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The South African Department of Basic Education introduced school funding regulations to ensure that all learners will have access to quality education. However, the dynamic, complex, turbulent and competitive macroenvironmental conditions, which have resulted in decreased public finances being available, will have a negative impact on the already burdened school funding system. This study explored the role of school principals as entrepreneurial leaders who influence the emergence of entrepreneurial activities for the purpose of school funding. This article explores school principals' entrepreneurial leadership characteristics and entrepreneurial activities and the outcomes thereof. The qualitative findings of 9 interviews conducted with school principals show that these individuals possess the necessary entrepreneurial know-how and, in their leadership roles, they have the personal, and managerial skills required to identify and exploit entrepreneurial opportunities. The study found that the entrepreneurial activities introduced by the school principals comprised internal resource mobilisation through learner-led and management-led projects, and external mobilisation through partnerships with the private sector and former learners. Overall, the entrepreneurial activities contributed positively to the schools' finances and improved learners' entrepreneurial skills. The article concludes by making certain recommendations for various stakeholders.

The main aim of the study was to extract an emergence of situational leadership during COVID-19 pandemic called new normal leadership among school administrators in the Philippines.To achieve this aim, the researcher selected several school administrators within the Province of Bulacan during the school year 2020-2021. The study utilized a qualitative research design which aimed to describe the lived experiences of individuals in a certain phenomenon or human condition. Using transcriptions, codes, and triangulations of the data gathered, themes were extracted in the data analysis. Findings revealed that: (1) New Normal Leadership is the ability to be adaptive while staying strong with one's commitment; (2) It is about being an effective instructional decision-maker; (3) A leader who is a good planner, vigilant, and initiator. Towards the end of this study, conclusions were drawn and recommendations were offered like the further testing of this extrated theory in quantitative approach, as highly recommended for confirmatory and more in-depth examinations.

Statistical competence is defined as the leader's feature of character, which characterizes his willingness and ability to organize, to process and interpret information, needed to implement management processes. Statistical competence should be considered as a substructure of functional competence of the leader as it is shown in the article. The evaluation of indicators for the basic level of statistical competence for different categories of principles of educational institutions was carried out. It is shown that for managers with humanitarian and historical and science education the probability of distortion is not less than 20%. In addition, the criterion of signs justifies the lack of effect of improving test results on the basics of mathematical and statistical literacy in the transition from a group of leaders with humanitarian, scientific and natural education. At the same time, the independence of the testing effectiveness on the basics of mathematical and statistical literacy of managers from teaching experience is shown. The obtained evaluation results and tested hypotheses indicate the need for the introduction of additional statistical education differentiated for groups of managers with mathematical education and natural sciences.

Leadership phenomenon is characterized by unflagging interest among scientists in the field of management and education. This is one of the reasons why various theories, concepts and topics of leadership are propounded in literature. The current paper examined the trends of leadership publications, the most common topics of leadership, and whether the research topics have followed a coherent progression. A literature review was conducted in order to understand what has been done until now. Using a bibliometric analysis, the current paper summarized 12,235 publications on leadership from the Web of Science database, spanning the period from 1923 to 2019. The findings obtained indicate growing number of leadership publications and the following research topics: leadership management, leadership performance, leadership model, leaders' behaviors, leaders' personalities and team leadership which are related to each other. Moreover, the results also show a weakening interest in 'hard' aspects of leadership in a 'soft' direction.

The extant literature highlights the impact principals have on daily operations, visioning, school climate, academic programming, instructional monitoring, and numerous other areas. The need for well-trained principals at the helm of schools, particularly those with large concentrations of at-risk students, has been identified as a critically important factor in improving academic outcomes. Underdeveloped leaders often struggle to improve schools and are unable to show adequate progress among the students they serve. They are also more prone to early burnout, increasing turnover rates. As such, the need to strengthen principal preparation programs has become even more evident in recent years. A number of states, including North Carolina, are exploring ways to encourage principal preparation providers to adopt leadership development approaches that are more responsive to evidenced-based research about effective school leadership. This article focuses on university-school partnerships as an emerging strategy for providing aspiring principals with a more authentic preparation experience.

