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Purpose: This study aimed to identify the potential attributes of teacher leadership among preservice teachers with higher levels of reflection, especially in the Chinese context. Design/Approach/Methods: A mixed research method was adopted in this study. First, a quantitative research method was conducted to examine preservice teachers' reflection depth. The top 10% of the preservice teachers with higher levels of reflection were selected as the target respondents for comparison. Second, qualitative data analysis was conducted to identify potential attributes of emergent teacher leadership in these preservice teachers. Findings: This study identified five potential attributes of emergent teacher leadership among preservice teachers who showed deeper reflection depth. Additionally, this study identified how the unique attributes fit into preservice teachers' professional development in the Chinese context. Originality/Value: This study proposes a new development model to develop preservice teachers that emphasizes the role of continuous reflections in context for professional growth. This study holds implications for understanding the potential attributes of emergent teacher leadership among Chinese preservice teachers. Additionally, this study appeals to the importance of cultivating preservice teachers to practice teacher leadership during the teacher training stage to support them to become outstanding future teachers.

Debriefing may be the most important factor for learning in simulations. This exploratory case study investigated a modified Plus-Delta approach to debriefings following mixed reality simulation-based learning. The findings suggested that educational leadership students who encountered debriefings from simulations developed leadership skills and dispositions and perceived that those acquired skills and dispositions would transfer to leadership positions currently or in the future. Implications and recommendations are provided.

Using competencies for volunteer organizations and applying those competencies to both situational and servant leadership, the Delphi study method was used to identify leadership competencies necessary for titled leaders within NACADA's Advising Communities Division. Surveys were administered to former and outgoing chairs within the division. Results from 10 experts identified important competencies, including knowledge of the advising community, communication, time management skills, and the ability to conduct meetings. At the end of the chair term, important competencies identified were a deeper knowledge of the advising community; communication; the ability to determine, organize, and prioritize the needs of the advising community; and people management skills. Implications for practice and areas for additional research are discussed.

Context: This article aims to determine the entrepreneurial skills of Vocational Secondary School students after the implementation of a new curriculum that promotes entrepreneurship courses in Indonesia. The authors believe that after taking such courses, students will be able to generate entrepreneurial skills. This study also explores the effect of demographic characteristics on students' entrepreneurship skills level, especially with respect to gender, school, and family. Approach: This study used a quantitative approach, with data collected through a questionnaire with five variables, that is, leadership, reflective communication, risk-taking, creatively innovative, and future orientation. Data were collected from 463 students who had taken entrepreneurship subjects that were chosen randomly. Data were analyzed using linear regression. Findings: 52.22% of our respondents had a moderate score for entrepreneurial skills, this is not in accordance with the expected learning outcomes, there are students who have entrepreneurial skills at a high level. With respect to creative innovation, in particular, a majority (53.15%) had a low score and 4.1% had a very low score. Moreover, family had a significant and positive effect on all dependent variables (leadership scores, reflective communication scores, risk-taking scores, creatively innovative scores, future orientation scores, and overall entrepreneurial skills scores). School demographic characteristics had a significant positive effect on the value of future orientation. These results indicate that private schools tend to strengthen the level of reflective communicative scores. Conclusion: The entrepreneurial skills of most vocational students are middling. This indicates that entrepreneurship subjects at Vocational Secondary schools have not been able to achieve their expected learning outcomes or help students develop entrepreneurial skills at a high level. Thus, further research is needed to determine the causes behind the problem. Schools are expected to be able to establish harmonious relationships by involving families to support the improvement of an informal learning environment that supports the mastery of entrepreneurial skills of vocational students.

This study originated as an institutionally sponsored research residency conducted using utilization-focused evaluation (Patton, 2008) to investigate the nature of dispositional changes in candidates pursuing National Louis University's M.Ed. and Ed.S. degrees leading to educational leadership (EDL) state certification in one large urban school district in a Southern state. The EDL program organized learning objectives intending to develop a specific knowledge base, an operational competency set, and, as this study's focus, leadership dispositions related to preparing assistant principals and principals to lead effectively in chronically low-performing (CLP) schools. The inquiry cross-analyzed data at the intersection of the graduate program's disposition-related learning objectives with 13 leadership dispositions identified in The Haberman Educational Foundation Star Urban Administrator Pre-Screener. EDL program faculty administered the prescreener to EDL program candidates twice, yielding 187 matched pairs in pre-program and postprogram administrations. Statistical analyses yielded a significant difference (improvement) in overall Haberman scores at the .01 alpha level, as well as an effect size considered (Cohen, 1969) to be a medium effect size. Faculty triangulated the data with interviews of alumni and faculty with experience in leading CLP schools, who affirmed that focus on leadership dispositions serves an important developmental role in an EDL program. The study appears to validate the measurable presence and dynamic changes in EDL candidate dispositions as an element of a graduate program focused on developing effective leaders of CLP schools.

