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The purpose of this paper is to explore the relationships among faculty trust in the principal, principal leadership behaviors, school climate, and student achievement.

Data from 64 elementary, middle, and high schools in two school districts formed the basis of the study (n=3,215 teachers), allowing for correlational and regression analyses of the variables.

The authors found that faculty trust in the principal was related to perceptions of both collegial and instructional leadership, as well as to factors of school climate such as teacher professionalism, academic press, and community engagement. Student achievement was also correlated with trust, principal leadership behaviors, and school climate. The authors found that both of the composite variables, principal behaviors and school climate, made significant independent contributions to explaining variance in student achievement and that together they explained 75 percent of the variance in achievement.

Limitations of the study include the use of a single form to collect participants’ responses that may have elevated the degree of correlations, as well as the exclusion of rural schools from the sample.

The findings of this study suggest that principals must foster and maintain trust in order to lead schools effectively. Importantly, trust has both interpersonal and task-oriented dimensions. Thus, principals must be prepared to engage collegially with teachers in ways that are consistently honest, open, and benevolent, while also dependably demonstrating sound knowledge and competent decision making associated with administering academic programs.

Situated in a conceptual framework of systems theory, this study explored the interplay of faculty trust in the principal, principal behavior, school climate, and student achievement. The findings suggest that it is necessary for principals to evidence both interpersonal and task-oriented behaviors in order to be trusted by teachers. Furthermore, the strength of the relationships suggests that schools will not be successful in fostering student learning without trustworthy school leaders who are skillful in cultivating academic press, teacher professionalism, and community engagement in their schools.

In this era of accountability and significant school reform, efforts to improve schools increasingly look to the principal to spearhead change efforts at the school level. Good principals are the cornerstones of good schools. Without a principal's leadership efforts to raise student achievement, a school cannot achieve its fundamental academic mission. The principal is seen as a key agent at the school level, initiating change by raising the level of expectations for both teachers and students. One promising, but largely unexplored avenue to understanding principal motivation and behavior is principals' sense of efficacy. Self‐efficacy is a perceived judgment of one's ability to effect change, which may be viewed as a foundational characteristic of an effective school leader. This paper reports on three studies that were conducted in the search for a reasonably valid and reliable measure to capture principals' sense of efficacy.

This study aims to explore the relationship between principals’ performance on the Pennsylvania Framework for Leadership evaluation tool and the corresponding self-reported degree of self-efficacy and growth mindset.

The data analysis involved linear regression of principal performance on principals’ mindset, moral leadership self-efficacy and instructional self-efficacy scores. Additionally, correlation matrices identified the presence and direction of relationships between self-efficacy levels and the degree of growth mindset reported by principals.

The results demonstrated a positive association between principals’ instructional self-efficacy reports and their overall performance evaluation. Alternatively, both growth mindset and moral leadership self-efficacy evidenced a negative association. There was no association reflected between growth mindset and either the overall self-efficacy measure or the sub-scale self-efficacy measures. A secondary relationship revealed a negative association between school performance profile and growth mindset. This relationship held true in subsequent regression analyses.

The study adds to the limited research available on examining the relationship between principals’ self-efficacy levels and their performance ratings on a common tool.

The purpose of this paper is to study the use of outsourcing as a mechanism to cope with supply chain uncertainty, more specifically, how to deal with sudden arrival of higher priority jobs that require immediate processing, in an in-house manufacturer's facility from the perspective of outsourcing. An operational level schedule of production and distribution of outsourced jobs to the manufacturer's facility should be determined for the subcontractor in order to achieve overall optimality.

The problem is of bi-criteria in that both the transportation cost measured by number of delivery vehicles and schedule performance measured by jobs’ delivery times. In order to obtain the problem's Pareto front, we propose dynamic programming (DP) heuristic solution procedure based on integrated decision making, and population-heuristic solution procedures using different encoding schemes based on sequential decision making. Computational studies are designed and carried out by randomly generating comparative variations of numerical problem instances.

By comparing several existing performance metrics for the obtained Pareto fronts, it is found that DP heuristic outperforms population-heuristic in both solutions diversity and proximity to optimal Pareto front. Also in population-heuristic, sub-range keys representation appears to be a better encoding scheme for the problem than random keys representation.