This study aimed to describe the relationship between teacher profile, competency and principal leadership skills in public elementary schools in the District of Obando, Bulacan. This study utilized descriptive research method. The respondents were 103 teachers from public elementary schools in the District of Obando, Bulacan. A devise questionnaire was used to gather the data. Findings showed that most of the teachers have never been shifted in their grade level where they are teaching; had an extra workload aside from teaching; and they are near the school were they are teaching. Moreover, teachers described their competency as very satisfactory. Teachers rely their performance on their year-end performance evaluation such as RPMS [Result-Based Performance Management System] and IPCRF [Individual Performance Commitment and Review Form]. It shows that they are competent and prepared before they enter their classrooms and to face their students. Principal leadership skills are rated descriptively as very satisfactory because teachers see how effectively and efficiently their principals manage and supervise their school. There is no significant relationship between teacher profile and competency. However, there is a significant relationship between principal leadership skills and teacher competency. It is recommended that teachers should be exposed more on the use of technology in teaching. The principal should enhance several factors that focus in interpersonal skills particularly in solving personal disputes.

This article presents a case study aiming to encourage and support principals from six countries to work in Principal Professional Learning Communities (PPLCs) to enhance their leadership competencies and foster strong leadership for school development and teacher learning. We argue that the need for principals to participate in a PLC is a fundamental but also forgotten perspective in school leadership. Our most important findings indicate that the principals participating in a PPLC gained (1) enhanced leadership skills, (2) awareness of and security in their own leadership roles, (3) new knowledge about organisation and implementation of PLCs and (4) appreciation of the importance of PLCs. An added value was the benefit of meeting peers from different countries, which contributed to their reflections about their own school systems and practices. We argue that facilitation and support is important to establishing effective PPLCs and that external support may be considered to create a structure for and to strengthen the outcomes of PPLCs. We further argue that local authorities should reinstate or restructure these meetings so that principals can focus on teaching and discuss the subject with their peers. Data for the study were collected through pre/post-surveys, in-depth interviews, reflection notes and audio recordings of workshops, world cafe´ meetings, a SWOT analysis, and group discussions.

This research was conducted to develop indicators and test the congruence of structural relationship model and the indicator concurrent validity of creative and productive leadership for basic education school administrators. The first phase was creation of framework and outlining factors as well as indicators by focus group discussion with 9 experts selected by purposive sampling. The second phase was creation and developing indicator. A sample of 630 people was selected by multistage sampling composed of educational administrators, school administrators, and teachers in schools under the Office of the Basic Education and the same sample of 802 people in the third phase. The third phase was congruence examination of structural relationship model of indicators with empirical data. The fourth phase involves checking concurrent validity of indicators with known-group. A sample of 139 people was implemented comprising administrators. Research instrument were focus group discussion and questionnaire. A software package was used in statistical analysis. The results showed that: Indicators of creative and productive leadership for basic education school administrators consisted with 46 indicators of 5 main factors in descending order: Production (PRO) (ß = 0.991), participation (PAR) (ß = 0.981), adaptation (ADA) (ß = 0.933), creation (CRE) (ß = 0.894), and discretion (DIS) (ß = 0.677). The model fit to empirical data: Chi-Square (X[superscript]) = 871.021, df = 859, p-value = 0.3803, CFI = 1.000, TLI = 1.000, RMSEA = 0.004, SRMR = 0.017, and X[superscript]/df = 1.014 and all indicators had concurrent validity showing the level of statistical significance of 0.01.

