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Instructional leadership is a school leadership approach that places great emphasis on enhancing the quality of teaching and learning. This study explored the enabling factors of instructional leadership in subject coordinators.

The participants in this qualitative study were 24 subject coordinators in elementary schools in Israel. Data collection was based on semi-structured interviews, and data analysis included three stages: sorting, coding and categorizing.

The findings identified three significant enabling factors of instructional leadership in subject coordinators: pedagogical knowledge, relationship capability and support from the principal.

This study suggests that the enabling factors of instructional leadership in subject coordinators differ from those of instructional leadership in principals because of their different places in the school structure and explains the enablers of instructional leadership in subject coordinators as middle leaders.

In recent decades, researchers have increasingly begun to study the effects of transformational leadership on various teachers’ attitudes in K-12 settings. However, studies on the effect of transformational leadership on the job satisfaction of vocational high school teachers are not sufficient. Therefore, in this study, the nature of the relationship between transformational leadership and job satisfaction in Turkish vocational high schools was examined.

The study data came from 847 teachers working at 82 state vocational high schools located in 12 regions in Türkiye. To test the research model, we conducted multilevel structural equation modeling to explore the structural relationships between transformational leadership, teacher professional learning, teacher’ self-efficacy and job satisfaction.

The analysis confirms that teacher professional learning and self-efficacy are prominent mediators in the relationship between transformational leadership and job satisfaction in Turkish vocational high schools.

The present study is expected to contribute to the body of research focusing on the effects of transformational leadership on job satisfaction in vocational high schools. Implications for theory, practice and policy are discussed.

This study delves into the complex realm of consumer behavior by exploring the impact of distinct shopping motives, encompassing status, value and gratification, on store satisfaction within the domain of organic food retail. Moreover, it seeks to decipher the influence of perceptual disparities between male and female patrons on the intricate nexus between shopping experience and consumer loyalty within organic food stores.

A comprehensive dataset comprising responses from 400 participants was gathered and subjected to confirmatory analysis and structural equation modeling. These analytical tools were employed to dissect the data, validate the underlying research framework and unveil critical insights.

The empirical analysis, facilitated by structural equation modeling, substantiates that organic food stores prioritize the organic attribute, primarily centered on healthiness, often to the detriment of broader conceptual and social aspects. This validates the interplay between shopping experience dimensions, customer contentment, loyalty and the intent to revisit. Gender, as a moderator, exerts a discernible influence on these relationships, highlighting distinct shopping behaviors among male and female consumers when gauging the influence of shopping experience dimensions within organic food retail establishments.

The implications of this research resonate deeply within the organic food retail landscape. The insights garnered provide valuable guidance to organic food retailers aiming to enhance their store ambiance and allure, thereby fostering sustained customer satisfaction. This, in turn, augments the propensity for customer loyalty and repeat patronage, a particularly pressing concern in today's fiercely competitive retail milieu. Furthermore, the study carries significant ramifications for organic food producers and governmental entities, outlining a framework for augmenting the value proposition of organic foods in alignment with customer experiential paradigms.

In a milieu characterized by the emergence of novel product categories and industry entrants, the study fills a critical void by investigating customer satisfaction within the broader retail food sector, with specific focus on organic food stores. Moreover, the research embarks on a pioneering exploration of the prospective trajectory of organic food stores in the Indian context, employing a marketing lens and grounded in the theory of needs satisfaction.

Instructional leadership is a school leadership approach that emphasizes improving teaching and learning. This study explores how school middle leaders – teachers holding leadership positions in schools, who are responsible for a particular area or discipline of the school's curriculum – fulfill their instructional leadership role.

The participants in this qualitative study were 24 middle leaders (subject coordinators) in elementary schools in Israel. Data collection was based on semi-structured interviews, and data analysis included three stages: sorting, coding and categorizing.

The current study points to three main characteristics of instructional leadership in school middle leaders: leading by expertise; leading by collaboration; and leading by example.

At present, there is only scant literature on instructional leadership in school middle leaders. This study suggests that principals and middle leaders, who work closely with each other to provide instructional leadership in their schools, do so in different ways.