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This study aims to develop and validate a scale to measure Teacher Entrepreneurial Behavior (TEB), which encapsulates the behaviors teachers employ to identify and amplify innovation in schools. TEB are catalysts for innovation, navigating their peers through risks and building trust, which empowers the collective to transcend structural constraints and pioneer new educational initiatives. Despite the importance of TEB, there is a notable absence of a well-validated measurement instrument.

Drawing on existing empirical TEB studies, this study conducts four interconnected studies following scale-development procedures. The content validity, construct validity, internal consistency, and external validity of the proposed scale were assessed using exploratory factor analysis, confirmatory factor analysis, invariance analysis, and regression analysis.

The result is a multidimensional TEB model featuring 15 items with a good model fit. The TEB scale comprises four factors: Advocating Innovation, Seeking Resources, Cultivating Cohesiveness, and Mitigating Risk.

This study represents a rigorous attempt to develop and validate a reliable instrument for measuring TEB. It provides a validated tool for future research aimed at understanding the nature of TEB as an independent construct and associated dynamics. Accurate measurement is important for the robustness and replicability of research. Furthermore, the insights gained on TEB scale can significantly inform both the preparation and evaluation of teacher leaders by emphasizing the importance of entrepreneurial behaviors in promoting teachers’ collaboration and actualizing innovative initiative.

Leadership educators have the responsibility to help students hear the stories of those who may otherwise be forgotten. There is great value to unearthing the stories of those who have been cast aside due to neglect or malice, both historically and in contemporary society. Given the interdisciplinary nature of leadership education, we benefit from a historical lens which helps us to understand who we are and where we come from. One transformative leader whose story impacts us immensely and whose story we believe would benefit leadership educators to learn about is the story of Rabbi Regina Jonas, the first woman to be ordained as a Rabbi.

The article offers a rich narrative account of experiences, people and lessons learned when considering an impactful leader.

The often untold story of the first known woman rabbi shifts the male dominated narrative of leadership, particularly leadership in religious communities.

Though we have never met Regina Jonas, her story has shaped our study and practice of leadership and her triumphs live on in the spirits of women who lead with resilience, tenacity and fortitude today.

This study applies the target similarity model to examine the effects of servant leadership on supervisor commitment and supervisor citizenship behavior. The mediating role of supervisory commitment is explored to determine the relationship between servant leadership and supervisor citizenship behavior. The difference in supervisor gender is examined in the linkage between servant leadership and supervisory commitment.

The data were collected through a survey of 478 salespeople in the retail industry. Structural equation modeling (SEM) techniques were used to verify the hypotheses of this study.

The findings showed significant support for the direct and indirect effects of servant leadership on supervisor commitment and supervisor citizenship behavior. Furthermore, the positive relationship between servant leadership and supervisory commitment was stronger among female supervisors than male supervisors.

Due to the scarcity of studies conducted on the linkages of servant leadership, supervisory commitment and supervisory citizenship behavior, this study theoretically and empirically contributes to the leadership literature as it is the first study to investigate these direct and indirect relationships. Similarly, this study examined gender differences in servant leadership to fill the gap in the research field.

The purpose of this paper is to examine the relationships among diversity, equity and inclusion (DEI), sport and the metaverse.

The authors overview the metaverse, sport applications and ways multilevel theory can help explain the influence of DEI.

Drawing from multilevel theory, the authors identify parallels between the sport metaverse and traditional sport as well as unique DEI opportunities in the sport metaverse.

The manuscript contributes to the nascent body of research regarding sport and the metaverse, with a specific focus on social issues and the importance of considering unique DEI opportunities.