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

Within the past 80 years, leadership has been a serious discussion and it is also considered important to understand what variables relevant to effective leadership. Among these variables, gender is so critical and as a result it must be examined with regard to optimizing leadership effectiveness in professional, political, cultural, and personal realities of the twenty-first century as well as in school. In this century, women and men have been, are, and should be leaders. However, there are some factors that effect their leadership practices. To this end, this research aims to determine the factors that affect teachers' trust in male and female school leaders. The study employed a qualitative research design. The data were collected with interview technique. In this regard, 20 teachers were interviewed. The participants were determined with purposeful sampling method. The data were analyzed with inductive analysis method. Results revealed that the participant teachers trust different behaviors or characteristics of their male or female leaders. In general, teachers trust in their female leaders' more because of their objective, idealistic, dedicated behaviors, and also their motherly, sensitive and compassionate personality. On the other hand, teachers trust in their male leaders as they are fair, trustworthy, frank, competence, more rational and strong communicators. While male leaders are believed to take initiative and implement the laws and regulations more strictly, female administrators are more interested in the administration profession, behave meticulously and work devotedly. It is recommended that school administrators should create a climate of objectivity and trust in school.

Innovative leadership development can assist administrators of private vocational colleges in identifying and capitalizing on new opportunities within the educational administration network by fostering creative thinking and openness to new ideas. Such administrators can discover novel approaches to efficiently and effectively address the needs of students, faculty members, and stakeholders. Therefore, the research objectives are as follows: to examine the components and indicators of innovative leadership among administrators of private vocational colleges in the northeastern region, to assess the consistency of the innovative leadership measurement model, and to develop guidelines based on the study findings for implementation. To develop the innovative leadership of private vocational college administrators, a mixed-method research approach was employed, consisting of four phases. The collected data were analyzed using descriptive statistics and statistical packages for further reference. The results revealed that Innovative Leadership comprises five main components and fifteen indicators. These indicators were found to be appropriate based on the specified criteria. The developed measurement model for innovative leadership indicators demonstrated consistency with the empirical data, with statistically significant values (P-value = 0.73, RMSEA = 0.023, SRMR = 0.019, CFI = 1.00, TLI = 1.00). Furthermore, all main components exhibited factor loadings higher than the criterion of 0.70, while sub-components and indicators displayed factor loadings higher than the criterion of 0.30. Finally, the implementation of the guidelines yielded positive results, as they were deemed suitable, feasible, and highly beneficial across all aspects.

Leadership competencies contribute to the ability of teachers to perform successfully and efficiently in the modern technology era. The purpose of this study was to determine the relationship between digital leadership competencies and teachers' performance. The study was correctional following the cross-sectional survey method. The sample of the study consisted of 273 social sciences teaching faculty members of Allama Iqbal Open University Islamabad and Virtual University of Pakistan selected through a simple random sampling technique. The reliability of the instruments; digital leadership competencies and teachers' performance were confirmed by calculating Cronbach's Alpha score; 0.969 and 0.936 respectively. After ensuring ethical considerations from participants, the data were collected by administering the Six E-Competencies model of Roman et al., (2019) consisting of 18-items and Goodman and Svyantek (1999) Teachers' Performance (TP) scale comprised of 15-items mode of 7-points Likert responses. Partial Least Square-Structural Equation Modeling [PLS-SEM] was computed to analyze the proposed hypotheses in this study while the measurement model and structural model were assessed. The findings of the study showed a significant correlation between digital leadership competencies and teachers' performance. The study helps to enhance the performance of university teachers through the support of digital leadership by using modern technology tools.

