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The study's goals were to find out how much culturally responsive leadership headmasters are employed and how many professional learning community (PLC) are set up in small schools. It also looked into the relationship between these two variables by using a questionnaire in a quantitative survey design, which was administered to 546 respondents out of 754 that had been distributed. Descriptive statistics were used to study the level of perception of all variables, and inferential statistics used Pearson's correlation coefficient to study the relationship between the variables. The findings of the study showed that school headmasters practiced a culturally responsive leadership style, and teachers also participated a lot in PLC. Teacher participation in PLC had a significant relationship with culturally responsive leadership at the 0.05 significance level. The results of the study also showed that culturally responsive leadership accounts for 48.7% of the variance in teacher participation in PLC. This finding greatly suggests that culturally responsive leadership practices are important in contributing to teachers' practices in PLC, which in turn will improve student learning.

Purpose: Adapting to technological advancements and fostering competitiveness poses compelling challenges for universities worldwide, including Indonesia. This prompts the implementation of varied policies, reshaping financial and managerial aspects across academic and non-academic spheres. In this transformative process, cultivating readiness for change across all organizational levels, including among non-academic staff, is crucial. This study aims to identify factors predicting readiness for change within non-academic staff, with perceived impact of change acting as a mediating factor. Methodology: This quantitative study collected the data through surveys conducted among non-academic staff from Indonesian universities under general state financial management (n = 290). The examination focused on predictors encompassing openness to change, organizational trust, and communication climate. Path analysis was employed to examine the role of perceived impact of change among exogenous and endogenous variables. Findings: The findings revealed a compelling correlation: nonacademic staff who exhibit higher levels of openness to change, harbor trust in their organization, and perceive a positive communication climate are predisposed to being more prepared for change. Moreover, the study underscored the significance of a mediating variable in influencing readiness for change, offering an imperative avenue for further exploration. Significance: Practically speaking, for universities operating under general state financial management and preparing to embark on governance changes, this research would help non-academic staff understand the change process and its effects on them.

This research examines the significance of higher education institutions (HEIs) as anchors in their host cities and their community engagement strategies between 1980 and 2020. By examining four case studies of urban-based universities that are members of the Coalition of Urban and Metropolitan Universities (CUMU) across diverse geographical and socio-economic contexts, this study analyzes the impact of anchor strategies on local communities, economic development, and urban revitalization. Two public institutions--Rutgers University-Newark (RU-N) and the University of Pretoria Mamelodi Campus (South Africa)--and two private institutions--Syracuse University (S.U.) and the University of Pennsylvania (UPenn)--comprise the four selected case studies of urban-based institutions. A comparative analysis of the case studies reveals that effective anchor strategies frequently involve multidimensional approaches that address the social, economic, and public safety challenges of their respective cities. In addition, the study identifies the key factors contributing to the efficacy of anchor strategies, such as strong leadership, stakeholder collaborations, and maximizing the role of mission and vision. The findings of the study highlight the interplay between universities and their environments rooted in their host cities. This can serve as a model for other universities interested in becoming anchor institutions or otherwise participating in the work of urban serving higher education institutions.

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

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

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

Schools are under intense pressure to improve quality and achieve long-term educational outcomes. To improve education, schools' teaching and learning environments must be improved. This research evaluated the various leadership philosophies used in South African schools to improve teaching and learning. The study's qualitative methodology included in-depth interviews with open-ended questions. A purposeful technique was used to select 16 participants from four different schools. The participants included four principals, four school management team members, four department heads, and four teachers. Themes guided the data analysis, focusing on patterns and resemblances while maintaining data quality. The study's findings revealed that school leaders had a basic understanding of the various leadership styles that can be used to improve teaching and learning, but only some were preferred by the leaders. Furthermore, it was discovered that some school leadership practices had a direct influence on both student and teacher dedication, as well as teaching and learning in classrooms. The paper then suggests that school leaders encourage leadership in schools through training initiatives.

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

This study examined the relationship between students' academic performance, teachers' commitment, and leadership behavior of school administrators. Teachers' commitment was measured in two areas-- commitment to job and commitment to organization and the leadership behavior of school administrators were evaluated in terms of consideration and initiating structure. Eighty-one teachers, 11 school heads, and 470 students served as respondents. The descriptive survey research technique, correlation analysis, and the following statistical methods were used: frequency, mean, standard deviation, and correlation coefficient. The study revealed that the initiating structure and consideration dimensions of leadership behavior affect teachers' commitment to job (CTJ) and teacher's commitment to organization (CTO). The correlation between CTJ and CTO and leadership behavior-initiating structure is positive and with leadership behavior-consideration negative. CTJ and CTO is correlated with the students' academic performance in math, but not in Science and English. The correlation is negative. Students' academic performance in all subject areas is negatively correlated with leadership behavior-initiating structure and has no significant relationship with leadership behavior-consideration. The leadership behavior-initiating structure is positively correlated with teachers' commitment to both job and organization but has negative correlation with students' academic performance in math, science, and English.