This study contributes to the limited yet important knowledge body on using outsourcing approach to coping with possible supply chain disruptions in production scheduling due to sudden customer orders. More specifically, we used modeling methodology to confirm the importance of collaboration with subcontractors to effective supply chain risk management.

The automotive industry has been studied extensively, but few studies focus on outbound logistics in automotive supply chains, or on the logistics service provider’s (LSP’s) point of view. Furthermore, there is hardly any research on service model innovation in LSPs. The purpose of this paper is to narrow these research gaps.

The analysis is based on a single-case study – an LSP that specializes in services for the automotive industry. The paper examines the company’s service models and their development over time.

The findings show how the case company has moved towards multifaceted service models through a number of radical and incremental innovations. Moreover, it has used the same methods in developing all its new service models, and has applied modularity principles in service innovation to achieve better process efficiency and service effectiveness.

The rather narrow focus of this study – automotive logistics in a specific area – decreases the generalizability of the findings beyond this context. However, the single-case approach offers in-depth insights, and the analytical frameworks developed herein for service models is applicable in other contexts.

The analysis may help LSPs and service companies in their service design and development. The use of modularity principles makes it easier to offer mass-customized services and to develop efficient processes.

This study narrows a research gap in examining outbound logistics services in the automotive supply chain and focussing on the LSP’s perspective.

The objective of this paper is to develop a comprehensive model of supply chain and supply chain decision‐making complexity that provides an understanding of the drivers of supply chain complexity and strategies to manage supply chain and supply chain decision‐making complexity and outcomes.

Grounded theory methodology is employed to build a theory of supply chain and supply chain decision‐making complexity and develop propositions related to antecedents, moderators, and outcomes of supply chain complexity. In addition, extensive literature review and informal interactions with a number of supply chain professionals have been used to validate the theory.

In addition to identifying the antecedents of supply chain complexity, the authors explore strategic, human cognitive ability, and tactical moderators for managing supply chain complexity.

The comprehensive framework presented in the paper builds a theory of supply chain and supply chain decision‐making complexity that is grounded in empirical data. The research also incorporates disparate findings, constructs from multi‐disciplinary research on supply chain complexity and provides future research directions.

The research helps practitioners better understand the sources and outcomes of supply chain complexity and how to manage it. Various strategies to moderate the impact of supply chain complexity are presented.

An integrated, comprehensive theory of supply chain complexity is proposed along with definitions of supply chain complexity and supply chain decision‐making complexity. The proposed model is rooted in actual practice and supported by the existing literature.

The purpose of this paper is to report on a qualitative case study that examined the potential benefits, challenges and implications of the mentor–coach (MC) role as a supportive structure for experienced teachers’ well-being and sense of flourishing in schools.

The qualitative case study used data collected from surveys, interviews, focus groups and documentation. Data were coded and abductively analyzed using the “framework approach” with and against Seligman’s well-being PERMA framework. In order to include an alternative stakeholder perspective, data from a focus group with the district’s teacher union executive are also included.

Using the constituting elements of Seligman’s well-being (PERMA) framework, experienced teachers reported positive emotion, engagement, positive relationships, meaning and accomplishment from their MC experience. However, the MC role is not a panacea for educator well-being. Rather, the quality and effectiveness of the mentoring and coaching relationship is a determining factor and, if left unattended, negative experiences could contribute to their stress and increased workload.

The data used in this study were based on a limited number of survey respondents (25/42) and the self-selection of the interview (n=7) and focus group participants (n=6). The research findings may lack generalizability and be positively skewed.

This study contributes to the current lack of empirical research on the MC experience and considers some of the wider contextual factors that impact effective mentoring and coaching programs for educators.

Theory is needed for a discipline to mature. This research aims to provide a summary analysis of the theories being used in contemporary logistics and supply chain management (SCM) studies.

A comprehensive literature review of articles appearing in five top tier logistics and SCM journals is conducted in order to identify how often theory is used and to classify the specific theories used. An analysis of the theoretical categories is presented to explain the type and frequency of theory usage.

