Search results

This chapter investigates whether, and if so, how particular firms in a transition economy are involved in bribery. Built on pressure theories, we explain how the direct effects of firm characteristics and contextual characteristics determine firm bribery behavior. Entrepreneurs make choices based on perceptions of a specific pressure due to organizational characteristics (internal pressures) or due to context (external pressures). The relationship between firm characteristics, context, and bribery was estimated using unique data from a survey of 606 Vietnamese entrepreneurs. We controlled for various entrepreneurial, organizational, and industrial characteristics. The exploratory findings support firm attributes hypotheses, which is a negative relationship between firm size and bribery and a nonmonotonic U-shaped relationship between firm age and bribery. Besides, the effects of context on bribery are also found. Specifically, the result supports a positive relationship between competition and bribery and a negative relationship between the quality of the government and bribery.

The large role that emotions play in the work lives of school-level leaders is absent from much of the research exploring what they do on a daily basis. This chapter discusses future directions for research surrounding the emotional aspects of school-level leadership and how this research can influence practice in meaningful ways. For example, it may be beneficial for future research to focus on principals who are struggling to manage their emotions. This would allow researchers to identify factors or practices associated with school-level leaders who are less able to manage their emotions in a positive manner and provide supports. Further, more large-scale research surrounding school-level leadership is needed to better understand how the ability to manage emotions intersects with other challenges in contemporary principals' work. Research of this nature would also provide additional avenues of support for current leaders. Future directions for practice include an emphasis on changing the culture so that school-level leaders who are struggling feel empowered to reach out beyond their immediate colleagues for supports. Without a renewed appreciation for the emotional aspects of their work, principals, vice-principals and other school-level leaders will be unable to maximise their impact on student outcomes.

Several factors and forces in school-level leaders' work can heighten emotions and incite emotionally charged situations. Challenges that heighten school-level leaders' emotions are related to systemic factors, people factors and personal factors. The extent to which each of these different factors influence the emotional experiences of school-level leaders, and whether that influence ends up being positive, negative or neutral, is contextual in nature. The systemic factors include encountering barriers when advocating for students, managing an intensified and expanding workload, working within disorienting policy contexts, and receiving a lack of support from their employer. Changes in school-level leaders' work and workload due to the COVID-19 pandemic that heightened emotions and emotional labour are also considered when discussing the systemic factors. People factors evident in the literature include workplace conflict, gendered power relations and crises and tragedies in the school community. The emotional labour inherent in school-level leadership comes to the forefront when considering the impact of these people factors on emotions at work because school-level leaders are tasked with making decisions that can have an immense impact on peoples' lives. Personal factors discussed in this chapter surround a school-level leader's individual emotional intelligence abilities and media attention directed towards them.