Effective school leaders are essential to the success of the school environment. Teachers have left schools due to poor and ineffective campus leadership, but often do not report the reasons why they left or do not have a safe mechanism in place to support their claims and drive campus change. The purpose of this qualitative study is to understand the perceptions of teachers who work in elementary, middle, and high schools in Texas on the qualities of ineffective principals and how these qualities affect teacher retention. Respondents in an open-ended survey reported that ineffective principals lacked character, professionalism, and ethics; exhibited poor leadership and management skills; did not practice active listening or effective communication; and lacked the capacity to develop and sustain a positive learning climate. From these findings, we offer recommendations for campus principals for improving their leadership and school climate to support and retain teachers.

The present study analyzed concurrent and predictive validity of single-item scales for assessing principal stress and coping. We examined concurrent and prospective relations among stress and coping single-items with principal job satisfaction, overall health, perceptions of school safety, and principal leadership self-efficacy. We also compared principals and teachers on their stress and coping levels using the same single-item scales. Consistent with the literature on teacher stress and coping, the correlations of principal coping with different outcomes-job satisfaction, overall health, leadership efficacy, and safety perceptions--were stronger in comparison to the correlations between principal stress and those same outcomes. In regression models with both stress and coping, only principal coping predicted concurrent and future principal job satisfaction and overall health, as well as change in those outcomes. Coping also predicted concurrent but not future perceptions of school safety. Stress and coping did not consistently predict concurrent or future measures of leadership self-efficacy. Last, we found that principals reported even higher levels of stress than the well-documented high levels reported by teachers. We discuss areas for further research and potential use of these measures.

The influence of Michigan leadership behaviors in organizational variables has been conducted in the Western context. However, limited studies have been conducted in the Vietnam context, particularly in the primary school sector. This study aims to examine the impact of Michigan leadership behaviors on organizational citizenship behaviors (OCBs) in Vietnamese primary schools. In addition, this research aims to challenge the mediating role of organizational justice (OJ) and person-organization fit (POF) in the relationship between Michigan leadership behaviors and OCBs. A total of 282 responses were collected from various primary schools in Vietnam. Exploratory factor analysis, confirmatory factor analysis, and linear regression analysis were used to answer the research question. Findings partially supported our hypotheses as two Michigan leadership dimensions significantly influence OCBs, and OJ mediates the relationship between relationship-oriented leadership behavior (ROL) and OCBs. This study opens the main gaps in the current leadership studies, including the influence of Michigan leadership behaviors on OCB, its role in promoting OJ, and the underlying mechanism through which Michigan leadership behaviors contribute to OCB with the mediation of OJ.

In the authors' work studying and supporting school and district leaders, they identified the following five principles for leading in turbulent times. These principles enhance the odds that change management is successful and sustainable. For any change process, a trustworthy map is essential. Successful leaders center people and attune themselves to the social and emotional needs of others in these contexts. Creating an atmosphere where diverse perspectives are not just welcome but are intentionally invited fosters trust and increases awareness of potential complications involved in any change initiative. Too much change is overwhelming. Effective leaders embrace change, but they also create safe harbors for themselves and others. Change requires focus, energy, time, and effort, but leading change is not sustainable unless school leaders invest in themselves.

Teacher training has long relied on experienced school mentors as role models for novice teachers. However, qualifications and experience alone cannot remain the prerequisites for teacher leadership in 21st century schools. How can experienced school mentors collegially mentor new teachers into leadership, without abrogating their responsibilities? In this article, a constructivist approach was explored to mentor new teachers into leadership with the focus on establishing symbiotic relationships based on the mutual continuous professional development (CPD) of experienced school mentors and novice teachers. A multi-faced approach to leadership is proposed. Data regarding the perceptions of 241 final-year student teachers of their mentors' collegial leadership competencies were collected using a questionnaire. The findings indicate the positive perceptions that the student teachers had of their mentors' collegial leadership competencies. In the study reported on here, the focus was on the perceived characteristics of experienced school mentors to assist student teachers with work-integrated learning. The findings provide insights into enhancing the interpersonal collegial competencies of experienced school mentors to improve the school-work-integrated knowledge of student teachers.

The role of district research leaders (DRLs) in central offices has emerged as a strategy for improving the creation, flow, and use of research knowledge in decision-making. However, there is limited information about the responsibilities, opportunities, and challenges inherent in these roles. This exploratory qualitative study features document analysis to examine the individual backgrounds, job demands, and organizational contexts of DRLs. The result of this study suggest that multiple pathways to the DRL role exist, but few include formal training in knowledge brokering. Further findings suggest that DRL jobs are complex and entail diverse tasks, but share a focus on research leadership and coordination, identifying and obtaining relevant research information, and facilitating evidence -informed change. Moreover, organizational contexts varied in supportiveness for knowledge brokering work. Overall, there was limited evidence of alignment across individual, job, and organizational characteristics, signaling an opportunity to better define and support those in DRL roles.

