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Instructional leaders of the school building influence teachers' well-being. While there have been many studies conducted regarding reasons teachers leave the classroom, very few studies focused on the differences between leader behaviors and teacher well-being. The purpose of this research study was to determine if there were statistically significant differences between leader behaviors and teacher well-being at high and low socioeconomic schools located in Alabama. The study used survey data from the "Multi-factor Leadership Questionnaire" (MLQ-5X) Instrument and the "Teacher Subjective Well-Being Questionnaire" (TSWQ) using an online Qualtrics platform. The study surveyed 46 participants in the high socioeconomic group and 44 participants in the low socioeconomic group. An independent samples t-test was conducted to determine if any significant differences exist between high and low socioeconomic schools regarding leader behaviors and teacher well-being. The results indicated that there was a statistically significant difference in the leader behavior between low and high socioeconomic schools but not a statistically significant difference between teacher well-being between low and high socioeconomic schools.

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.

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 study investigated the leadership styles of principals in public Colleges of Education (CoEs) in Ghana based on the setting, zone and location of the colleges. The quantitative method of the cross-sectional survey design was adopted for the study. The census sampling technique was employed to obtain 38 principals for the study. The Multifactor Leadership Questionnaire (MLQ) by Bass and Avolio (2004) was adapted to collect data from the principals. Means, standard deviation, t-test and ANOVA were utilised in analysing the data. The descriptive analysis established that generally, principals of public CoEs in Ghana mostly used transformational leadership style as compared to transactional and laissez-faire leadership styles. The inferential analyses also revealed that there were no statistically significant differences in the leadership styles of the principals based on setting, zone and location of the colleges. Among the recommendations is that the Ghana Tertiary Education Commission (GTEC), formerly known as the National Council for Teacher Education (NCTE), should consider competence when selecting and appointing principals and not the setting, zone and location of public CoEs because generally, these variables did not statistically significantly determine the leadership styles adopted by the principals.

This study explored the links between leadership styles and institutional readiness for change using a correlational research design. A total of 616 academic staff drawn from five public universities was included using proportionate stratified and simple random sampling techniques. Data were collected using Multi-factor Leadership Questionnaire and Organizational Change Recipients Beliefs' Scale and analyzed using descriptive and inferential statistics. The results unveiled that the leadership style of top university leaders was found to be between transactional and laissez-faire in their leadership style and high institutional readiness for change in public universities. The findings further disclosed that the transformational leadership style had high, positive, and significant relations with institutional readiness for change while transactional and laissez-faire leadership styles had low, sometimes negative, and non-significant effects. Finally, it was concluded that high institutional readiness for change is an opportunity for university transformation. Still, failure to be transformational in leadership style at the top leadership echelon could hinder its implementation. Policy implications are also indicated in the study.

Leadership is of paramount importance to any organization, as leaders can set the tone for the organization's employees. The path to leadership in childcare can be markedly different from other professions, as there is no qualifying criteria; however, previous research has identified that for leaders to be effective they must possess skills, characteristics, and traits of effective leadership. The present study used "The Multifactor Leadership Questionnaire" (MLQ) (in Bass and Avolio, Multifactor leadership questionnaire (TM), Mind Garden, Inc., Menlo Park, 1995) with childcare directors to determine their self-identified leadership styles including "transformational," "transactional," and "passive/avoidant" to determine if their leadership style was consistent with recommendations from the field. Results suggest that childcare directors who remain in the role of "managers" (displaying either "transactional" or "passive/avoidant" leadership styles) do not provide the leadership needed to provide a high quality of education for young children, which is consistent with previous research. This research echoes concern from the field for credentialing of childcare directors.

Leadership practices play a crucial role on teacher performance and hence the school effectiveness. Therefore, the principal focal point of the present research was to investigate the predictive level of the leadership styles of school principals for leadership practices according to teacher perceptions. In research, relational survey model was preferred from quantitative research models. The research population consisted of 7644 teachers and the research sample consisted of 404 teachers, all working at public schools in Istanbul. Data were collected using the "Multi-Factor Leadership Questionnaire" and "Leadership Practices Inventory." Data were analyzed by correlation and regression analysis techniques. According to the findings, a significant correlation was found between the leadership styles and leadership practices and its sub-dimensions. As perceived by teachers, the transformational leadership style affects the leadership practices positively while the laissez-faire style affects the leadership practices negatively. Although the transactional leadership style as perceived by teachers is significantly predictive of the leadership practices, the significance level was found not to be notable.