This study explored how human resource (HR) leaders' biased perceptions of frontline manager (FLM) effectiveness influence HR ratings of FLM competencies, resulting in insufficient training and job preparation for these critical employees. The literature review examined FLM research, ratings of supervisory competencies and the underlying theoretical frameworks of implicit leadership theory and leadership categorization theory, and their relationship to informal learning. The research used mixed methods, with a qualitative critical incident study to identify competencies, followed by a quantitative survey to compare ratings, followed by qualitative in-person interviews to confirm survey findings. Results revealed a significant difference between HR and other raters of FLMs, including the FLMs themselves, with regard to FLM effectiveness, and these differences are informed by HR stereotypes of FLMs. Recommendations and implications suggest HR's role in providing unbiased assessment could lead to essential FLM training and development.

This study was the first to examine two related constructs within the context of leadership. Stoicism is an ancient philosophy offering practical advice for a virtuous and eudaemonic life. As a method to examine one's emotional experiences (Sellars, 2006), leaders such as Roman Emperor Marcus Aurelius and Teddy Roosevelt (Aurelius, ca. 160 A.D., 2002) practiced Stoicism, yet mentions of it within the field of leadership research have been scant. Leadership academics contrast desirable emotional intelligence behaviors with Stoicism (Grewal & Salovey, 2005; Mayer et al., 2008). Regardless, these two constructs are both concerned with effectively managing emotions, practicing self-awareness, high levels of motivation, and sensitivity to the expression of emotion in others (Goleman, 2005; Pigliucci, 2017; Salzgeber, 2019). Undergraduate students in a leadership minor (_N_ = 445) at a public university completed the Emotional and Social Competency Inventory -- University and the Liverpool Stoicism Scale. Analysis included a description of assessment results, an examination or the relationship between variables and differences in participant's scores based on race, gender, and age. Stoicism and emotional self-awareness showed a moderate, statistically significant negative correlation (_r_ = - 0.391, _p_ = 0.05). A low, statistically significant negative relationship was reported between stoicism and the relationship management competency of teamwork (p = 0.003, r = -0.018), and a low statistically significant positive relationship between self-management competencies, adaptability (p = 0.043, r = 0.189) and emotional self-control (p = 0.039, r = 0.192). Student's Stoicism scores were significantly correlated with gender (_t_(113) = 2.479; _p_ = 0.015, _d_ = 0.564).

In conducting a multi-disciplinary, multi-degree study of all 83 higher education accrediting organizations in the United States and the 605 academic programs associated with them, our goal was to uncover patterns in the presence of leadership and general workforce competencies identified within the stated learning outcomes employed by these accrediting organizations. Our findings suggest strong variability across categories of leadership competence related to workforce competencies, where skills related to reasoning and communication were emphasized much more heavily than others such as intrapersonal development. These findings emerged across all postsecondary degree levels, from pre-baccalaureate to graduate programs, raising important questions for the leadership development of post-secondary students. Keywords: outcomes assessment, student leadership, professional development, leadership education, workforce development, competencies While colleges and universities often make the case that preparing students for future career success is critical, studies that examine the empirical support for the assertion curiously lag behind the advanced rhetoric. This paper will showcase research findings based on an analysis of 36,327 learning outcomes addressed within all 83 higher education accrediting organizations in the United States, representing 605 distinct postsecondary academic programs. Our goal was to uncover any patterns of emphasis in particular workforce and leadership competencies embedded within those learning outcomes and examine the extent to which those competencies are represented similarly across postsecondary degree levels.

This online content analysis was designed to better understand the landscape of leadership courses offered in student affairs preparatory programs. Specifically, we wanted to explore if graduates are inherently prepared to serve in the leadership educator capacity. Our data indicates the field has significant work to do. Approximately 40% of these programs do not offer a leadership course. More so, these courses focus on personal leadership skills--not leadership theory nor facilitation skills.

