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Research investigating the impact of school leadership on teachers’ emotions and practices has mostly focused on the leadership behaviors of school principals, thus ignoring the potential leadership qualities of other school members, especially teachers. The current study aimed to bridge this gap by providing further insight into the link between teacher leadership and teacher outcomes in Egyptian schools. Specifically, the study examined the mediating role of collective teacher efficacy in the relationship between teacher leadership and teacher commitment.

The study employed structural equation modeling and bootstrapping to analyze survey data collected from 497 teachers in primary and middle schools in Damietta city, Egypt.

The results supported our proposition that teachers’ leadership practices have more indirect than direct effects on teacher commitment through collective teacher efficacy. That is, teacher leadership practices positively affect teachers’ efficacy beliefs, which, in turn, increase their sense of commitment to school.

The study adds a new aspect to the literature by investigating the potential role of teacher leadership in promoting positive teacher attitudes that can have a positive impact on student learning. This is significant given the growing emphasis that educational systems place on enhancing school effectiveness. Specifically, understanding the factors that contribute to teacher commitment can inform strategies for retaining effective teachers and improving the overall quality of the teaching workforce. Additionally, since most of the empirical research on teacher leadership has been produced in Western contexts, it is important to enrich the field with studies conducted in other societies, especially in the Arab region.

Leadership for learning emerged as an integrated leadership framework; however, attempts to establish an empirical measurement model have been limited. Critically, not much is known about how much teachers' beliefs (e.g. self-efficacy) can mediate leadership for learning impact on teacher behaviors. This study establishes a leadership for learning measurement model and examines whether teacher self-efficacy mediates the effect of leadership for learning tasks on teacher collaboration, instructional quality, intention to leave current schools and their confidence in equitable teaching practice.

Drawing on the most recent 2018 Teaching and Learning International Survey (TALIS), the study employed a structural equation modeling mediation approach.

Results suggested that teacher self-efficacy statistically significantly mediated 16 out of 20 of the relationships between leadership for learning task domains and teacher outcomes. Especially, in explaining the variance in instructional quality and teacher confidence in implementing equitable teaching practices, considerable proportions of the predictive power of leadership for learning tasks were accounted for (i.e. mediated) by teacher self-efficacy.

School-wide efforts to craft the school vision for learning must be coupled with enhancing teacher self-efficacy. Critically, leadership efforts may fall short of implementing equitable teaching practice and quality instruction without addressing teacher confidence in their ability in instruction, classroom management and student engagement.

This study is the first of its kind to evidence teacher self-efficacy mediates leadership for learning practice impact on teacher behaviors.

Relying on the principles of the social exchange theory, the current study is aimed at investigating the impact of team-member exchange relationships (TMX) among school management team (SMT) members on school outcomes (organizational citizenship behavior [OCB], job satisfaction and innovation) via the mediating role of leader-member exchange (LMX) relationships between principals and SMTs.

Data were collected from multiple sources in 86 elementary and junior high schools to avoid one-source bias: 86 principals, 357 SMT members and 683 schoolteachers who were not members of the management teams.

The results revealed a positive relationship between TMX and teachers' job satisfaction and OCB, but no significant link between TMX and innovation. LMX partially mediated the relationship between TMX and OCB and between TMX and teachers' job satisfaction. Full mediation was found in TMX-innovation relationship.

The findings carry a message for school principals and policymakers regarding the importance of developing and maintaining high-quality horizontal and vertical exchange relationships among the SMT members for their positive influence on school outcomes.

To the best of the authors' knowledge, this is the first study to examine the link between TMX and LMX as a team phenomenon, and specifically in the educational setting. The finding that there is a positive link between the two constructs may imply that SMTs contribute to school success not only directly by exhibiting high-quality TMX but also indirectly through the high-quality LMX.

In recent decades, researchers have increasingly begun to study the effects of transformational leadership on various teachers’ attitudes in K-12 settings. However, studies on the effect of transformational leadership on the job satisfaction of vocational high school teachers are not sufficient. Therefore, in this study, the nature of the relationship between transformational leadership and job satisfaction in Turkish vocational high schools was examined.

The study data came from 847 teachers working at 82 state vocational high schools located in 12 regions in Türkiye. To test the research model, we conducted multilevel structural equation modeling to explore the structural relationships between transformational leadership, teacher professional learning, teacher’ self-efficacy and job satisfaction.

The analysis confirms that teacher professional learning and self-efficacy are prominent mediators in the relationship between transformational leadership and job satisfaction in Turkish vocational high schools.

The present study is expected to contribute to the body of research focusing on the effects of transformational leadership on job satisfaction in vocational high schools. Implications for theory, practice and policy are discussed.

The purpose of this study is to generate knowledge about assessment methods in blended business education, which have become increasingly important to establish sustainable assessment practices that support knowledge acquisition for undergraduate students in business administration at a Colombian university.

For the analysis, a two groups comparison was performed using a nonequivalent control group design with a sample of 420 students. As this study wants to find insights to improve the knowledge on assessment topics in marketing research (MR) education, it was focused on the students from the business administration program. This study also uses individual scores from the state test as prior cognitive scores and the high school classification provided by the National Ministry of Education in Colombia (2012).

It was found that the variables that best predict performance on the MR course examinations were the mathematics skills and reading comprehension scores on the state test. The study also showed a better performance of female students on both assessment methods. There were no significant differences between the assessment methods or among the high school levels.

One of the limitations of this study is the limited number of items on the tests. Additionally, the authors recommend conducting an analysis of the differences between the testing items to provide a detailed explanation of students’ performance when comparing computer-based testing and paper-and-pencil testing.