The purpose of the study was to identify the relationship between the leadership styles of school principals, school culture and their organizational change management capacity according to the teachers' perceptions. In the study, a quantitative research design was employed during data collection and the analysis phases. The sample of the study comprises randomly selected 382 teachers working in North Cyprus, during the 2019-2020 school year. The leadership styles scale of school principals, the scale for school culture and the scale of the organisational change management were used as data collection tools. Pearson correlation, regression, and path analysis were used for analysing data in addition to descriptive statistics. It was found that school principals exhibit transformational leadership characteristics, the perception of school culture by the teachers is strong and the perception of the organisational change is a medium level. It was also found that there are significant relationships between leadership styles, school culture, and organisational change, along with transformational and transactional leadership styles of school principals, which significantly predicted school culture, and school culture, which significantly predicted all sub-dimensions of organisational change. School culture has a mediator effect on both leadership styles and all sub-dimensions of organisational change, except that transformational leadership has only fully mediation effect with evaluating stage of organizational change. This research reveals the presumptions that transformational leadership executed by the principals supports to a greater extent positive effect on the teachers rather than transactional leadership and to contribute positive school culture and strengthening of organisational change process of the educational institutions. The models suggested in the study show that school culture might be effective in reducing negative behaviours of the teachers regarding the organizational change. To cope with resistance, prevent or reduce opposite opinions and negative indications of each stage of organizational change, strengthening teachers with the help of school culture is required.

This study aimed at investigating the effects of school principals' transformational leadership styles on teachers' self-efficacy. To achieve this aim, the researcher used a sample of 260 secondary teachers in Plaridel District, SDO-Bulacan during the academic year 2018-2019. The "Multifactor -- Leadership Questionnaire (MLQ) Form 5X" by Bass and Avolio and "Teacher's Self-Efficacy Scale 1 (long form)" by Megan Tschanmen-Moran and Mary Anita Woolfolk Hoy was used to describe the transformational leadership styles of school principals and the level of teachers' self-efficacy, respectively. The collected data were analyzed and treated statistically through the use of Statistical Packages for Social Sciences (SPSS). Results of the regression analysis indicate that all eleven variables of the transformational leadership styles of school principals affect teachers' self-efficacy to a different extent as shown by the non-zero coefficients. A closer look at the obtained B coefficients, one could deduce that two variables yielded B coefficients of 0.08 (effectiveness) and 0.06 (contingent reward) with associated probability less than the significance level set at 0.05. This means that effectiveness and contingent reward significantly affect teachers' self-efficacy that for every unit improvement in effectiveness and contingent reward, teachers' self-efficacy can be expected to increase by 0.08 and 0.06 respectively. The rest of the variables also affect the teachers' self-efficacy but not to a significant extent. The study recommended that school principals should continue to nurture their leadership skills rating and further school innovations and transformations were highly recommended.

This study empirically investigates the correlation between leaders' transformational leadership (TL) behaviors and subordinates' psychological empowerment (PE) in Saudi universities. It also explores whether supervisors' gender is associated with TL and PE. In this study, 154 female faculty members who hold leadership positions in Saudi universities rated the TL and PE behaviors of their direct supervisors using the Multifactor Leadership Questionnaire-5X and the Physiological Empowerment Questionnaire. The results indicate that TL is significantly correlated with PE. Furthermore, there was no significant difference between genders in implementing TL and PE practices. The findings suggest that universities should have more women in leadership positions and that various fundamental initiatives are needed to encourage further empowerment and development of female leaders.