The outdoor domain has frequently been identified as one where women's skills and competences were undervalued compared with those of men. The aim of the study was to explore how men and women interact in the context of an educational wilderness expedition. The concepts of field, forms of capital and habitus of sociologist Pierre Bourdieu were used to highlight the distinctive strategies deployed by women and men to be recognized as outdoor leaders and improve their status within the expedition group. We carried out a multi-component ethnographic data collection to document three main aspects of the gender interactions: (1) the gender-based division of the outdoor activities; (2) the symbolic value given by the participants to the different types of outdoor involvement; and (3) the gender-based strategies to uplift or maintain one's own social status. Findings suggest that gender as well as social class are two intersections that played a significant role in participants' involvement and their chance to stand out. Data also indicate that women engage in various strategies to have their outdoor skills appreciated and therefore uplift their status within the group, while men build mainly on their traditionally recognized physical capital.

Policy makers increasingly acknowledge that problems and challenges arising at the school level should be resolved on site. At the same time, the political expectation to delegate more responsibility to the individual school is rather heavily contrasted with the weak knowledge about how this new public management approach can be translated into successful leadership practices. Thus, considering that there is a close relationship between context and leadership, principal preparation programmes should be guided by a deeper examination of contextual factors. Against this background, we aim to critically examine existing views of practitioners and researchers on the challenge of establishing more context-sensitive school leadership preparation programmes in an era of New Public Management in Education. In doing so, we introduce the Swedish Model of principal preparation as an example for a more context-sensitive leadership preparation program. To that end, we argue that a differentiated perspective about contextual conditions and their role as facilitators or obstacles to effective leadership must be further explored. Moreover, school leaders should be encouraged to consider the relevance of such approaches to their own needs.

This paper aims to present the research findings on the perceptions, roles and implications of school leadership in the Singapore education system in relation to preparing students to be future-ready. This is an exploratory study that deploys a qualitative methodology. Data is collected through structured and semi-structured questions designed to elicit responses from school leaders undergoing leadership training. Data collected are coded and analysed. Broad emerging themes are presented as findings in response to three research questions. There is no single definition of what it means for school leaders as "leaders of future-ready learners in the 21st C." It comprises a multi-faceted concept of leadership imperatives in six broad areas of knowledge, competencies, and skills. These areas inform school leaders on the adaptations they need to consider in undertaking their roles as leaders of future-ready learners. The findings are informative and affirmative for aspiring and incumbent school leaders on what it takes for them to be "leaders of future-ready learners in the 21st C" in the Singapore Education system.

This article explores the nature of leadership in Brazilian complementary schools in the UK. Such schools are typically parent-driven, voluntary and financially vulnerable. Using data from a questionnaire survey (n=14; more than three-quarters of Brazilian complementary schools) and three in-depth case studies, leadership is examined in relation to five established approaches: directive, instructional, transformational, distributed and collaborative. The study found that the size of the school and the personality of the leader appeared to influence the type of leadership adopted. In terms of effectiveness, a combination of instructional leadership with an approach that motivated staff and volunteers (whether directive, collaborative or transformational, depending on the school's circumstances) seemed most appropriate to the context of complementary schools. The research illustrates the complexity of school leadership and the overlap between different models. Leadership flexibility was important in responding to the needs of staff, students and parents. The findings are transferable to mainstream schools with contexts similar to those of complementary schools, particularly small primary schools and free schools.

An honest reckoning must begin with acknowledging that historically marginalized groups, including women, do not exist in a neutral leadership space, and sporadic movements are not sufficient to bring about change. Leaders who emerge from marginalized spaces have learned how to navigate against the odds, often using defiance, and employ leadership skills in ways that those in the center may not have developed and that have a uniquely important role and purpose in higher education. In addition to defiance, it is equally important for leaders, especially those who identify as women, to identify and claim what they deserve and desire as leaders. We must cocreate a path forward that holds space for a still-necessary defiance and an acknowledgment and embrace of what we deserve.