Over 180 specific theories were found within the sampled articles. Theories grouped under the competitive and microeconomics categories made up over 40 per cent of the theoretical incidences. This does not imply all articles utilize theory. The research found that theory was explicitly used in approximately 53 per cent of the sampled articles.

Two implications are central. First, in the minds of editors, reviewers and authors is approximately 53 per cent theory use enough? Literature suggests there continues to be a need for theory‐based research in the discipline. A first step may be to increase our theory use, and to clearly describe the theory being used. Second, the vast majority of theories used in recent logistics and SCM research originated in other disciplines. Growth in the discipline dictates the need for greater internal theory development.

Despite multiple calls for the use of theory in logistics and SCM, little formal research has been produced examining the actual theories being used. This research provides an in‐depth review and analysis of the use of theory in logistics and SCM research during the period 2004‐2009.

This article aims to propose a three‐stage framework for on‐going professional development of aspirant and incumbent heads that is designed to increase their own self‐efficacy. It is suggested that continuity and progression in self‐efficacy development can be addressed via processes pertaining to acculturation, assimilation and actualisation. The on‐going work of Fletcher augments this conceptual framework with a new approach to action research ensuring an evidence‐based foundation to the growth of self‐efficacy.

The article offers an analysis of existing research evidence in coaching, mentoring, talent management, leadership development and self‐efficacy to propose a framework useful in research and in the development of self‐efficacy that may help secure transition between the potential to lead and high performance in leadership incumbency in schools.

The article points to the importance of coaching and mentoring as potential scaffolds to create an appreciation of self‐efficacy's value at all stages of the headship journey. It is suggested that active development of individual's self‐efficacy through mentoring and coaching relationships may serve to ensure that the loss of human potential of those who could lead but never completed the journey is reduced.

The article identifies new questions pertaining to the practice of high quality coaching and mentoring in the journey to leadership in schools and raises further questions pertaining to the conceptualisation of learning relationships and the interactions and feelings involved in such learning relationships.

This article suggests a phased approach, an integrated vision of mentoring and coaching for headteacher development that can span their professional lifetime. This generative approach is what distinguishes the authors’ proposal from others. An emphasis is placed on self‐study integrated in an Appreciative Inquiry approach, however, the authors’ proposal goes further in that they have realised that aspirant headteachers should be taught how to undertake self study integrated with action research not only for their own benefit as they journey towards incumbency but also so that they can become coach and mentor for others; for their staff, pupils and other aspirant headteachers.

This paper aims to address the often fragmented approach to performance issues to maximise services quality and returns. With the increased emphasis on corporate reforms, the research presents a model framework as logic to strategy viability and competitive advantage for better outsourcing services delivery and excellence. The global change requires models with logic and variability to practically see the reality and challenges of all times.

Based on comprehensive literature search on performance research, nine influence factors were deduced as models for performance measure. This model is used to evaluate the performance of outsourcing firms in Malaysia. Over 200 questionnaires were sent out to outsourcing services delivery firms in Malaysia by post or personal visits; 68 of them responded. The study applied multivariate analysis to ascertain strategy capability and perception about factors that influence performance in the firms.

The outsourcing strategy performance revealed by the principal component analysis has given the strategy capability of the firms to be above-average, however not in a state to guarantee achievement of sustaining quality and excellence in services delivery. Conversely, to remain at the edge requires strategy that is flexible, integrated and sustainable, which most firms do not have. The results have also shown that more than half of the sampled population opted for a high-performance delivery goal; however, this vision was not supported adequately by a viable strategy. This inflexibility in strategy by most firms gives rise to usurpation and sub-optimality, which failed to take the facilities management (FM) profession beyond the reactive maintenance culture of the past century.

This research paper is one of the few strategic models from Malaysia that holistically evaluates performance in outsourcing firms.

The paper provides a model that can integrate and sustain the workplace which is a valuable insight to the FM and research world.

This study introduced a paradigm using influence factors (timeless practice) to ensure excellency in outsourcing services delivery. Today savvy customers are looking for reliability and quality services with cost certainty, which is partly the reason for the expanding interests on outsourcing. The workplaces require strategic reforms to foster better facilities performance and value.