Self-efficacy is considered a key component for successful leadership; however, educational leadership doctoral programs do not often focus on leader self-efficacy (LSE) for principals. The purpose of this study was to understand perceptions of Ed.D. alumni who are currently principals regarding what contributed to the development of leader self-efficacy (LSE) and how programs can develop LSE. Bandura's theory of self-efficacy and Paglis and Green's three-dimensional construct for LSE served as the conceptual framework. The results of this study may provide insights for programs into how LSE can be developed in a doctorate and thereby improve student academic outcomes.

Purpose: Competencies for leadership in higher education have begun to emerge in the literature. Yet to better equip future leaders in higher education, the use of a learning taxonomy may serve as a framework to understand necessary learning for leaders in higher education. The aim of this study is to explore the competencies of higher education leadership through Bloom's knowledge, skills and attitudes framework. Design/methodology/approach: An explanatory case study qualitative methodology was used to explore the experiences of senior leaders within a singular university to determine the necessary competencies of leadership in higher education. Purposive sampling was used to recruit participants who served in Dean-level or higher positions. Eligible participants participated in a semi-structured interview. Findings: Each of Bloom's domains had a variety of themes emerge: knowledge (2), skills (6) and attitude (2). Research limitations/implications: Sample size was limited by the availability of senior leaders and may not represent the experience of leaders at all institutions. Practical implications: Findings from this study may allow future researchers to investigate the outcomes of a combination of competencies. Findings from this study will hopefully be able to be extrapolated to better understand the learning required of those who aspire to be future leaders in similar university structures. Originality/value: Available studies fail to explore the process by which one learns the skills necessary to become a leader in higher education. To the best of the authors' knowledge, this is the first study to map higher education leadership competencies through a learning taxonomy.

This study develops and validates a model explaining how the organizational and human resources, advising and supporting, and personal and ethical foundations competencies influence leadership in student affairs. The most notable finding from this study is the overlooked and powerful influence of advising and supporting upon leadership. The results reveal that a key pathway to developing leadership in professionals is to develop their ability to advise and support students, faculty, and other administrators on campus.

This article examines the relationship between emotional intelligence and ethical leadership competencies among university students. The research hypothesis was that emotional intelligence correlates positively with the exercise of good leadership. To this aim, a study was carried out with 1101 university students from Chile, Mexico and Spain who responded to a questionnaire on emotional intelligence (WLEIS) and a questionnaire on leadership competencies (LID) that measures understanding of reality, self-control and team harmonisation. The results show a positive correlation between emotional intelligence and leadership, although with significant differences by country and degree programs, but not in relation to gender. The research contribution is particularly relevant. Firstly, there are few studies on emotional intelligence and ethical leadership competencies carried out in the university student environment. Secondly, the study provides evidence of the predictive validity of emotional intelligence, in particular 'use of emotions', on leadership competencies. This finding points to the importance of teaching emotional intelligence in order to develop the leadership competencies of university students.

Leadership development in higher education remains lacking, with most leadership development the result of learning on-the-job. Understanding and navigating the leadership challenges of increasingly complex higher education environments is even more demanding in colleges of education facing unprecedented pressures from outside and inside the institution. Given that little training exists for teacher education leaders, they often find themselves experiencing tensions related to how to facilitate teacher education reform as they learn on-the-job. In this self-study, we developed a reciprocal mentoring relationship that helped us unpack tensions related to our experiences as teacher education leaders. Two tensions were explored in this study, the tensions of "action and intent" and "valuing and reconstructing experience." Investigating these two tensions resulted in two findings related to our transition into leadership. First, we found that leadership required exhibiting care and an ability to navigate the divides and challenges that can inhibit teacher education reform. Second, leaders learn and develop leadership practices over time, such as providing clear communication and understanding faculty roles in change and transformation. Learning to embrace successes while learning from challenges affords teacher education leaders opportunities to re/construct pictures of the self as leader through shifting interpretations of leadership, experiencing challenges in promoting change, and building new/existing programs to improve teacher education. These findings hold implications for teacher education leadership as they help make visible the challenges of teacher education leadership roles and the importance of faculty-leadership collaboration in teacher education program reform.

