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This study aims to formulate a new framework for identifying deception in consumer reviews through the lens of interpersonal deception theory (IDT) and the persuasion knowledge model (PKM). It evaluates variables contributing to consumer intentions to purchase after reading deceptive reviews and proposes deception identification cues to be incorporated into the interpersonal communication theoretical framework.

The first study is qualitative and quantitative, based on sentiment and lexical analysis of 1,000 consumer reviews. The second study uses the US national consumer survey with a partial least squares partial least squares-structural equation modeling and a process-based mediation–moderation analysis.

This study shows deceptive characteristics that cannot be dissimulated by reviewing consumers that represent review legitimacy based on review valence, authenticity, formalism and analytical writing. The results also support the central role of consumer suspicion of an ulterior motive, with a direct and mediation effect regarding consumer emotions and intentions, including brand trust and purchase intentions.

This paper presents a new framework for identifying deception in consumer reviews based on IDT and PKM, adding new theoretical elements that help adapt these theories to written digital communication specificities. This study clarifies the role of suspicion in a deceptive communication context and shows the variables contributing to consumers’ purchase intention after reading deceptive reviews. The results also emphasize the benefits of lexical analysis in identifying deceptive characteristics of reviews.

Companies can consider the vulnerability of certain generations based on lower levels of suspicions and different linguistic cues to detect deception in reviews. Long-term, marketers can also implement deception identification practices as potential new business models and opportunities.

Policymakers and regulators need to consider critical deception cues and the differences in suspicion levels among segments of consumers in the formulation of preventative and deception management measures.

This study contributes to the literature by formulating a new framework for identifying deception in consumer reviews, adapted to the characteristics of written digital communication. This study emphasizes deception cues in electronic word-of-mouth and provides additional opportunities for theorizing deception in electronic communication.

The purpose of this paper is to develop a new construct called reputation orientation, which is defined as a conscious, company-wide, strategic focus on building and maintaining a positive corporate reputation among key stakeholders.

A conceptual framework is developed that links reputation orientation to construed image and business performance. An empirical test of the key stakeholder relationship between sellers and buyers is conducted using an online survey of US-based marketing managers from a variety of for-profit industries.

The research findings demonstrate that reputation orientation is a valid construct and show a positive relationship between reputation orientation and business performance which is partially mediated by construed image.

This research was exploratory in nature, so the data must be interpreted carefully and subject to additional contexts.

Reputation orientation has implications for managers who want to proactively pursue reputational excellence for competitive advantage.

Reputation orientation has implications for stakeholder satisfaction, socially responsible behavior, ethical decision making, and sustainability.

This research empirically tests a model that integrates corporate marketing constructs with marketing managers’ decision-making behaviors and perceptions.

The purpose of this paper is to examine the history of the Conferences on Historical Analysis & Research in Marketing (CHARM) from their inception in 1983 through 2007 focusing on the influence of Stanley C. Hollander, who co‐founded the CHARM conference and whose drive and determination fueled its growth for the first 20 years.

This study uses traditional historical narrative based on personal interviews, archival research, and content analysis of CHARM Proceedings.

The history of CHARM is described and Hollander's role in developing the conference is highlighted.

There is no written history of CHARM. This story is a major part of Hollander's legacy.

Previous studies found that principals must be involved in both instructional leadership and organizational management, yet they did not explain how the former supports the latter. To narrow this gap in the available research-based knowledge, the current study explored the contribution of organizational management to instructional leadership.

This study was qualitative in nature. The study participants were 28 principals of elementary schools in Israel. Data were collected through semi-structured interviews. Data analysis, based on coding, aimed to cluster the eight organizational management functions according to how each function supports instructional leadership.

The present study revealed that the eight functions of organizational management support four main aspects of instructional leadership: (1) Developing a positive learning climate; (2) Improving teaching quality; (3) Realizing the school instructional vision; and (4) Enabling instructional leadership.