A comprehensive examination of the impact of instructional leadership provided by school principals on teacher commitment was carried out across different nations, including Indonesia. This research employed a literature review approach, scrutinizing journal articles that delved into the connection between the instructional leadership of school principals and teacher commitment. After applying predefined criteria to 120 chosen articles in this domain, only 15 articles met the specified criteria and were subsequently incorporated into the review. The findings of the literature review revealed that the instructional leadership of school principals and the resulting organizational commitment have a positive, and mostly said statistically significant, effect on teacher organizational commitment in various countries.

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

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

The purpose of this study is to review the literature on the Teaching and Learning International Survey (TALIS) for the past 10 years to identify multiple paths through which school leadership exerted influences on school organizations and organizational outcomes. Our analysis of a network, consisting of 83 nodes (variables) and 242 variable ties from 29 reviewed studies identified four emergent themes. Reviewed studies (1) overwhelmingly framed the principal as the driver and teachers as the target of change; (2) suggested nine core variables (e.g., instructional leadership) to play central roles within the reviewed studies; (3) depicted student academic achievement as a function of the principal's instructional leadership and their job satisfaction influenced by school context, principal qualification, and organizational conditions (e.g., respect for others); and (4) suggested teacher self-efficacy as the potential bridging variable between multiple change processes. The discussion includes implications for school leadership and future research.

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

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

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

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

In this research, it is aimed to make a compilation based on studies in the literature on the reflection of professional loneliness levels of Educational Managers, especially school principals, on their individual and organizational performances, and to raise awareness by drawing attention to the problems experienced. Based on the literature, the variables affecting the professional loneliness levels of school principals are exemplified in the light of studies. Then, the factors affecting the performance of school principals were explained in two dimensions, especially individual and organizational, and attention was drawn to the relationship between professional loneliness levels and these factors. As a result, some suggestions have been made for researchers and practitioners based on these factors.

This study aimed to explore the motivational factors influencing the development of environmental leadership qualities among students in higher educational institutions (HEIs). The study used surveys based on the methods of Zhang and Nunez Alonso, the Karpenko criteria, and the methods of Chen and Semedo. The study revealed that the proposed program, designed to enhance motivation and foster environmental leadership qualities, positively impacted students' motivation. Approximately one-third of students exhibited only an elementary level of environmental culture, indicating a lack of focus on environmental protection. However, applying the proposed approach increased motivation, environmental culture, and environmental leadership among students. Furthermore, a correlation was identified between motivation factors, environmental culture, and environmental leadership qualities. Future research should explore strategies for promoting ecological behavior among students, schoolchildren, and adults.

The objectives of this article were: 1) to investigate the components and indicators of Technology Leadership of Teachers in Public Art Education Management in Nanning; 2) to examine the current conditions, desired conditions, and the necessity for developing Technology Leadership of Teachers in Public Art Education Management in Nanning; and 3) to explore guidelines for fostering Technology Leadership of Teachers in Public Art Education Management in Nanning, Guangxi. The research sample comprised 7 participants. The study was divided into three steps: Step 1 involved examining the components and indicators, with qualified individuals evaluating their suitability. Step 2 entailed investigating the current situation using a multi-stage sampling method, with a sample group of 263 individuals. Step 3 focused on exploring guidelines for developing technology leadership among teachers, utilizing data from 6 individuals. Research tools included questionnaires, interviews, and assessments. Statistical analysis methods such as mean, standard deviation, and the analysis of necessary conditions (PNI modified) were employed for data interpretation. The research findings revealed that: 1) the components and indicators of technology leadership among teachers in educational management comprised 4 components and 40 indicators, namely: Technological vision with 10 indicators, Technological competence with 10 indicators, Technology professional development with 10 indicators, and Technology integration with 10 indicators, rated as highly appropriate overall. 2) The necessary requirements for developing technology leadership among teachers in educational management suggested the need for development across all components. 3) The guidelines for fostering technology leadership among teachers in educational management encompassed a total of 13 development strategies. The assessment of these strategies indicated a high level of appropriateness and feasibility.