The influence of the principal's transformational and transactional leadership style on teachers' job satisfaction and teachers' performance has been a widely researched topic in many countries. However, there is a dearth of research on this topic in Vietnam. This exploratory study has been conducted in public high schools in the southern region of Vietnam to understand the influence of the transformational and transactional leadership style on teachers' job satisfaction and job performance. This quantitative study used a two-stage cluster sampling method to collect the data from 18 public high schools, which included 144 teachers. The factor analysis and path analysis are used in this study to determine the direct and indirect effects of the principal's leadership on teachers' job satisfaction and teachers' performance. The results show a positive relationship between transformational leadership style and a negative relationship of transactional leadership style on teachers' job satisfaction and performance. The results further indicated that job satisfaction acts as a mediator variable between the principal's leadership style and teachers' performance. The findings of this study would be useful for the Ministry of Education and Training (MOET) and school leaders in Vietnam to bring required changes in the school environment and leadership practices to enhance teachers' job satisfaction and their performance.

This paper reports on the development of the revised Social Justice Questionnaire (SJQ2), an instrument which permits the quantitative examination of socially just school leadership. The SJQ2 is based on data drawn from an exploratory province-wide study to determine to what extent, and how, school principals on Prince Edward Island understand and enact principles of social justice in their work. Although this was a 'stand-alone' project, the research also provides a Canadian contribution to the International School Leadership Development Network (ISLDN). The researchers utilized a mixed methods approach to glean both qualitative and quantitative data for analysis. The findings indicated that there is a statistically significant correlation between socially just school leadership and the community context. This research supports and enhances current qualitative studies by adding a statistical perspective to show that effective social justice leadership cannot be segregated from the political, economic, and cultural context of the community.

The purpose of the study is to identify the leadership styles (transformational, transactional and laissez-faire) of the campus principals/divisional directors of a public university in Pakistan. This research adopted quantitative approach to conduct the study and accordingly it falls in post positivism paradigm philosophically. The study is descriptive in its specific nature. The study adopted a survey approach, and all the 287 faculty members of the university were included in the sample to collate quantitative data through Multifactor Leadership Questionnaire (MLQ). Data analysis has been done by using mean, standard deviation and "t"-test (1-tailed). The findings suggest that the transformational leadership style is comparatively being more often exercised by the leaders, followed by the transactional leadership style, while the laissez-faire leadership style is the least practiced. In comparison to all nine dimensions of the three leadership styles, inspirational motivation with the highest mean is the key leadership dimension practiced by the leaders. Idealized influence (behavior) and management-by-exception (active) dimensions also play a pivotal role in shaping the leadership style of the leaders.

This article explored the learning styles and leadership styles of Supplemental Instruction (SI) leaders at Texas A&M University, and the impact of those preferences on recurring attendance to their sessions. The Learning Style Inventory, the Multifactor Leadership Questionnaire, and a demographic instrument were administered to SI leaders employed in the fall 2013 semester. This study is of significance to practitioners and researchers by identifying characteristics of SI leaders, one of the key personnel of a higher education learning program.

The main purpose of this study is to assess the degree to which transformational leadership was practiced in the technical vocational education and training institutions (TVETIs) of Ethiopia. To this end, cross-sectional survey research design was adopted. The study was conducted in seven government TVET institutions selected through simple random sampling techniques. From these institutions, 122 participants were selected through proportionate, simple random and purposive sampling techniques. Questionnaire and interview were employed to collect data from teachers and leaders respectively. Both descriptive and inferential statistics, including mean, standard deviation and independent sample t-test were used to analyze the quantitative data. The data gathered through interviews were analyzed qualitatively using narration. The study found that the five transformational leadership models were being practiced low or below average in the TVET institutions. But, when the models were independently considered, the variable enabling others to act and model the way were rated relatively high whereas the remaining three leadership practices, inspiring a shared vision, challenging the process and encouraging the heart were rated low by the respondents. The result shows that majority of the trainers in the TVETIs were not satisfied with the leaders' engagement in the five leadership practice of Kouzes and Posner's transformational leadership models. Leaders' failure to effectively lead change and innovation, lack of professional support for TVETI leaders and their incapability to use various approaches in securing and utilizing resources were the major problems hindered effective implementation of change in the institutions. It is recommended that the Oromia TVET commission should plan and invest resources in the development of leadership in the TVETIs of the region. The plan should focus on the utilization of best leadership practices that directly influence institutional effectiveness, relevant to the management of training institutions.

