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The authors suggest strategies for addressing and combating these attempts at racelighting.

The authors of this article– five anti-racist educators working in various educational settings in SLC– employ the Critical Race Theory counter-story methodology (Delgado and Stefancic, 1993) to confront resistance to educational equity in Utah. They do so by first providing a historical context of race and education in Utah before presenting four short counterstories addressing the racelighting efforts of students, fellow educators and administrators when confronted with the complexities of racial injustice.

These counterstories are particularly important in light of the recent increase in color-evasive and whitewashed messaging used to attack CRT and to deny the existence of racism in the SLC school system in K-post-secondary education, and in the U.S. as a whole.

These stories are set in a unique environment, yet they hold national relevance. The racial and religious demographics in Utah shed light on the foundational ethos of the country – white, Christian supremacy. They reveal what is at stake in defending it and some of the key mechanisms of that defense.

Guided by Habermas’s three cognitive interests, this paper reviews the studies on school leaders’ emotional labor. It seeks to provide a typology of how researchers inquire about school leaders’ emotional labor by focusing on different understandings, topics and characteristics.

This is a narrative review with 38 studies finally selected for analysis. Guided by Habermas’s three cognitive interests, all the studies were examined carefully and were found to fall into different clusters of understanding of school leaders’ emotional labor.

The review revealed three understandings of school leaders’ emotional labor, namely instrumental understanding, practical understanding and emancipatory understanding. The instrumental understanding treats school leaders’ emotional labor as a tool to effectively control the schools; the practical understanding regards emotional labor as a way to build and maintain relationships and as the process of meaning-making; the emancipatory understanding perceives emotional labor as a site for school leaders’ reflection and action for achieving a more just and self-determined leadership.

This review contributes to the growing literature on school leadership and emotional labor by providing a theory-guided typology and synthesis of the existing understanding of school leaders’ emotional labor, which lays a knowledge base and points out directions for future scholarly inquiries. It also provides practical suggestions for educational policy, school leaders’ practice and leadership training.

The purpose of this study is to propose and explore a conceptualization of decisional capital that is suitable for early career teachers.

This study uses exploratory factor analysis on a sample of early career teachers to examine a literature-derived conceptualization of decisional capital.

The factors that emerged support the literature-derived conceptualization. A subsequent confirmatory factor analysis on a second sample of early career teachers offers additional evidence for the proposed conceptualization. An exploration of the underlying factor structure comparing results across four competing models (i.e. unidimensional, correlated factors, second order, and bifactor) suggests that a second order factor explains the variance across the three proposed factors well. We conclude that this second order factor is decisional capital.

This is the first study that examines the discrete elements of decisional capital. Understanding these discrete elements is an avenue for investigation into the development of decisional capital beyond the acknowledgment that it takes time to develop.

Every business company deals with the dilemma of how much to invest in long-term (LT) versus short-term (ST) problem (LTvST problem). LT operations increase the reputation of the company, and revenue is rewarded in the future. In contrast, ST operations result in immediate rewards. Thus, every organization faces the dilemma of how much to invest in LT versus ST activities. The former deals with the “what” or effectiveness, and the latter deals with the “how” or efficiency. The role of managers is to solve this dilemma; however, they often fail to do so, mainly because of a lack of knowledge. This study aims to propose a dynamic optimal control model that formulates and solves the LTvST problem.

This study proposes a dynamic optimal control model that formulates and solves the dilemma whether to invest in short- or LT operations.

This model is illustrated as an example of an academic institute that wants to maximize its reputation. Investing in effectiveness in the academy translates into investing in research, whereas investing in efficiency translates into investing in teaching. Universities and colleges with a good reputation attract stronger candidates and benefit from higher tuition fees. Steady-state conditions and insightful observations were obtained by studying the optimal solution and performing a sensitivity analysis.

To the best of the authors’ knowledge, this paper is the first one to explore the optimal strategy when trying to maximize the short and LT activities of a company and solve the LTvST problem. Furthermore, it is applied on universities where teaching is the ST activity and research the LT activity. The insights gleaned from the application are relevant to many different fields. The authors believe that the paper makes a significant contribution to academic literature and to business managers.

This review addresses how student organizations are conceptually framed in the scholarly literature—organizations the authors referred to as “ethnicized student organizations” or “ESOs,” which include both Black Indigenous and People of Color (BIPOC) student organizations and ethnically white student organizations such as mainstream fraternities/sororities and clubs that are normalized as not having a racial/ethnic affiliation.

Critical race theory informs the analysis of 175 articles that address ESOs from 2002 to 2016.

Analysis revealed that a majority of scholarship conceptualizes ESOs in ways that can minimize the role of institutional whiteness where they are positioned as either serving or hindering both individual students and institutional goals. Findings also reveal a smaller body of literature that emphasized institutionalized power dynamics and honors the transformative work of BIPOC students through ESOs.

Despite widespread public commitments to diversity among institutions, whiteness remains a core institutional presence. This study illustrates the relationships among student organizations, white supremacy and higher education transformation.