Further design of teaching material and assessments online and offline, based on local and regional marketing problems, is suggested. As the current text and readings are more oriented to the English-speaking contexts, most of the problems presented are oriented to multinational companies and brands.

Insights into the skills required for future jobs provide valuable guidance (World Economic Forum, 2020). Essential skills for emerging roles, like data scientists, can find robust support within the MR course. To further enrich in-class and online exercises with Excel and SPSS, Colombian educators can leverage data sets obtained from sources like the national statistics office and international market intelligence databases available through the university’s library, including Passport and Statista. Engaging with authentic data sets provides students with a more profound understanding of practical applications in MR.

This approach facilitates the identification of key variables, such as assessment and cognitive abilities in math and reading, which predict students’ knowledge acquisition in MR. It not only offers insights into the relevant factors influencing learning in MR but also provides valuable feedback. Additionally, it suggests potential avenues for future research in this field.

This study explores factors that influence the initiation of leadership coaching relationships that include externally employed coaches and school administrators.

This qualitative research study includes semi-structured interviews, observations and documents collected across three academic years within the context of a university-based leadership coaching program. Participants included six leadership coaches and six school administrators who participated in the program.

Qualitative analysis indicates that gender and race, prior professional experience, pre-existing professional relationships and the complexity of the district’s organizational structure influence the initiation of the coaching relationship.

Confidentiality restrictions imposed by the program limit opportunities for member checking and other forms of triangulation. Additional data collection using more expansive research methods would help address this limitation.

This study contributes to the sparse literature about leadership coaching with school administrators by describing how different factors influence initiation coaching relationships.

Kente weaving business is increasingly seen as a promising investment and enhances sustainable livelihood in Ghana. However, it has not received the needed attention from scholars and government in recent times. The purpose of this study is to examine the factors influencing the kente weaving industry with the aim of evolving effective promotional strategies to encourage the weaving and use of kente in Ghana.

Using a quantitative inquiry approach, primary data were collected from 70 respondents in Bonwire within the Ejisu-Juabeng Municipal Assembly in Ghana. The mean ranking technique, the Mann–Whitney U test and exploratory factor analysis (EFA) were the statistical tools that aided the data analysis.

The EFA revealed that the underlying threats affecting the weaving of kente were limited demand and supply of kente, data and motivation management system, lack of export promotion and obsolete production techniques. Furthermore, this study revealed that the kente weaving industry can be promoted through kente festivals and the efforts of the association of weavers and government.

The findings provide a valuable reference for the government, stakeholders and textile industrialists to institute a mechanism for evaluating performance periodically to identify threats associated with the textile industry at large.

The importance of teacher leadership in enhancing school outcomes is recognized, but there remains a scarcity of research addressing the conditions for principals to nurture such leadership. This study examined how school contextual factors, i.e. faculty trust and academic emphasis, moderate the impact of principals' distributed leadership lon teacher leadership.

A nationwide survey was conducted among junior high school teachers in Taiwan. The sample encompassed schools from different geographical regions and sizes, yielding a total of 1,340 valid responses. Hierarchical regression analyses were employed to analyze the potential moderating effects of interest.

There were interactive effects of principals' distributed leadership and school contextual factors on teachers' adoption of leadership roles. The impact of principals' distributed leadership on teacher leadership was amplified in environments marked by elevated levels of trust relations and reduced academic emphasis.

This study uncovers the critical prerequisites principals must address to cultivate teacher leadership. To effectively encourage heightened teacher engagement in leadership, principals must place a premium on nurturing trusting relations with their teaching staff and acknowledge that the influence of their leadership might be lessened in an environment where credentialism holds sway.

The exploration into faculty trust and academic emphasis yields insights into the conducive conditions for principals to foster teacher leadership. The identified attenuating impact of academic emphasis on principal effect within an Asian societal context highlights its significance not only as an organizational property but also as a manifestation of national cultural values.

The purpose of this study is to propose and explore a conceptualization of decisional capital that is suitable for early career teachers.

This study uses exploratory factor analysis on a sample of early career teachers to examine a literature-derived conceptualization of decisional capital.

The factors that emerged support the literature-derived conceptualization. A subsequent confirmatory factor analysis on a second sample of early career teachers offers additional evidence for the proposed conceptualization. An exploration of the underlying factor structure comparing results across four competing models (i.e. unidimensional, correlated factors, second order, and bifactor) suggests that a second order factor explains the variance across the three proposed factors well. We conclude that this second order factor is decisional capital.

This is the first study that examines the discrete elements of decisional capital. Understanding these discrete elements is an avenue for investigation into the development of decisional capital beyond the acknowledgment that it takes time to develop.

Building on the social cognitive theory, a mediation model was examined to understand the role of teacher self-efficacy as the underlying mechanism for the relationship between instructional leadership and teacher job satisfaction.

The study tests a mediation model between instructional leadership, teacher self-efficacy and job satisfaction. The data were collected via online survey from primary school teachers (N = 320) working for the Municipal Corporation of Delhi (MDC) in India. The mediation model was tested using the AMOS 22.0 after establishing the reliability and validity of measures.

Regression analyses using the bootstrapping method indicated that teacher self-efficacy mediates the relationship between instructional leadership and teacher job satisfaction.

This is a cross-sectional study. The scope for causal inferences is, thus, limited.

In the Indian setting, the study examines the association between instructional leadership and job satisfaction. The results show that the instructional leadership of the school principal is strongly related to teachers' self-efficacy, which, in turn is positively associated with teacher’s job satisfaction. Further, the findings confirm that instructional leadership, emphasizing instructional improvement, improves teachers' self-efficacy and job satisfaction.

The study explains the underlying process through which a school principal’s instructional leadership is related to teacher job satisfaction. This study is perhaps the first to focus on an Indian or a non-Western context.