The present study builds on extant leadership literature by examining the role demographic variables (including age, tenure as a leader at the current company, experience in the industry, and level of education) play as moderating effects on the relationship between leadership style and small business financial performance in the national distribution wholesale industry. Financial data, leadership data, and demographic data were collected from 100 small, industrial distribution organizations. Statistical regression models were used to examine the relationship between the independent variables (transformational and transactional leadership styles) and dependent variables (year-over-year sales and profit margin performance), as well as the potential moderating effect of demographic variables (age, tenure, education, experience). The findings showed that transformational leadership was positively associated with the financial performance of an industrial distribution firm. It was also shown that the demographic characteristics examined did not moderate the relationship between leadership and firm performance.

This research had three objectives: determining the level of participation of women in the academic leadership of Addis Ababa University (AAU), specifying the types of leadership styles women leaders demonstrate, and tracing the factors that led to those styles. Two key research instruments were used: questionnaires and interview. Qualitative and quantitative data were collected using the instruments. Means were used in the analysis of the collected data. Findings indicate the participation level of women in AAU's leadership is low. As regards the key leadership styles, top-level leaders tend to have more of the characteristic types of transformational leadership. The middle level leaders tend to have characteristics from both the contingent type of leadership style and the transformational leadership style. The middle-level leaders tend to have characteristics of leadership that largely fall towards the bottom line of the Full Range of Leadership Model. They also possess some aspects of the Transformational Leadership. The enhancement of policy and service provisions is recommended to improve the role and leadership skills of women.

There is a lack of research in the for-profit sector of higher education in the United States. Likewise, there is a lack of research on the factors that affect the job satisfaction of adjunct faculty. To address these gaps in knowledge, a quantitative correlational study was performed to investigate the effect of administrative leadership on the job satisfaction of adjunct faculty who teach online classes at a for-profit university in the United States. The Multifactor Leadership Questionnaire, which measures perceived leadership behaviors, and Spector's Job Satisfaction Survey, which measures job satisfaction, were used to anonymously collect data from a sample of 77 adjunct faculty. The Full-Range Leadership model, which is composed of transformational, transactional, and laissez-faire leadership behaviors, was the theoretical model for leadership. Pearson's product moment correlational analyses were performed to investigate the bi-variate relationships between the variables. The dependent variable of total satisfaction had a statistically significant, direct and strong correlation with the independent variable of transformational leadership (r = 0.536, p < 0.0005). The strength and direction of the relationship indicated that increases in the scores of total satisfaction are associated with increases in scores in transformational leadership. Total satisfaction had a statistically significant, indirect and moderate correlation with the independent variable of laissezfaire leadership (r = -0.372, p = 0.001). The strength and direction of the relationship indicated that lower total satisfaction scores are associated with higher laissez-faire leadership scores. There was no statistically significant relationship between transactional leadership and overall job satisfaction.

The aim of the current study is to identify the opinions of pre-service social studies teachers about Atatürk as a founding and transformational leader. The sample of the study comprises 180 pre-service teachers in the social studies teaching department of an education faculty in a public university. The data have been collected through an open-ended questionnaire prepared by the researchers. Content analysis has been used for the data analysis; the findings have been presented in tables through the frequency technique which is used for quantifying qualitative data, and percentage distributions have been given. Moreover, direct quotations from the opinions of the participants have been included so that quantitative data could be interpreted in a more meaningful way. The findings of the study show that the viewpoints of the pre-service teachers about Atatürk as a founding and transformational leader mostly gather around Atatürk as the founder of Turkish Republic, a foresighted leader and a transformational leader.

