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This paper explores the relationship between transformational principal leadership and individual teacher innovativeness, considering the mediating role of teacher agency (TA) and the moderating role of teacher trust (TT).

We employed structural equation modeling (SEM) using survey data collected from 676 teachers at 25 schools in Turkey.

The results indicated no direct correlation between transformational leadership (TL) and teacher innovativeness but revealed a significant and positive association between TL and teachers' agency, as well as between teachers' agency and innovativeness, suggesting that TA fully mediates the association between TL and teacher innovativeness. Additionally, teachers' trust positively influenced the link between principal leadership and teachers' innovativeness, with the impact of TL on teachers' innovativeness being stronger when trust levels were higher.

This study contributes to the literature, providing an understanding of the mechanisms through which leadership can exert an influence on teacher innovativeness.

This study also suggests that the strength of the influence is likely to vary under different circumstances. Trust among teachers appears to play a key role in the effect of school leadership on teachers, particularly when aiming to support and sustain innovativeness.

Trust-based relationships within a school are essential for school principals to influence innovative practices. We conclude that, in the absence of trust as a key component of school climate, achieving a comprehensive understanding of the role of school leadership in fostering teacher innovativeness seems unattainable.

This paper expands existing knowledge regarding the effect of TL in leading teacher innovativeness by indicating the indispensable role of TA and trust.

This paper aims to investigate the influence of school principals’ effective communication and teachers’ trust in principals on schools’ organisational mindfulness from the perspective of public school teachers in Kuwait.

The study used a cross-sectional research design. A quantitative survey questionnaire was electronically sent to public school teachers in Kuwait. The final sample size consisted of 641 teachers.

The teachers exhibited a moderate level of school principal effective communication and organisational mindfulness, in addition to higher levels of school principal trust. Multiple regression analysis results revealed that schools’ organisational mindfulness was significantly related to the teacher’s trust in school principals’ and their effective communication.

This study used quantitative data from a survey of public school teachers in Kuwait in a given period.

The findings indicate that the school principal’s communication and teachers’ trust in the principal are critical for creating a mindful and high-quality school culture. Thus, policymakers should empower principals to prioritise mindfulness in creating a positive and supportive school environment.

The study contributes to the understanding of the influence of leadership aspects on organisational mindfulness in schools. To the best of the author’s knowledge, this is the first study to investigate the impact of school principals’ practices on the quality of school organisations in Kuwait’s centralised educational system. This will pave the way for further research in the field.

Using Hong Kong as the context of study, this paper examines the role of education policy, particularly professional standards for teachers (PST) and principals (PSP), in enabling leadership for action on contemporary challenges and crises such as climate change.

This paper utilises critical policy analysis (CPA) and an associated analytical framework to examine key policy texts that are designed with the intent to frame the professional roles, practice and learning of educators and leaders in Hong Kong. The data analysis process involved rounds of descriptive coding, which was then collated into broader themes for discussion.

Policy texts emphasised the scope for educators to exercise leadership and decision-making that supports innovation, improvement and collaboration in the pursuit of a broad social mission for education, emphasising the skills students do and will need to respond to dynamic contemporary challenges. However, how this relates to broader policy goals, and limited articulation of the means through which this is possible, questions remain about the extent to which teachers and leaders are able to exercise leadership for action on climate change.

This study has important implications for how those in policymaking, research and practice spaces understand the framing of the role of teachers and school leaders in policy and the influence of this on their capacity to lead action on contemporary challenges and crises, such as climate change.

Literature on teacher leadership highlights a significant gap in understanding the role of teacher leaders (TLs) as entrepreneurs. This research aims to bridge this gap by examining the multifaceted entrepreneurial dimension of teacher leadership. It specifically focuses on providing a comprehensive profile of these leaders and assessing their perceived influence on teachers’ outcome, which are important for improving school performance.

A two-step clustering procedure was utilized to discern profiles of teacher leaders’ entrepreneurial behaviours, sampling 586 participants in a teacher leader training program. To assess mean differences in relation to perceived influence on teacher outcomes (i.e. job satisfaction, intrateam trust and innovative teaching practices) among these clusters, two-way contingency table analysis and MANOVA were conducted.

We identified three teacher-leader profiles: congenial facilitators, champion-leaders and executors. Our findings reveal the unique strengths and weaknesses of each profile and their contributions to job satisfaction, intrateam trust and innovative teaching practices.

This study is innovative in its detailed examination of teacher leadership through the lens of Teacher Entrepreneurial Behaviour (TEB), providing new perspectives on the intricate relationships between teacher leaders' TEB and their perceived influences. This deeper insight emphasizes the important role of entrepreneurial behaviours within teacher leadership, suggesting new directions for further research and development in educational leadership practices.

This qualitative study discusses the importance of effective leadership practices in connecting the macro-, meso-, and micro-contexts in which school leaders operate, considering the colonial and apartheid history of South Africa and the current era of neoliberal philosophies by exploring the degree to which school leaders in historically disadvantaged schools in Western Cape Province use an edupreneurial approach to steer their schools in new directions. The school leaders, especially in historically disadvantaged Colored schools, are expected to be more autonomous and accountable for making the school environment conducive to performance standards and improved learning results. The study uses an edupreneurial leadership approach as a theoretical lens to explore entrepreneurial agency, together with the educational leadership approach of school principals as a consequence of neoliberal policies.

This study focuses on secondary schools in historically Colored communities in Western Cape Province through semi-structured interviews with four purposively selected school principals and four teachers from four different schools in the Western Cape Province.