Purpose: Higher education institutions aim for the holistic development of students to cope with the changing global context. The present study aims to devise a model of leadership development among higher education students by validating the model conceptually and testing it empirically. Attributes of Spiritual Intelligence (SI) are empirically evaluated for leadership development post its conceptual validation. Design/methodology/approach: This article examined current theoretical frameworks and gaps in the literature. A total of 810 students were approached from Indian Higher education institutions for study. Data has been examined using the exploratory and then confirmatory factor analysis techniques to check the validity and reliability of the measuring instrument. Findings: The empirical findings confirm that the eight new spiritual intelligence attributes defined and validated through this study can have a significant impact on the leadership development of higher education students. Practical implications: Educational researchers have often found the construct of spiritual intelligence challenging to comprehend and implement in higher education institutions. The present study findings can be of great value to higher education institutions that will recognize the importance of spiritual values in holistic development including leadership development. Originality/value: This paper initiates and validate a universal set of attributes of spiritual intelligence in the higher education domain that can be useful for leadership development. The uniqueness of this paper lies in the fact that the eight new attributes of SI defined are easy to comprehend and practical to use in daily academic life, and can be used by HEIs students irrespective of their spiritual beliefs. A validated model at one university could be replicated at other universities in India and around the world, not only for students but also for educators and administrators as well.

This article addresses the limitations of the existing leadership identity development literature and offers suggestions for extending the scope of knowledge and understanding of the topic to evolve leadership education research and practice. Authors suggest utilizing multi-level, complexity, and systems views in the study of leadership identity development as a way to explore beyond constructivist, individual-focused conventions that undergird the extant literature. It concludes with considerations for leadership educators to explore in efforts to expand and evolve their teaching, research, and practice related to leadership identity development.

Purpose: In an era of increased autonomy and accountability in education, school principals have been given the responsibility for many tasks that used to be centralized, such as hiring and managing personnel, ensuring that the curriculum is followed and that the development of the school is on the right path. In this study an exploration is attempted into the associations among institutional context, school leadership, school climate and student outcomes. Design/methodology/approach: The authors analyze data from the Programme of International Student Assessment study 2015 to identify variations in institutional context (autonomy and accountability) among education systems to determine whether and how institutional context is associated with leadership and whether education systems, in turn, are associated with school climate and students' achievement in reading. To account for the hierarchical structure of the education systems under investigation, a three-level structural equation modeling (SEM) approach was employed to analyze the data gathered on the institutions, schools and students. Findings: No association was found between the degree of autonomy of an education system and leadership behavior; however, accountability and leadership seemed to go together. Achievement in reading competencies was greater in school systems in which principals had more autonomy. At the school level, a relationship was found between leadership and opportunities for parental involvement. Originality/value: The results of this study indicate the need of strong leadership in order to have better results when there is more accountability. In this sense, the authors' findings also point to the increased importance of context-sensitive leadership skills.

This article utilises the model of authentic leadership by Bill George et al. to explore the extent to which gender influences teacher leader authenticity in the school workplace. Four male and four female Secondary Heads of School were asked to complete George et al.'s authentic leadership self-assessment tool and provide a written commentary reflecting on and contextualising their performance in five key areas identified by George et al.: Purpose -- Passion; Values -- Behaviour; Heart -- Compassion; Relationships -- Connectedness and Self-discipline -- Consistency. The responses of the four male teacher leaders were compared with those of the four female teacher leaders and the results show that the male teacher leaders rated themselves more positively than female counterparts in all areas except Relationships -- Connectedness. In all five categories the written reflections suggest that male and female leaders have gendered approaches to the notion of authenticity and conceive of school leadership in markedly different ways.

The main purpose of this paper is to report research on the problems faced by novice principals in Iran. Semi-structured interviews were conducted with 27 novice principals, all from elementary schools in Iran. The paper also identifies possible solutions to address the problems through three focus group interviews. The analysis followed the principles of qualitative research. The main findings relate to three aspects: the personal constructions of novice principal problems, professional constructions of novice principal problems, and the possible solutions to help address the problems. The conclusion compares these Iranian findings with international research, showing some common issues but also certain problems that are distinctive to the Iranian context.