This research paper explored pedagogical leadership and its implementation by Departmental Heads (DHs) regarding the supervision and support of Reception year (Grade R) teachers in the Gauteng North District public schools, South Africa. Three objectives were framed for this study which applied the Atlas Ti software to analyse qualitative data. The research employed a descriptive single case study design. The population consisted of selected Reception year teachers and DHs. The purposive study sample comprised 13 DHs and 12 Reception year teachers. Vygotsky's (1978) socio-cultural theory underpinned the study in line with pedagogical leadership principles regarding the supervision and support of Reception year teachers. Focus Group Discussions (FGDs) and individual semi-structured interviews were conducted to gather data from primary school DHs and teachers. The interpretative lens was selected to explore and understand DHs' responses regarding aspects of supervision and support. The findings revealed that pedagogical leadership was ineffective when supervising teaching practice. The follow-up processes of guidance, assistance, and support, which were previously provided, were now non-existent. This reflected a disconnected understanding among participants of pedagogical leadership support for Reception year teachers. The recommendations included the following: provision of relevant resources for Reception year teachers (and learners) to exploit the benefits of Early Childhood Care and Education; ECCE education officers must regularly provide support and training for DHs on the importance of pedagogical leadership and how to effectively implement them; and DHs need to collaborate with Reception year teachers to improve their pedagogical support.

This qualitative explorative case study aims to investigate Norwegian early childhood education and care directors' and deputy directors' enactments of distributed pedagogical leadership to get a deeper understanding of the relational dynamics between them. In order to achieve the aim, an interpretative approach was used to collect data from individual interviews with six participants. In addition, we collected the participants job-descriptions. Distributed leadership frameworks that involve multiple persons enacting pedagogical leadership in interdependent ways, inform the study. The findings of this study illustrate those enactments of distributed pedagogical leadership between ECEC directors and deputy directors occur both by leading together where they enact the same leadership task and where they work separately with tasks, they have divided between them. Additionally, shared authority, dialogue on pedagogical development, support and division of tasks show various forms of distributed pedagogical leadership enactments. The study highlights some implications for further attention to take benefit from distributed pedagogical leadership. This is important as distributive leadership is seen to increase the capacity of pedagogical leadership through collaboration to deal with challenges and high workload resulting from new requirements and changes.

The past 10 years have seen a major shift in English and English as a Second Language (ESL) placement and pedagogy in California's Community Colleges (CCC), driven by a developmental education reform movement known as acceleration. Popularized by the faculty-led California Acceleration Project (CAP), the acceleration movement focused on reducing or eliminating prerequisite pathways in English and math due to a decade's worth of state-wide data showing that each level of remediation statistically reduced a student's chances of ever reaching or completing the first transfer-level course in the respective discipline (Hern & Snell, 2010). Faculty from many of the state's 117 community colleges participated in CAP's communities of practice, starting with the first cohort in the academic year 2011-2012, and returned to develop accelerated pathways at their own colleges. As these models proved successful and the data supporting acceleration mounted, CAP leaders joined forces with the College Futures Foundation and other partners to lobby for legislative action to compel a system-wide change. The resulting legislation, Assembly Bill 705 (Cal. Assemb., 2017), was signed into law in October 2017 and implemented as of January 1, 2018. This law required that all state community college districts maximize the probability that incoming students would access and complete their first transfer-level English and math class within a year of first enrolling and that students who enrolled in ESL courses would access and complete their first transfer-level English class within three years of first enrollment (Rodriguez et al., 2022).

This study compares two leadership styles, emergent leader (EL) and assigned leader (AL), to explore effective leadership in second language (L2) group work. ELs were spontaneously chosen by the group, while ALs were pre-assigned by teachers before the task. The study involved 45 university students, who were divided into seven EL groups (n = 21) and eight AL groups (n = 24). Complex dynamic systems theory (CDST) was used to explore how these leadership styles impacted group work dynamics, motivation, and task outcomes. Findings revealed that having a group leader was beneficial for task performance, regardless of the leadership style. However, the study identified qualitative differences in group work dynamics and motivation between EL and AL groups. Behaviors contributing to group work activation were more frequently observed in the AL groups. Additionally, motivation increased gradually in the EL groups, while it peaked early and remained high in the AL groups. Results suggest that pre-assigning a leader with a clear role can ensure favorable initial conditions for the group, leader, and members, while accelerating the growth of group work dynamics and motivation in short-timed group tasks. Therefore, the study provides evidence supporting the effectiveness of pre-assigning a leader in L2 group work.