This study evaluates the pedagogical tolerance qualities of heads in higher education institutions in Kazakhstan. The qualitative research design, grounded in the interpretative paradigm, was adopted for this study, utilising a case study approach for data collection from a small sample consisting of three Vice Rectors Academic, three Deans of Faculties and three Heads of Departments from three universities. The social cognitive behavior theory serves as the theoretical framework. The study's results reveal that heads of higher education institutions are aware of and possess some elements of pedagogical qualities. However, there is a deficiency in core pedagogical tolerance qualities. Participants also disclosed that education for tolerance has not been effectively implemented in higher education institutions, as there is no specific mechanism within the curriculum and pedagogical practices that promote tolerance. Based on the outcomes of this study, the need for heads of higher education institutions to take proactive measures in implementing and promoting tolerance education within the higher educational space was suggested.

The purpose of the study was to explore gender stereotypes and factors contributing for the gender gap in the school leadership position in North Wello Zone. To achieve the purpose descriptive case study was employed. Semi-structured interviews and document analysis were used to collect data from senior female principals, teachers and WEOHs. The study revealed that the stereotyped view towards females' leadership potential was resulted from societal perspectives and traditions and socio-cultural trends towards possession of the leadership position. Moreover, marriage and home responsibilities, stakeholders' perception and females' self-perception towards leadership are other contributing factors. To bridge the gap, the study suggested creating awareness to the society, avoiding using implicit criteria during selection and promotion, bringing model female leaders to the front, and critically implementing gender mainstreaming strategies. Therefore, unless concerned government and NGOs critically evaluate the impact of their effort, it is less likely to bring change on societal attitudes and to enable females break the glass-ceiling and the concrete wall.

This article provides a case-based critical reflection on integrating transdisciplinary knowledge in entrepreneurship education as a framework for empowering future entrepreneurs and innovators . The increased complexity of modern societies emphasizes new requirements for teaching practices intended to equip decision-makers with the tools necessary for navigating poly-crises and contributing to the sustainability of coupled systems. This requires an interplay between inter- and transdisciplinary knowledge aimed at developing a common body of knowledge within a specific domain. Within our educational case study, we used a transdisciplinary approach to design and implement a curriculum for enhancing complexity literacy and systems thinking. The specific learning outcomes can be categorized by referring to the qualification framework of knowledge-skills-competence that fosters an understanding of dynamic coupled systems. Our research shows the potential of transdisciplinary knowledge integration as part of a sustainable education for empowering future entrepreneurs and innovators. The analysis's results have implications for research and practice that incorporate such integration as part of transitioning to a new institutional framework at universities. Developing new, viable approaches to education has social implications that can be regarded as interventions targeted at achieving systemic impacts while enhancing the sustainability of education and society as a whole.

This article explores the characteristics of leadership in schools where school principals are female, examining the voices and perceptions of the protagonists of female leadership. Employing a case-study methodology, data were collected through 12 in-depth interviews with female principals from the Santiago Metropolitan Region in Chile. The results show that female principals exercise leadership qualities associated with distributed and social justice leadership. This leadership is characterised by active listening and the generation of participatory spaces, the search for collective agreements and teamwork, and the construction of trust and co-responsibility. The findings suggest that female Chilean school principals understand their leadership as a process of accompaniment, which promotes collective responsibility and the well-being of the school community.

Soft skills have become a critical factor in enhancing individual employability. A deeper understanding of the specific soft skills valued by employers in various types of enterprises enables higher education institutions to more precisely cultivate these qualities in students. This study focuses on 15 essential soft skill indicators categorized into three key facets: personal, social, and methodological skills. Through the analysis of 366,077 job advertisements, we establish keyword libraries for different indicators, facilitating the identification of the types of soft skills emphasized in each advertisement. Our findings reveal that small and medium-sized enterprises (SMEs) prioritize a range of soft skills, except for creativity/innovation skills, analytical skills, and continuous improvement skills. On the other hand, state-owned enterprises (SOEs) exhibit a demand for as many as 14 out of 15 soft skill indicators, surpassing private enterprises, except for creativity/innovation skills. However, this emphasis on different soft skills does not necessarily result in salary differentials. Soft skill requirements linked to personal traits, such as professional ethics, commitment to work, stress resistance, and self-learning abilities, do not correlate with higher salaries. Conversely, soft skills related to socialization, like teamwork, leadership, and social networking, are associated with higher salaries. The results of this study reveal employers' demand for various soft skills. Nevertheless, it is worth noting that this demand is not adequately reflected in salary levels. Employers should carefully consider and strive for a more equitable representation of soft skills in the determination of salaries.