One of the newest theories to gain widespread interest is authentic leadership. Part of the rationale for developing a model and subsequent instrument to measure authentic leadership was a concern that the more popular theory, the full range model of leadership and its instrument, the Multifactor Leadership Questionnaire (MLQ) (Bass & Avolio, 1985), did not sufficiently emphasize aspects of leader emotional intelligence (EI), such as self-awareness (Avolio & Gardner, 2005). In its current configuration, the Authentic Leadership Questionnaire (ALQ) (Walumba, Avolio, Gardner, Wernsing & Peterson, 2008) measures four dimensions of leadership: relational transparency, internal moral perspective, balanced processing, and self-awareness. In a recent meta-analysis of authentic leadership, Banks, McCauley, Davis, Gardner, and Guler (2016) found that, overall, authentic leadership is highly correlated with transformational leadership (k = 23, N = 5,414, rho = 0.72). The Banks et al. study, however, reported no meta-analytic analyses between emotional intelligence and authentic leadership. In a meta-analysis performed in 2010 by Harms and Crede, self-ratings of emotional intelligence and transformational leadership were highly correlated (k = 47, N = 4,994, rho = 0.56). Given that a) EI is strongly related to transformational leadership, b) authentic leadership is very strongly related to transformational leadership, and c) part of the original rationale for creating a model and instrument to measure authentic leadership included a need to include more self-awareness in a leadership model, exploring the degree to which emotional intelligence is related to authentic leadership is important. In this study, 1,028 working adults completed the Schutte Self-Report Emotional Intelligence Test (SSEIT) (Schutte, 2009) and the Authentic Leadership Questionnaire (Walumba et al., 2008). The sample was 61% female, 30% held a college degree or higher, and the mean age was 29.6 years. An exploratory factor analysis using the principal components method with varimax rotation resulted in a 2-factor solution. While exploratory in nature, this study indicates that the components of the Authentic Leadership Questionnaire seem to be measuring something different than emotional intelligence measured by the Schutte Self-Report Emotional Intelligence Test.

In a rapidly changing era, educational change has become one of the crucial tasks for better student performance in schools. Potential and innovative leadership in schools is needed to keep up with the fast-pace of change, and to achieve better learning results for students. Therefore, how to construct a teacher's professional development to fulfil the outcome-based policy in schools is a new challenge for principals. This study focused on principals' change leadership as perceived by school teachers and explored which dimension of change might impact on the teachers' professional development. This study successfully invited 490 teachers from 41 elementary schools in New Taipei City (Taiwan) to participate in this study. There were 453 valid questionnaires returned which represented a 92.4% return rate. Twenty-five indicators of change in leadership were classified into three dimensions, namely: "communicating and shaping change action," "building a supported environment," and "adjusting organization and performance." The teachers' professional development has been defined by eight indicators which classified into "willing" and "effect" of participation. This study employed the stepwise method to determine the major factors that impact a teachers' professional development by using regression models. The results reveal both "building a supported environment" and "adjusting organization and performance" in a principal's change in leadership can explain 23.2% of the teachers' professional development. Based on the results of regression analysis, this study suggests that properly shaping a principal's change leadership can prompt to enhancing a teachers' professional development. Furthermore, change leadership might be applied to wider practices to improve a teachers' performance in various settings.

Education is the engine of national growth. A population of well educated citizens increases national economic competitiveness. To survive and develop in any nation, the education industry must grow. Secondary schools in Nigeria are headed by Principal. They are regarded as the Chief Executive of the school and are held accountable for all that happens. Hence, it is important to look at the leadership style-Transformational Leadership Style which may have a positive impact on the education sector. The concept of transformation leadership was initially introduced by leadership expert and presidential biographer-James MacGregor Burns (1978) who said that transformation leaders can be seen when "leaders and followers make each other to advance to a higher level of moral and motivation." Transforming approach creates significant change in the life of people and organizations. It redesigns perceptions and values, and changes expectations and aspirations of followers. The fundamental idea in this theory is 'change' and the commitment of leadership in ensuring the implementation of organizational transformation, through transforming individuals in the organization. This study examined empirically the perceived knowledge and practice of transformation leadership of principal in Secondary Schools in Nigeria. The sample consists of 50 principals and 400 teachers. These were chosen by stratified and simple random sampling method from 50 schools across the six-geo-political zones of Nigeria (North-Central; North-East, North-West, South-West, South-South and South-East), 8 respondents were randomly drawn from each school while Principal of such schools automatically became a respondent. The ex-post facto research design was employed in the study. Five research questions and hypotheses were formulated to guide the study (investigation via questionnaire) entitled, "Transformation Leadership in Secondary Education" (TLISE). "TLISE" has a five-point Likert type rating scale and this was validated by experts in research method and statistics. The reliability coefficient was computed to be 0.81. The data collected were analysed through the application of t-test for different between Means and Pearson Product moment correlation, four out of the five hypotheses were accepted while one was rejected. The result revealed that both principal and teachers are aware of transformation leadership styles, however it was doubtful if the practical aspect of transforming the followers and students are realized. Based on the findings, recommendations were made to include: Principals must act as agent of positive change by creating a caring and trustful atmosphere; enhance team spirit; involve teachers in planning and making teaching materials.

