methods. A structured questionary form was used as a data collection tool. Metaphors were used as a data collection method and the participants were asked to explain what they think uplifting leadership resembled with reasons. Descriptive analysis was used to analyze the data. The responses of the participants were classified and analyzed; the analysis was supported by direct quotations from the participants. NVivo package program was used to encode and classify the data. As a result of the study, it has been found that the metaphors produced by the participants contain features of the uplifting leadership by the changing management perception, such as being contemporary, constantly improving itself by following the innovations, trying to save organizations from the static structure, exciting employees for their improvement or institutional improvement, teaching them to dream, supporting different ideas, working in cooperation.

It is a requirement for pre-service students in Initial Teacher Education programs in Australia to successfully complete a teaching performance assessment (TPA) before they graduate. This follows similar requirements in other international contexts, particularly the United States, where standard-based assessment is also a focus. As members of the design team of a TPA, which was affirmed by a nationally appointed Expert Advisory Group in Australia, we examine the social processes contributing to the development of a high-stakes assessment task. Significant challenges emerged through the nature of the task and the responsibility developers had for ensuring validity and fairness, but also because the design team comprised of teacher educators from ten universities. Using collaborative self-study as a methodology we examine our reflexive narratives and find that collaborative leadership and key personal dispositions are at the heart of the design process. These enable us to identify, examine and navigate arising tensions.

This research work was focused on finding the affected indicators on the barriers to use Information and Communications Technology (ICT) in Sri Lankan Secondary Education System. It also explores a framework to implement ICT in schools overcoming these barriers. In particular, it examined the viewpoint of teachers and principals on the integration of ICT into the schools' policy in the Western Province of Sri Lanka. Interviews were conducted for 60 secondary school principals and a questionnaire base survey was conducted for 500 teachers of several schools selected from the above pool. What materialized from the analysis showed that, infrastructure facilities, any policies related to the school, Planning and usage of ICT in teaching and learning, Current views held by principals as well as teachers regarding their ICT competencies, Teacher's fluency of ICT, the perceived viewpoint of teachers and principals regarding the influence and subsequent function of ICT in education has an influence on the magnitude of ICT usage in schools. According to the analyzed data, a framework was designed to make readiness and maintain smooth Teaching & Learning system in secondary schools. Finally, the research has collected feedback from involved parties during the implementation process to evaluate competency of the suggested framework.

Leadership emerges as a powerful force in the effort toward achieving quality education. The transformational leadership style inspires leaders to work toward a common goal to create change. The purpose of this basic qualitative study was to explore higher education deans' and faculty directors' perspectives on their practice of transformational leadership in higher education institutions in Colombia. Transformational leadership theory served as the conceptual framework for this study. Data was collected from semi-structured interviews with six higher education deans and six faculty directors. Findings from coding analysis revealed seven themes: leadership commitment, shared vision, idealized influence, inspirational motivation, intellectual stimulation, organizational performance, and future orientation. Colombian higher education leaders may use the findings to improve decision-making practices, increase motivation, and enhance organizational commitment and effectiveness.