Purpose: In this manuscript, we aimed to (1) illustrate the differences in school-university partnership under the school reform and renewal models and (2) describe the practice of and learning about school-university partnership by reflecting on the three large, federally funded projects, all conducted under the school renewal model. Design/methodology/approach: We used archival data from the three large, federally funded projects, synthesized our research related to school-university partnerships and developed themes for actions and learnings related to the topic of school-university partnerships. Findings: The school-university partnerships under the school renewal model are different from that under the school reform model. School-university partnership under the school renewal model is associated with positive results for schools and the university. There are clear themes for the actions and learning in the school-university partnership under the school renewal model. Originality/value: It is original to study school-university partnerships in the context of the school renewal model.

Purpose: The present study aims to investigate the relationship between innovative leadership and sustainable performance in the education sector. The present study also tested the moderation role of personality traits agreeableness, extraversion, emotional stability, conscientiousness and openness in the relationship. Design/methodology/approach: Data for the present study were collected from 209 university teachers. The employed sampling technique was convenience, and the sample size was calculated through the Kerjis-Morgan method. Furthermore, a survey method using a questionnaire was used in this study. For the data analysis, SPSS and SmartPLS were used. Findings: The present study found that innovative leadership has a significantly positive relationship with sustainable performance. Results also confirmed the moderating effects of personality traits such as agreeableness, extraversion, emotional stability, conscientiousness and openness. Originality/value: The relationship between innovative leadership and sustainable performance for the first time in the education sector's context. Secondly, this study contributed to the moderating role of personality traits such as agreeableness, extraversion, emotional stability, conscientiousness and openness between innovative leadership and sustainable performance, which was a yet-to-explored phenomenon. The study model was tested through the combination of the big five-factor model and the theory of planned behaviour, which is another novelty of the study.

Purpose: This paper aims to bring these areas closer by exploring the relationship between the dimensions of strategic intelligence (SI) for leadership and the proactive work behaviours (PWBs) of Upper Egypt universities' employees. Therefore, the research question revolves around: is there a relationship between SI and PWB? Design/methodology/approach: The study relied on a descriptive analytical approach and a stratified random sample. The paper opts for a descriptive study using the survey lists that depends on three scales: strategic leadership intelligence. The sampling unit is represented by the individuals working in Upper Egypt Universities, distributed on a sample of 364 Upper Egypt universities' employees. Findings: The results indicate a significant relationship between dimensions of SI for leadership and the PWBs. Originality/value: Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to test the proposed propositions further. This paper is the first to examine, to the authors' knowledge the relationship between intelligence for leadership and the PWBs.

Equity and inclusion efforts have increased at educational institutions in the United States. However, equity and inclusion leadership has been fraught with political challenges, as well as a lack of resources, clear strategic direction, and campus support and engagement. The purpose of this qualitative phenomenological study aimed to examine the lived experiences of educators and leaders working for social justice in educational contexts in the United States. The researchers interviewed seven participants, focusing on the research question: How do educational leaders describe the ways they navigate the ethical dimensions of advocacy? The researchers underpinned their analysis using a conceptual framework based on established frameworks for social justice leadership and Critical Race Theory; both emphasize contextual analysis and seek to challenge systemic inequities. The researchers used an inductive and iterative process that produced the following emergent theme: leaders' development of frameworks for advocacy and ethics as they pursue social justice goals. The results suggest specific leadership strategies useful to educational leaders, such as communication, relationship-building, and ethical advocacy for their contexts.

Teacher surveys of principal leadership are a common component of school improvement efforts. The usefulness of teacher feedback surveys is dependent on teachers' interpretation of survey items. The current study explores evidence regarding the validity and reliability of teacher surveys for evaluating principals and explores their alignment to nationally recognized standards. We examine the responses of 6,965 teachers who took the Network for Educator Effectiveness Teacher Survey to evaluate 652 elementary, middle, and high school principals and assistant principals in Missouri. We explore how teacher perceptions aligned with the Professional Standards for Educational Leaders. Results of a multilevel exploratory and confirmatory factor analysis suggest that teacher perceptions aligned well with the standards, both at the teacher and principal levels. Responses showed good internal consistency. These results support the use of standards-based teacher surveys when evaluating principals, and suggest that teachers can effectively distinguish different domains of principal leadership.