This research and development aimed to: 1) study the components and indicators of creative transformational leadership of primary school teachers; 2) study the existing situation, and the desirable situation of creative transformational leadership of primary school teachers in the northeastern region of Thailand; 3) develop a program to strengthen creative transformational leadership of primary school teachers; 4) study the results of implementing the strengthening of the creative transformational leadership program of primary school teachers. The research instruments are comprised of: 1) a form for evaluation components and indicators of creative transformational leadership; 2) a questionnaire for the existing situation and the desirable situation; 3) a form for the assessment of the program to strengthen the creative transformational leadership of primary school teachers; 4) a form for evaluating the results of implementing creative transformational leadership; 5) a test of creative transformational leadership. The research found that: The creative transformational leadership of primary school teachers has 5 elements and 16 indicators, including 1) the vision, 2) the intellectual stimulation 3) creativity, 4) inspirational motivation, 5) flexibility. The results of the study of the existing situation and the desirable situation of creative transformational leadership of primary school teachers showed at practice level every dimension and at overall were high. The study result of how to strengthen creative transformational leadership indicates coaching and mentoring levels were at high. Developed programs to strengthen creative transformational leadership of primary school teachers consisted of 5 modules: 1) the vision which covers three indicators, namely, picture mind, challenge and goal, 2) the intellectual stimulation which covers three indicators, namely, promotion of wisdom use, rationality and the ability to solve problems, 3) creativity which covers four indicators, namely, the initiative idea, the flexibility of thinking, fluency of and the quality of thinking, 4) inspirational motivation which covers three indicators, namely, confidence, concentration in action, hope for success, 5) flexibility of thought which covers three indicators, namely, adaptation according to the situation, adaptation to problem solution and action ability in several dimensions. The second program was guideline-applied coaching and mentoring processes. The results of the study found significant difference between before and after use of the strengthening in that the level after use was higher than before using every module (p-value< 0.05).

Despite the centrality of research concerning both ethics and leadership styles in education administration, our knowledge of the relations between them is limited. The present study closes this gap by investigating the relations of transformational and transactional leadership with multiple ethical paradigms that have been suggested as relevant to solving moral dilemmas in education. Participants self-reported on their leadership behaviors, and the Ethical Perspectives Instrument (EPI) was administered to assess their moral reasoning. Transformational leadership predicted resorting to the ethics of critique and profession, whereas transactional leadership predicted use of the ethics of utilitarianism. The study's findings are discussed.

Transformational leaders are leaders who 'transform and inspire followers to perform beyond expectations while transcending self-interest for the good of the organisation'. 'Discernment' is defined as the individual and communal practice of decision-making that is oriented on the future (educational aims), conditioned by the personal qualities of leaders (purity of heart), and which emphasises teleological ethics as source of reliance. In line with this concept, a scale of discernment was constructed and tested in a research study on 198 leaders of the Catholic schools of Don Bosco in India. Transformational leadership was measured with an existing scale which is part of the "Multifactor Leadership Questionnaire." The results show that discernment (as measured) is the strongest predictor of transformational leadership, while controlling for background variables (such as age, gender, religious background, leadership position, type of school, and private or government-aided schools).

Leadership style impacts on the manner and frequency of feedback transmission. However, communication challenges between superiors and subordinates originate from cultural differences, which undermine the usefulness of feedback. The study tested leadership style's effect on self-efficacy through a moderated mediation approach, examined through the lens of the cross-cultural adaptation theory. Path analysis conducted on data from 281 foreign teachers in Chengdu, China, revealed that there is a positive effect of Chinese supervisors' leadership styles on foreign teacher's self-efficacy. Leadership style similarly has an influence on the nature of feedback. And the nature of feedback in turn mediates leadership style and self-efficacy. We establish in particular that transactional and transformational leadership styles, through the nature of feedback, influence self-efficacy of foreign teachers. Moreover, the association between the nature of feedback and self-efficacy is moderated by the perceived value of feedback. Employees' perceptions are also found to be crucial in determining the value of feedback. It is thus imperative for supervisors and managers working with foreigners as subordinates to figure out when and how to provide valuable feedback. We conclude with suggested areas for further research.