Sexual misconduct remains at crisis levels on American college campuses and is vastly underreported. Most research focuses on individual level risks of assault and perpetration, yet campuses vary significantly in sexual offenses and reporting rates. The current study responds to calls to consider institutional factors that shape campus climates for sexual misconduct and reporting. We consider the role of gender in leadership, analyzing the impact of women's appointment as college president on reporting rates over time. We consider individual and organizational mechanisms that may shape the impact of women's appointment on reporting rates. Our analyses rely on data from U.S. colleges and universities between 2005-2020. We find that the appointment of women presidents is associated with a significant increase in reporting of sexual misconduct. We observe a significant increase in reporting during the first year following the appointment and a continued increase in reporting rates over time.

This article focuses on the development of the Contextual Leadership Instrument for the Principals in Malaysian schools (MyCLIPS). Two sets of data were gathered from school teachers in Malaysia to test instrument reliability, content validity and construct validity via exploratory factor analysis (EFA), using SPSS 25.0; followed confirmatory factor analysis (CFA), via AMOS 24.0. The final measurement model has three-factors: (1) contextual intelligence; (2) pedagogical support; and (3) collegiality; with a total of 29 items. The validation of MyCLIPS extends knowledge and practice in leadership; the instrument can be further tested in other settings.

Through the design of a survey and measure validation using exploratory factor analysis (EFA), we aimed to identify and define constructs required for special education teacher leadership that may inform the focus of professional development opportunities. Results of the analysis indicate a four-factor model is best suited for measuring special education teacher leadership capacity at the individual level. The teacher leadership domains that were defined through the EFA were as follows: (1) pedagogical confidence; (2) ethical considerations; (3) collaboration; and (4) assessment practices. Additionally, we identify differences between general and special education teacher identification of leadership skills, which can assist in targeting professional development to the specific needs of special education teachers that differ from general educators. Implications for research and professional development are presented to improve our understanding of and preparation of special teacher leadership. Through this work, we present a teacher leadership framework for the professional development of special education teacher leadership.

This study aimed to explore school leadership preparation and development in Oman. Based on quantitative and qualitative data collected through surveys and focus group interviews, the study investigated how a sample of public school principals perceived their principalship preparation. The investigation included leadership learning experiences, adequacy of leadership preparation, problematic leadership areas, and conceptions of effective preparation. The study findings showed that while Omani principals felt they were adequately prepared for principalship, certain leadership aspects have remained problematic for them. Participants expressed their preference for organized training combining theoretical and practical elements but specifically valued experiential learning activities.

Purpose: The purpose of this study was to understand how a service-learning project implementation can help preservice physical education teachers develop physical activity (PA) leadership skills. Methods: A qualitative exploratory single case study was employed, and eight preservice physical education students enrolled in service-learning course were recruited. Data included pre/post self-assessment surveys, reflection journals, individual interviews, and final poster presentations, and were coded using service-learning as a lens. Trustworthiness was established using multiple strategies. Results: Three major themes emerged, each with their own subthemes. Theme 1 was Practical Experience, Theme 2 was Learning to be Leaders, and Theme 3 was Service-Learning. Discussion/Conclusion: The hands-on structure of a service-learning course allowed students to develop PA leadership skills and provided them with the skills and confidence needed to implement expanded PA programs in the future. Service-learning courses are a viable option for PA leadership training in teacher education programs.

Despite the increasing entry of Latinas into higher education, this group continues to be underrepresented at the level of leadership. Previous studies have indicated Latinas that have achieved academic administrative leadership roles can play an important role in helping others to aspire to and attain such positions by offering guidance based on their own personal experiences and observations. However, to date, there have been limited efforts to collate and share that advice. Accordingly, drawing on conversations with Latina leaders in academia, this paper provides insight into the "consejos" that these leaders would offer others interested in pursuing leadership roles. The paper contributes to the growing literature on experiences of Latina leaders in higher education, while providing practical advice that will help Latinas to achieve a critical mass at the leadership level in US institutions of higher education.