In response to COVID-19, post-secondary institutions went through a widespread transition to online and remote learning to address the immediate effects of disruption in the teaching and learning environment. This study aims to map the changes and challenges in the areas of responses to students' psychological needs, responses to students' academic needs, and responses to minoritized students' needs from institutional leaders', teaching faculties', and teaching assistants' perspectives via a qualitative approach. The results suggest that institutional leaders and instructors perceived a decrease in academic motivation and increase in social isolation among students during COVID-19 especially from minoritized backgrounds. Implications and guidance on future university policies and programs to help preserve educational quality of instruction and mitigate educational inequities are discussed. [Note: The page range (1-24) shown on the PDF is incorrect. The correct page range is 18-41.]

Rural school principals in Tennessee face serious challenges in leading their schools, including isolation, high turnover, and a lack of instructional leadership skills. Facilitated by a state university, the Tennessee Rural Principals Network (TRPN) was developed to provide professional learning opportunities for rural school principals. The purpose of this study was to explore the perceptions of principals in rural schools who participated in the TRPN during the years 2019-2021 (n = 133). The study used a basic qualitative research design with semi-structured interviews of 12 participants. Through our data analysis, key learning strengths and challenges were identified and organized under the codes of learning needs, coaching, mentoring, and networking. From these categories, we developed three themes: (a) sharing and collaborating through networks; (b) building capacity through mentoring and coaching; and (c) addressing the learning needs of principals in a rural context. Findings revealed that principals were pleased with the network and felt it helped them better navigate their roles as rural principals by providing the tools to develop best practices and a network to share ideas and resources.

This qualitative case study explores the perceptions of school leadership that future school counselors have regarding leadership roles for women in rural Appalachia. Using a feminist-geographical lens, several cultural, economic, geographic, and identity-based themes were found. Participants' definitions of ideal school leadership included strong community collaboration, advocacy, and leading by example. Some aspects of participants' rural hometowns supported these ideals, such as a community culture offering high levels of cohesion and familial support, leading to them wanting to live there again. However, other characteristics of the community culture, such as being closed to change, sexism against women in leadership, and a lack of women role models, were perceived barriers. In addition, participants' leadership identity was nascent and context based. These factors, combined with poor perceptions of schools in the community, led to participants not to want to live and work in their hometowns. Overall, these participants appear to experience a complex push and pull between pursuing their careers in educational leadership and their desire to take on school leadership roles in rural communities.

Increasing faith engagement among Catholic school shareholders is a priority for school leaders. Catholic school communities can learn from this year-long project with a parish school. Sacred Heart Parish School serves approximately 300 K3-8th grade students. Like many parish schools, Sacred Heart sees a growing number of parents disengaged with the faith life of the parish and school, despite 98% of them being registered parishioners. The parent population enjoys robust and regular social activities, but report they are uncomfortable or uninterested in faith activities. The mission of Sacred Heart school is to nurture "children's growth in the Catholic faith," so the fact that two-thirds of parents are disengaged with or hostile to the mission is problematic. Sacred Heart's intervention project built on the natural social strengths of parents, catalyzing parent leaders to design a wide variety of faith activities designed to overcome their peers' discomfort and lack of interest. The peer-led interventions increased not only attendance at faith activities, but also financial stewardship to the parish and attendance at weekend liturgies. Parents responded most enthusiastically to invitations targeted to grade-level Mass experiences, so parent leaders focused future efforts on enhancing "Class Mass" initiatives for families.

This study of a K-12 administrator preparation program adds to the research literature on trauma-informed education by addressing a gap in the literature on K-12 administrator candidates' knowledge of the meaning of adverse childhood experiences (ACEs) and what their roles are in supporting teachers who have students with ACEs. K-12 school administrator candidates (N = 102) completed a survey designed by these researchers on this topic. The concept of ACEs is addressed as part of trauma-informed education from the K-12 administrator candidates' point of view using a concurrent mixed methods case study approach at one administrator preparation program. Implications and recommendations for school administrator preparation programs are discussed.

