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Through the ideas of and within Oceania that we outline, and within which we locate architecture and institutions for CIE regionally, we illustrate the identified turning points through analysis of dynamic and intersecting trajectories of the Oceania Comparative and International Education Society (OCIES), formerly the Australia and New Zealand Comparative and International Education Society (ANZCIES), and the Vaka Pasifiki, formerly the Rethinking Pacific Education Initiative for and by Pacific Peoples (RPEIPP) project. We offer initial responses to an over-arching theme in posing the question: how, and through what processes, have these groups influenced understandings of ‘regionalism’ for CIE within Oceania? This involves examining the conferences, financing, membership, the Society journal/publications and aspects of CIE education of the two bodies.

In this chapter, increasing education civil society organization (CSO) and coalition participation in education and development policy processes is interpreted from the perspective of network governance theories. In 2015 “deadline” year for the Education for All and the Millennium Development Goals, I consider their significance and influences within the decolonizing and reorienting “policyscapes” that govern the region and/or sub-region that is variously known as Oceania and the Pacific. The chapter is based on continuing research begun in 2007 into education policy processes at multiple discursive and geographical levels of activity, with a focus on the Southeast Asia and the Pacific, and Melanesian sub-regions. A critical educational policy approach is taken, specifically drawn from the application of methods of Critical Discourse Analysis based in critical development and postcolonial theories. These analytical strategies are particularly salient in mapping and understanding how education policy actors, some “new,” have moved toward and through inclusive and protective regionalism(s). These had developed prior to and during the past quarter of a century of significant changes to governments, governing and governance in the Pacific, Oceania, and well beyond.

This chapter presents a survey of education development in Oceania, a region of diversity held together by its commonalities, shaped by the largest ocean on the planet. The chapter outlines the regional contexts of Oceania and offers a brief historical overview of formal education. Oceania, like most regions, has struggled to mediate between global agendas and national and regional aspirations for sovereignty and self-determination. The chapter recounts ongoing efforts to navigate education in the post-colonial period, efforts to negotiate some of the aspirations of the Millennium Development Goals (MDGs), Education for All (EFA), and other global agendas of the early 2000s with, more recently, the Sustainable Development Goals (SDGs). In this survey, we hope to demonstrate collective efforts to respond to global agendas, to shape and strengthen regionalism, while maintaining sovereignty in a globalized world. We also highlight the evolving identities of the region, in particular the relationships between Australia and Aotearoa New Zealand and the Pacific countries that collectively make up Oceania.

This paper aims to provide an examination of how cell phone use and sexting are impacting society and our mental health.

Mental health risks are becoming prominent in this worldwide epidemic affecting children, teens and adults. Cell phones are problematic because of their addictive nature and associations with adverse mental health consequences.

Because of the mental health implications, it is important to study the prevalence, risk factors, effects, associations and treatment options for excessive cell phone use, including sexting.

This conceptual paper explores the impact of cell phone use and sexting on our mental health.

Efficacy has been broadly analyzed and explored in depth in various fields. However, in the field of educational leadership, empirical studies and research evidence are weak. The purpose of this paper is to develop and validate a new School Leaders’ Self-Efficacy Scale (SLSES).

Two studies were undertaken. In the first study, the extant literature was critiqued and an initial form of the SLSES was developed; it was then administered to 233 school leaders in Cyprus. Exploratory factor analysis (EFA) was employed to identify the structure of the scale. The second study aimed at validating the proposed model by employing confirmatory factor analysis. For this purpose, a revised SLSES was administered for a second time to 289 school leaders.

EFA suggested an eight-factor structure, namely: Creating an appropriate organizational structure, Leading and managing the learning organization, School Self-Evaluation for School Improvement, Developing a positive climate and managing conflicts, Evaluating classroom practices, Adhering to community and policy demands, Monitoring learning, and Leadership of Continuing Professional Development. Confirmatory model fit indices, factor pattern and structure coefficients, and reliability analyses provided robust evidence for the construct validity of the SLSES.

The paper describes the construction and validation of a new scale measuring school leaders’ self-efficacy. The SLSES provides practitioners and researchers with a promising tool, with implications for measuring the outcomes of the professional development of school leaders and for school improvement studies.

This study aims to develop a framework that explains how and when telework is related to emotional exhaustion and task performance, by conceiving work overload as a mediator and self-leadership as a moderator. For this purpose, two studies were conducted. Study 1 aims to understand whether telework would be related to emotional exhaustion and task performance and if work overload would mediate such relationships. Study 2 aims to analyze whether self-leadership was a significant moderator of the mediated relations found in Study 1.

The hypotheses were tested in a sample of 207 (in Study 1) and 272 (in Study 2) participants, which were exclusively teleworking. The results were analyzed using PROCESS macro in SPSS.

The results of Study 1 showed that telework dimensions were negatively related to work overload, which consequently decreased emotional exhaustion and increased task performance. In Study 2, self-leadership moderated the indirect effect of work overload on the relationship between telework and emotional exhaustion, such that the indirect effect was stronger for those who scored higher in self-leadership. However, it was not significant for task performance.

This paper adds to research on telework by focusing on the employee's mental health and performance, in the context of mandatory confinement. The authors identified telework dimensions that may act as resources to cope with the increased work overload inherent to telework, as well as the importance of personal resources in these relationships.