This article reports on an investigation into the use of action research for beginner teachers' professional development through the use of peer mentoring. Action research principles were applied by the mentor and the participating mentees/peers, forming a scholarly community of practice. The mentees were empowered to transform their teaching practice by applying the principles of Whole Brain® Learning (Herrmann, 1995) as a means to enact the role of facilitator and to take responsibility for developing scholarship of teaching, as it is aligned with the role of scholar and lifelong learner. The mentor (first author) who also was a beginner teacher at the time of the execution of the research project, had to enact the same roles with a view to transforming her mentorship practice, thereby enacting the role of transformative leader (Wolvaardt & Du Toit, 2012). Data collection methods included brain profiling and feedback questionnaires, observations, and video and photographic evidence. Some of the qualitative data collected by means of a feedback questionnaire are reported. Facilitating the mentoring programme offered the mentor the opportunity to develop professionally by using action research as a means to taking responsibility for her professional development per se.

The aim of this study was to investigate the relationship between school principals' leadership behaviours and teachers' sense of self-efficacy. The research method was descriptive and correlational. A sample size of 254 teachers was simply selected randomly by proportional sampling. For data collection, the Teachers' Sense of Efficacy Scale of Tschannen-Moran and Woolfolk Hoy (2001) and Leadership Multifactor Questionnaire of Bass and Avolio (1992) were used. Questionnaire validity was assessed by the type of content and their reliability was estimated by using Cronbach's alpha coefficient of 0.84 and 0.86 respectively. Pearson correlation coefficient test and stepwise regression were used to analyse the data. Research findings indicate that there is a significant relationship between the components of principals' leadership behaviours and teachers' sense of self-efficacy. The findings also showed that the two components of principals' leadership behaviours, that is, idealized influence and intellectual stimulation, can predict changes in teachers' sense of self-efficacy.

A number of factors contribute to the academic performance of the teachers and teachers' perceptions of their principals' leadership behaviors are one of them. To raise the academic performance of teachers, every progressive country invests expansive resources and huge budget on teachers' professional development programs all over the world. Nevertheless, the situation is yet not that improved as in UK where 90% of participant teachers in such programs consider these programs not very effective. Thus, it is suggested that the teachers' education programs should undergo a paradigm shift from the conventional framework merely focusing on the imparting skills to the issues perceived by the teachers. This was a quantitative study conducted to see the relationship between teachers' perceptions about their principals' leadership behaviors and their academic performance. A sample of 2350 teachers of public and private secondary schools was selected from 235 schools of three districts (Lahore, Kasoor, Sheikhupura) through stratified random sampling. Teachers' perceptions were identified through Multifactor Leadership Questionnaire -- 5x Rater Form, developed by Bass and Avolio in 1995 and revised in 2004. Teachers' perceptions came out as one of the most important determining factor of their academic performance. Therefore the study suggests that the teachers' perceptions of leadership behaviors must be taken into account while designing any training program for their professional development to make them more effective.

The purpose of this quantitative study was to identify the perceived barriers obstructing the implementation of online education by administrators and faculty at the School of Arts and Sciences of a U.S. university located in Lebanon. The aim of this study was to offer a solution to the most important perceived barriers to online education that informs administrative decisions concerning the appropriate modalities of online instruction that may be implemented at the university. The exploratory factor analysis identified 8 factors out of 35 possible perceived barriers to online education. Faculty and administrators perceived the structural barriers and the pedagogical barriers as very important. Faculty also perceived technical barriers as very important. As a first step toward offering online instruction, the university leadership could offer blended traditional and online education instruction for suitable courses in the School of Arts and Sciences with the goal of assessing feasibility and acceptance. The implementation of this solution may be smoother if facilitated using various leadership styles. In this article, the transformational leadership style is used for implementing the solution to the problem. The findings of this research may be beneficial for other universities in Lebanon and other nations that may be considering the implementation of online education.