The study examines the influence of principals' positive leadership and sense of humor on teachers' well-being; it also explores whether teachers' perceptions of their principals' positive leadership, sense of humor, and well-being differed by teachers' gender; and investigates whether the Western scales employed by the study are valid measures of the concepts in the United Arab Emirates context. Principals' positive leadership was a significant contributor to teachers' well-being for male and female teachers. However, the variables of the study significantly differed in favor of male teachers. The Western scales employed by the study were valid and reliable measures.

Purpose: This study aims to determine gains acquired by school administrators in the process of emergency remote teaching based on problems they experienced and strategies they used in the process, as well as skills that increased in importance with this process. Design/methodology/approach: This study was designed as a case study, which is one of the qualitative research methods. Findings: After the analysis of the data, the themes are as follows: problems experienced, administrative gains provided by the process and administrative skills that increase in importance. In this study, it was found that school administrators used different strategies to solve the problems encountered in the emergency remote teaching process, and these strategies provided them with different perspectives. Originality/value: This crisis can be turned into an opportunity and that it is necessary to suggest new ways by drawing lessons from this crisis.

Accounting graduates progress to hold a variety of roles in society, often comprising positions of leadership. Yet studies continue to show that accounting graduates are underdeveloped in several competencies affiliated with leadership. These competencies are well-aligned with Responsible Leadership (RL) theory, and expectations of accounting education institutions globally. However, curriculum-level guidance targeting RL competency development in accounting students is lacking. The purpose of this study was therefore to identify guidelines for the accounting curriculum that support the development of RL competencies in accounting students. Thirteen interviews were conducted with South African CA leaders, to understand their post-university leadership development experiences and obtain their perspectives on how universities can better prepare accounting students to be responsible leaders. The study developed a model comprising seven core concepts which is named the RESPOND model. This model may assist accounting academics deliberating on adaptations to their curricula to achieve competencies synonymous with RL.

Purpose: In recent years, technology diffusion, globalization and the Internet revolution have accelerated the growth of online transactions and altered corporate operations systems. The emergence of computer technology and the Internet have changed the way businesses work. The purpose of this study is to find and identify any common patterns in the logistics and supply chain industries for job requirements using job posting content in Malaysia. Design/methodology/approach: This study provides an exploratory assessment of the employability skill set required using online job posting advertisements. Online job posting advertising, also known as e-recruiting, is one field that has been significantly influenced by information technology. In addition, the current Covid-19 outbreak has created a new need for a long-term contactless talent acquisition process in the organization's operating systems. Findings: Based on this study's findings, the top ten skills required by employers for logistics and supply chain positions are (1) supply chain analytics, (2) technological aptitude, (3) teamwork skills, (4) customer focus, (5) leadership skills, (6) interpersonal skills, (7) people skills, (8) creativity and resilience, (9) demand and supply forecasting ability, and (10) project management skills. Overall, the findings provide a road map for practitioners and academics interested in developing supply chain managers' necessary skills and competencies to manage current and future supply networks. It also allows companies to adjust their supply chain management hiring, training and retention methods. Originality/value: Although the study was done in Malaysia, the supply chain skills and competencies stated in this study, as well as their categorization, can be applied in other developing countries.

Purpose: The purpose of this study is to review literature on the relationship between leadership and workplace learning, to critically analyze and discuss findings and to suggest future research paths based on the synthesis. Design/methodology/approach: This study applied a refined literature review process leading to a selection of 40 articles, which originated from 14 internationally acclaimed journals. Findings: When explaining leadership influence regarding individual and team learning, the concepts of role modeling behavior, relational support and negotiation of meaning is significant. If leaders provide support, show exemplary behavior and negotiate individual arrangements with employees, workplace learning development is positively affected. Research limitations/implications: Future studies should focus on empirical cases further illustrating how the leader-employee relationship is formed in practice, to further understand differences in leadership influence on employee workplace learning. Practical implications: The gathered knowledge implicates that carefully designed leadership training programs and personalized work arrangements between leader and employees are beneficial for leader's ability to influence employee workplace learning. Originality/value: The reviewed studies were solely published in top management journals, which resulted in an original literature selection. This study also discusses implicit or articulated assumptions about the view of learning in the selected studies, offering additional understanding about the underlying learning views in leadership-workplace learning research.