This qualitative study sought to explore the perceptions of women school superintendents in K-12 public schools in Texas about the challenges they face as leaders and how they endure these impactful challenges, particularly during critical times such as the COVID-19 pandemic. Using Polidore's Resilience Theory (2004) as the theoretical framework, the study sought to determine which of the nine resilience qualities, either innately possessed or through acquisition over time, helped to sustain the women superintendents during adverse situations associated with the highest level of leadership in a school district. The nine qualities of resilience include: religion, flexible locus of control, optimistic bias, autonomy, commitment, change, positive relationships, education viewed as important, and efficacy. Implications from this study are far-reaching and note-worthy for any position in educational leadership. The results from this study may positively enhance the experiences, retention, sustainability, effectiveness, and longevity of both women and men in one of the most important roles in a school district -- the superintendency.

This study examined the perceptions of educators to determine if they felt that they were adequately prepared to teach in a high poverty school setting. The participants, educators from four school districts, completed a survey based on their perceptions of their own level of self-efficacy and preparedness to work in high poverty schools. The analyses indicated that, overall, educators felt well-prepared with limited supporting evidence to work in high poverty schools in the areas of student learning and engagement, which included curriculum and pedagogy, differentiation, and assessment. Findings further indicated a need for professional learning so educators can best support students in the high poverty setting in terms of problem solving when issues arise in the classroom. The implications for practice suggest that educators need support to ensure a high level of preparedness to work in high-poverty schools, as educators need to have a high level of self-efficacy to positively impact student success. Future research could help pinpoint specific areas of need within student learning and engagement to determine how to best develop professional learning opportunities that are purposeful, collaborative, and sustainable. Additional research should be conducted to determine if teachers' levels of self-efficacy and perceptions of preparedness are correlated to leadership style.

This article captures lessons learned while coaching a team of writing teachers across a poetry writing unit of study. Because of the heightened pressure of successful implementation of curricular programs, coaching can become focused solely on implementation of resources with fidelity, which can neglect the art of teaching. This article captures coaching techniques used to shift away from conformity and towards transformation in teaching.

Dual Enrollment (DE) or Dual Credit (DC) programs have become increasingly prevalent at both the high school and college settings. These programs enable students to earn both high school and college credit and get a head start on their college education. Additionally, students in these programs must take university core curriculum courses to fulfill their college education requirements. A course that several students take is Introductory to Biology, a STEM (Science, Technology, Engineering, and Mathematics) course. This course is an introductory science course and may present a challenge for students in that there is a large quantity of material discussed. Moreover, students must adapt to new study strategies excel in the course. Moreover, educational administrators or school leaders, administrators or principals must consider student performance and therefore must look at location and student performance to better improve student outcomes. Scant studies look at school leaders' perception on science dual enrollment courses. Moreover, administrators must have systems in place to promote high quality instruction and student success in dual enrollment courses. This study will look at students taking introductory biology courses and their performance at both the high school and non-high school locations (i.e. college environment) in Texas using the Mann-Whitney U statistical test. In addition, this study will provide recommendations to high school leaders such as administrators and principals regarding location and student outcomes for students in dual enrollment biology courses to ensure high quality instruction and student achievement are in place.

During the COVID-19 pandemic, student services leaders needed to adapt to working entirely virtually, find creative solutions to adjust their service delivery, and change how they engaged with their teams. Before COVID-19, studies of virtual leadership focused on virtual teams developed because of the geographical distance between team members. This qualitative study investigated virtual leadership and virtual teams developed because of the move to virtual work during the COVID-19 pandemic. It examined how student services leaders changed their leadership behaviours in response to moving to the virtual work environment. Using data gathered through a questionnaire, interviews, and documentation, four themes reflecting how leaders changed their behaviours and practices were identified: reimagining communication, reconstructing work using technology, reframing team support, and reorienting toward hybrid work. Understanding how these leaders managed their virtual teams at a midsized university in southern Ontario provides insight into what practices might be helpful for teams that continue exclusively virtual work and those that transition to a hybrid work approach.

A former United States government senior policy advisor recommended that each university ought to formulate an Africa strategy within its long-term strategic objectives. This study explored the potential for historically black colleges and universities (HBCUs) to further engage with Africa as a sustainability strategy, with an eye toward sustaining their missions and enhancing their global impact. The study utilized AutoHBCUology™, a multi-phase originally constructed mixed methodological design. The findings shed light on the multifaceted landscape of sustainability pathways and leadership commitment to internationalization with Africa among senior-level leaders at HBCUs. The emphasis on institutional leadership, stability, connectivity, and repositioning as pathways to sustainability underscores the multifaceted approach required to ensure the long-term viability of HBCUs in an ever-evolving educational landscape. The specific examination of leadership commitment to internationalization with Africa reveals a strong inclination toward professional high-level engagement, particularly through conferences and discussions with African Ministries of Education and institutions. However, fiscal resource allocation for internationalization with Africa may not be a high priority compared to other considerations. Nevertheless, the commitment to student-related activities, such as encouraging faculty, staff, and students to engage in educational exchanges, signifies a proactive stance toward fostering international experiences with Africa. Despite constraints, targeted Africa engagement may promote HBCU sustainability. Overall, this study aimed to initiate critical dialogue on typically unexplored sustainability dimensions for HBCUs in partnership with African nations.