Research Findings: While leadership is not a novel concept, child leadership is still an under-cultivated field. Despite nearly nine decades of research on play leadership in preschool children, there still remains a paucity of empirical studies examining this developmental area, especially considering that leadership in the preschool years is an essential aspect of social competence. To ascertain the current state of knowledge concerning child leadership in the context of social play, this systematic synthesis analyzed the only 11 research studies that met the inclusion criteria. A content analysis revealed that the knowledge base on child leadership may have been impeded by a lack of clear definitions and conceptualizations of this phenomenon. Nevertheless, it yielded insights in three areas: (1) typology of leadership styles using labeling, dichotomizing, and dimensionalizing as strategies, (2) typology of leadership behaviors, and (3) attributes of child leaders. This synthesis also suggested two important directions for future research on play leadership: (1) within-culture studies on diverse child populations, and (2) cross-cultural comparisons. Practice or Policy: Play leadership should be integrated into the early childhood curriculum to promote social competence in young children. Teachers should also provide children ample social opportunities to develop, exercise, and hone their leadership abilities.

This basic qualitative research study examined teacher perceptions of characteristics of effective instructional leadership. The purpose of the study was to determine what instructional leadership styles teachers identified as having the most impact on improving their own instructional skills. Previous research on instructional leadership has shown a gap in the teacher's perspective on the leadership styles they find most effective in helping them to learn. Eleven teachers with five or more years' experience working under at least three different principals participated in a semi structured interview research design. This qualitative study explored teacher perceptions of the leadership qualities of their principal. The results showed that effective instructional leaders are principals who possess strong characteristics of both transformational and situational leadership.

Increasingly, school principals face unique challenges to improve the educational quality of their schools. Given the vital role of educational leaders in this process, this study presents the case of a city with distinctive features due to its geographical location bordering Africa and Europe: Melilla, Spain. Based on a literature review and in-depth interviews with primary and secondary school principals, this study analyses the initial and continuing training, requirements, and procedures to become a school principal, as well as the motivations, skills, and knowledge required of educational leaders in principalship positions. The results reveal that the training school principals receive in educational leadership is often scarce and not very useful for addressing the realities they encounter in their schools. In addition, the interviewees highlight the multitude of administrative tasks they are required to perform, which often precludes them from engaging in pedagogical practices and exercising educational leadership.

In the context of higher education leadership, the issue of gender inequality is an intriguing topic of study. The current gender inequality in leadership positions, particularly in higher education institutions, is an issue of concern. This study explores the experiences and perspectives of male and female leaders on gender-based leadership, focusing mainly on its impact on quality assurance development in NUUs. The methodology employed for this study was exploratory qualitative research, which involved conducting in-depth interviews with 11 university leaders and lecturers. The study's results reveal three distinct perceptions among the participants regarding gender and leadership: a perspective that accepts both genders as leaders, a preference towards male leadership, and a preference towards female leadership. Furthermore, the study identifies three primary characteristics of female leadership: participatory nature, patience combined with meticulousness and conscientiousness, and energy with a strong emphasis on deadlines. Nevertheless, this study has limitations in focusing on the leadership styles of male and female university leaders. Future studies can explore the leadership styles in other sectors and the impact of other demographic factors such as race, ethnicity, and culture.

Given the stance of education-based sport entities (i.e., NFHS) that sport participation leads to leadership development, this article aims to provide coaches and practitioners several strategies to teach leadership skills anchored in principles from skill acquisition literature. The principles explored include (1) identification of skill abilities, (2) demonstration, (3) verbal instruction, (4) specificity and (5) feedback. Following a continuum describing life skill acquisition (including structuring the sport context, facilitating a positive climate, discussing life skills, and practicing life skills), examples are provided of how to enhance leadership skill development.