Education and training programs should focus on cultural values and practices to enhance the efficacy of these schools. Furthermore, an entrepreneurial mindset and spirit are aspects that can be encouraged in a culturally sensitive manner. The edupreneurial leadership approach in developing countries has a distinctive nature.

This study contributes to forging an understanding of how neoliberal trends influence school leadership practices in developing countries, especially the leadership work of school principals across public schools in the Western Cape Province in South Africa.

This paper seeks to examine how leaders shape employee creativity by using interpersonal emotion management (IEM) strategies. Drawing on the social information processing (SIP) theory, the authors argue that psychological safety translates leader problem-focused IEM into employee creativity, an impact which is moderated by organizational justice.

Data were collected in two waves from 201 employees and their leaders in China. Regression analysis was used to test the hypotheses.

Leader problem-focused IEM is positively related to employee creativity, and this relationship is mediated by psychological safety. Organizational justice positively moderates the relationship between leader problem-focused IEM and psychological safety as well as the indirect relationship between leader problem-focused IEM and employee creativity via psychological safety.

This paper identifies a novel and useful predictor of employee creativity from the perspective of leader problem-focused IEM and provides practical insights for organizations regarding ways of improving employee creativity.

Pedagogical leadership (PL) has been regarded as the best leadership style in the education sector. Thus, the aim of this study was to develop and validate a pedagogical leadership scale (PLS).

Two distinct approaches (inductive and deductive) were utilized. First, a review of the literature was conducted, and then qualitative data were collected through interviews, and their responses were categorized into 40 items. These items were thematized using exploratory factor analysis (EFA) by involving 300 participants. To examine the fitness of the scale, the researchers conducted a confirmatory factor analysis (CFA) with 470 participants.

EFA discovered a total variance of 64.766% for four factors. In CFA, RMSEA, NFI, RFI, NNFI, CFI, GFI and AGFI values were accepted. The highest correlation was found among constructs of PL. Path analysis revealed PL affected social, professional, intellectual and academic capitals. The correlations between the PLS and psychological empowerment demonstrated the theoretically predicted relationships with these variables. Thus, with the initial evidence of a valid and reliable PLS, a pool of 32 items under 4 factors (social, academic, professional and intellectual capital) were developed.

Despite the management of childhood education requiring the practice of PL, it is underexplored in childhood schools, particularly to our knowledge, no studies have been conducted to develop and confirm the PLS in Ethiopia.

In recent years, climate for innovation has attracted wide attention from industry and academia. It is perceived as a critical component of innovation performance in the built environment sector, especially in architectural design firms (ADFs). This study attempts to assess the degree of climate for innovation in the Vietnamese ADFs under the organizational climate theory.

A list of 13 innovation climate variables was found by reviewing previous studies and discussions with industry practitioners. These variables were then categorized into three principal factors (personal commitment, tolerance of difference, and support for creativity), forming the inputs of the fuzzy synthetic evaluation (FSE) analysis.

The results showed that the overall level of innovation in the climate is moderate, implying that it is still necessary for more improvements to the Vietnamese ADFs. The fuzzy analysis revealed that support for creativity was the most critical factor, followed by tolerance of difference and personal commitment.

The proposed climate for innovation model is practical and reliable for architectural professionals and can be applied to assess other research areas. Few studies have emphasized the innovation climate in the construction sector, so this research may broaden the knowledge and literature on the industry, especially for the ADFs.

The evolution of digital construction within Industrial Revolution 5.0 emphasises the harmonious integration of humans and technology, value-driven technology implementation, adaptive leadership and user-centric design solutions. This shift necessitates architects to enhance their soft skills to navigate the transition effectively. Failure to demonstrate these skills may confine architects to passive roles as technology consumers rather than innovative leaders. While existing research predominantly focuses on the technical aspects of digital construction, this study investigates how architects effectively manifest their soft skills within such dynamic contexts, addressing a critical gap in the current literature.

Employing an interpretive phenomenological approach, the research engaged 14 individual architects practicing in architectural consultancy practices (ACPs) in Malaysia through semi-structured interviews and written exercises to unveil their experiences.

Thematic analysis revealed six primary themes: “analytical and critical thinking,” “digital communication,” “diversity in leadership styles,” “emotional intelligence,” “ethics and professionalism,” and “curiosity and agility.”

Furthermore, the developed thematic map serves as a foundational resource for human resource practices aiming to design upskilling and reskilling programs that focus on nurturing soft skills. Emphasising soft skills, these programs are designed to thrive in the digital construction era and beyond.

These shared experiences significantly contribute to the theoretical understanding of soft skills within the digital construction context, providing novel insights into their practical application when addressing real-world implications.

Since teaching practice is the most important within-school determinant of student learning outcomes, a deepened understanding of how and why school leadership contributes to effective teaching is needed. This article aimed to systematically review the knowledge that has been accumulated about the indirect relations between school leadership and instructional practices.

The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guided the selection of relevant articles from the databases Scopus and Google Scholar. Twenty-six published works met the eligibility criteria and were included in the narrative synthesis and content analysis.

The most frequently measured mediators of the effects of school leadership on teaching practice were teacher collaboration, professional learning and teacher self-efficacy. Most studies simultaneously modeled multiple mediated pathways from school leadership to teaching practice. However, only a few analyzed studies used time lags when examining relationships between constructs.

This is the first study to systematically review knowledge on pathways through which school leadership is related to classroom instruction. Thus, this review provides a comprehensive understanding of processes through which school leadership achieves its effects on instructional practices.