The purpose of this study is to determine the relationship between the GPA of graduates of social majors at National Technical University «Kharkiv Polytechnic Institute» (Ukraine) with the results of the entrance assessment, learning motivation, achievement motivation, and perception of teacher leadership, based on the correlation and regression analysis of the study with a total of 502 respondents. Results of the presented study demonstrate a significant correlation between the level of academic success and the level of educational and cognitive motivation of graduates (r = 0.644, ? < 0.010). A less strong connection was found between graduates' GPA and the entrance examination results (r = 0.502, ? < 0.010). The weakest, albeit statistically significant, relationship is between GPA variables and students' perception of teacher leadership (r = 0.160, p < 0.010), as well as between GPA and motives for creative self-realization (r = 0.139, ? < 0.010). The article also carried out a correlation analysis for groups of students by level of education, form of study, majors, and gender of respondents. Obtained results are discussed with the purpose of improving the procedure for selecting applicants for admission to universities and improving the educational process.

This study sought to identify how first-grade students in one Midwest state cognized hope. Using a case-study research method, the authors identify recommendations for practice that draw on the alignment between developing hope in students through school leadership. Previous research has highlighted school leadership's significant role in multiple pathways for student success. This study demonstrates that young children can cognize abstract topics such as hope and presents ways educational leaders can support student social-emotional well-being in the daily curriculum through hope education.

Educational leadership preparation programs are tasked with advancing the development of future educational leaders' instructional capacities, including the ability to engage teachers in instructional conversations through instructional coaching. The educational leadership program studied here includes a mixed reality experience designed to develop future educational leaders' instructional coaching conversation skills. Therefore, the purpose of this research study was to examine future educational leaders' perceptions of the development of instructional coaching conversation skills because of participation in the mixed reality experience. Findings indicated that, overall, participants held positive views of the mixed reality experience in supporting their development of instructional coaching conversation skills. Additionally, participants indicated development of other skills including, on-the-spot thinking, confidence, and reflection, among other skills. Results suggest that mixed reality experiences provide authentic, realistic learning opportunities to develop instructional leadership capacities.

This article highlights how Tribal college leadership, faculty, and staff members define student success. Several major factors were described across the different levels of participants and are presented as the major themes: cultivating a familial environment, mission centered, cultural knowledge and wealth, community impact, and student goals achieved.

Some secondary school principals are complaining about teachers' reluctance to participate in any activities beyond classroom teaching. To understand this phenomenon, the study attempts to explore the inhibiting factors that hinder teachers in selected secondary schools in the Maseru district from supporting and engaging in teacher leadership (TL) activities. This qualitative inquiry is underpinned by the critical theory (CT), which among others aims at revealing the core factors that contributed to teachers' lack of enthusiasm in performing various TL related activities. Also, to suggest strategies that could pioneer a change in teachers' attitudes towards participation in school leadership beyond teaching. The study generated data from ten (10) purposively selected secondary school teachers. Using the thematic analysis method, despite participating teachers being able to conceptualise TL, they cited that, factors including; unmanageable teaching loads, inadequate induction, and use of top-down leadership approaches inhibited TL initiatives. To mitigate the abovementioned factors, participants suggested the creation of a supportive school environment, teacher training and recognition.

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

This study investigates the relationship between the WhatsApp group, an instant messenger application as a community of practice platform (knowledge management, regular interactions, ease of using technology, and sense of belonging) and English for Specific Purposes (ESP) learners' leadership and higher-order thinking (HOT) skills. The current study also examines how participation in the community of practice through the WhatsApp group can enhance leadership and HOT skills for male and female learners. 197 ESP learners participated in the five-point Likert scale questionnaire. The SPSS-AMOS analysis showed that knowledge management, regular interaction, and a sense of belonging significantly enhance learners' leadership and HOT skills. The results also showed that male learners increased their leadership skills while female learners excelled in the HOT skills by the WhatsApp community of practice. This study has significant educational implications, particularly in emphasizing essential measures when developing an ESP curriculum to prepare learners for their future careers.