The findings of this study reinforce the argument that although instructional leadership is the critical component of effective school leadership, it should be supported by other frameworks.

Instructional leadership is a major part of the responsibility of principals who achieve promising results in school improvement. This paper aims to explore the inhibiting factors for instituting instructional leadership in elementary schools located in rural areas in Israel.

The participants of this qualitative study were a diverse sample of 64 rural school principals. Data were collected through semi-structured interviews. Data analysis proceeded in a three-stage process that involved condensing, coding and categorizing.

This study revealed that rural principals refrain from practicing instructional leadership because of two specific inhibiting factors: relationships within the community, which make it difficult for them to implement a school leadership policy that includes monitoring and control and characteristics of parents, who disagree with the instructional leadership's emphasis on learning and achievement.

The findings of this reinforce argument that propose context as an under-used theoretical lens for understanding differences in principals' practices across different contexts.

The purpose of this paper is to explore how effective school principals use systems thinking, aiming to present the systems school leadership (SSL) approach – an approach where principals lead schools through the systems thinking concept and procedures.

Participants were 28 Israeli school principals, selected as outstanding leaders by recommendations from their superintendents and according to their schools’ achievements. The study employed semi-structured interviews as well as focus groups. Generating themes was an inductive process, grounded in the various perspectives articulated by participants.

Data analysis generated four main characteristics of SSL: leading wholes; adopting a multidimensional view; influencing indirectly; and evaluating significance.

Further research that will explore to what extent and how often principals use systems thinking is required. In addition, replication in various educational contexts is important in order to substantiate the validity of the SSL's characteristics. Beyond principals’ perceptions, more objective measures like direct observations are needed to evaluate actual implementation of SSL in diverse school settings.

Identifying the SSL characteristics facilitates the development of practical processes for nurturing SSL in various stages of school leaders’ educational career.

This paper provides a useful conceptual and empirical framework to evaluate SSL as a managerial approach.

Instructional leadership is an educational leadership approach in which principals are regularly and actively involved in a wide range of activities aimed at improving teaching and learning. The current study sought to answer how the principal's role in promoting parental involvement is part of their instructional leadership responsibility.

Data were collected through semi-structured interviews with 24 Israeli principals. Data analysis was a three-step process: sorting, coding, and categorizing.

This study revealed that principals encouraged two types of parental involvement: academic-oriented, designed to support student learning and achievement, and non-academic-oriented, designed to accomplish other goals. From the instructional leadership perspective, principals should mainly prioritize academic-oriented parental involvement. Implications and further research are discussed.

The question of how the role of principals in encouraging parental involvement can become a part of principals' instructional leadership has not yet been explored. The present study narrows this gap in the existing research literature.

The purpose of this paper is to investigate the relationship between educational leadership and teacher's motivation. The research described here was anchored in the convergence of two fundamental theories of leadership and motivation: the full range model of leadership and self‐determination theory. The central hypotheses were that transformational leadership would predict autonomous motivation among teachers, whereas transactional leadership would predict controlled motivation. The authors further predicted that autonomous motivation would mediate the relations between transformational leadership and teachers' burnout and that controlled motivation would mediate the relations between transactional leadership and burnout.

Questionnaires assessing the variables of interest were completed by 122 Israeli teachers.

Results, based on structure equation modeling, supported the hypotheses, suggesting that leadership styles among school principals play a significant role in teachers' motivation and well‐being.

The school's environment in Western society is characterized by many impositions and pressures that affect teachers' well‐being, as reflected in their quality and intensity of motivation, affect, and burnout. Thus, the present research findings suggest that if the power in educational systems is delegated to school principals, and if the latter are encouraged and trained to be autonomy supportive toward their educational staff, then these steps may potentially facilitate teachers' autonomous motivation, satisfaction, and well‐being.

Few studies have examined the relationship between various styles of leadership and different types of motivation among followers. The present novel study has the potential to fill this gap by empirically studying the relationship between educational leadership and teachers' motivation.