Research has provided powerful evidence that what teachers do in the classroom matters most for the learning of students. Evidence also suggests that school leaders can make a significant difference to student learning via their influence on teachers' attitudes, beliefs and classroom practices. The purpose of this study was to examine if/how principal instructional leadership practices affect differentiated instruction in Omani schools, and understand the role that teacher collaboration and self-efficacy play in this dynamic.

The study used structural equation modeling (SEM) to analyze data collected from a sample of 496 teachers working in public schools in Muscat, Oman.

The findings revealed no direct association between principal instructional leadership and differentiated instruction. Instead, the effects of principal instructional leadership on differentiated instruction were achieved indirectly through the mediation of teacher collaboration and teacher self-efficacy. Collaboration was also found to have a positive influence on the teachers' self-efficacy beliefs.

The significance of this study stems from its relevance to the educational developments unfolding not only in Oman, but in the Gulf region at large. Recent reviews of educational administration and leadership research in the Gulf states indicate the scarcity of empirical research investigating the relationship between principal leadership and teacher practices. This is problematic as it creates a gap in our knowledge of the factors that can support ongoing school improvement initiatives in the region. More specifically, we expect our findings to guide current educational reforms aimed at raising education quality via promoting effective teaching and learning in Omani schools.

Purpose: The COVID-19 pandemic has been a good example of a Volatility, Uncertainty, Complexity, and Ambiguity (VUCA) world. Higher educational institutions (HEIs) have faced a massive hit because the jobs in this industry have become unexpected. Considering the most valuable assets ‘Teachers’ crunched in the VUCA crisis, the study intends to determine if personal harmony (PH) and organisational citizenship behaviour (OCB) would enhance teachers’ job satisfaction (JS).

Design/methodology/approach: Data are collected from the teachers of Indian HEIs and teachers who have experienced the impact of the COVID-19 catastrophe (VUCA). Considering the pandemic restrictions, data have been collected through an online survey (N = 364).

Practical Implications: PH is an individual’s internal quality and attribute that cannot be developed on force or situational need. Even in an uncertain situation, teachers have tried their best to contribute through professional service. Hence, people who possess PH contribute their best even though unsatisfied with their jobs.

Originality/value: This study has focused on finding the relationship between two different variables, PH and OCB (which has not been explored in Asian countries, majorly in India, where it has a vast cultural diversity and structure influencing the educational policies) that hinders the factors influencing JS, where these two variables are highly influenced by hygiene factors such as values, culture, ethical standards, personal belief, leadership styles, and fair treatment showcased by the organisations/institutions.

Improving the quality of madrasah in the digital era is a must. This can be committed by strengthening aspects of madrasah governance through implementing management strategies that refer more to the integration of technology and Islamic education. This research focuses on madrasah management strategies through the Madrasah Reform program.

This research uses a case study research design that focuses attention on strategic aspects of developing madrasah through the Madrasah Reform program. The informants in this study were 18 people consisting of three madrasah heads from Madrasah Ibtidaiyah (MI), Madrasah Tsanawiyah (MTs) and Madrasah Aliyah (MA), five teachers and 10 students. Data collection in this study used in-depth and semi-structured interviews with madrasah heads and teachers regarding the implementation of the Madrasah Reform program and also regarding madrasah management strategies at three levels of education.

This study shows that the strategy of managing madrasahs through the Madrasah Reform program in three madrasahs in Indonesia has had a positive impact on improving the quality of madrasahs, although there are still aspects that require development.

This research implies that the quality of madrasah in the digital era is determined by management strategies based on the use of educational technology.

This program has implications for the development of the quality of human resources in educational institutions, especially in relation to digital literacy among students and teaching staff. The use of digital technology, which is one of the main projections of the Madrasah Reform program, is continuously able to change the face of education in a more modern direction, both in terms of governance and the learning process, so that the output of this program, especially what occurs at Madrasah Madani, is significant development in the aspects of digital literacy and technology. Which is the main criterion in facing a digital-based educational context.

For a policy aspect, the success of the Madrasah Reform program at Madrasah Madani can be used as a blueprint or model for implementing this program in Islamic educational institutions, specifically Madrasas in South Sulawesi and in general at Madrasas throughout Indonesia.

This proves that Madrasah Reform program is a program that can be implemented in madrasahs to improve the quality of madrasah management in the digital era while continuing to carry out simultaneous improvements and evaluations of the program.

The evolution and trends of special education and educational leadership are evident, especially in recent years. The former has strived to provide equitable educational opportunities to students with disabilities. The latter has dealt with how people in positions of authority in K-12 schools create policy, use resources, and influence other people to achieve educational goals. Together, these notions constitute an idea that school leaders and administrators can provide insight, oversight, assistance, and guidance toward creating educational environments for students with and without disabilities. This chapter examines the current state of special education and educational leadership by exploring the evolution of special education, relevant legal cases, and the enactment of inclusive education. Furthermore, this chapter addresses contemporary issues for leaders, such as the influence of the COVID-19 pandemic, while dealing with special education and the increasing pressure from families for equity for students with disabilities.