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This study centers the reflections of principals across the USA as they navigated the overwhelming stress of closing and reopening schools during a global pandemic. Specifically, the authors explored how school principals addressed self-care and their own well-being during the pandemic.

This research study is part of a broader qualitative study conducted by 20 scholars from across the USA in Spring 2020 and organized by the Consortium for Policy Research in Education (CPRE). This national research team conducted 120 qualitative interviews with public school principals in 19 different states and 100 districts. As part of this team, the authors coded and analyzed all 120 transcripts in NVivo using a self-care framework.

The responses from the participants capture some of the complexity of self-care during the COVID-19 pandemic. The authors found evidence of both negative and positive sentiments towards self-care that will be described in five major themes. For the tensions with self-care, the authors developed two primary themes: leaders eat last and keep from falling off the cliff. For the demonstrations of self-care, the authors also developed three primary themes: release the endorphins, people need people and unplug from work.

Although researchers have identified the stressors and reactions of principals during the early months of the COVID-19 pandemic, little is known on how principals engaged in self-care practices. This study aims to identify these self-care practices and offer recommendations for principals.

The authors demonstrate the usage of data visualization for conveying educational administration research, with a specific focus on differential principal turnover. They model when and how principals move, over time, between six categories of turnover.

The authors construct several easy-to-interpret alluvial diagrams that reveal the patterns of differential turnover among 1,113 first-time Texas principals. Furthermore, the authors investigate how these patterns differ across educator characteristics (i.e. race and sex) and school contexts (i.e. school level and campus urbanicity).

Half of all first-time principals turn over within two years. Most principals who stay in leadership roles leave the district where they were first entered the principalship. Men are promoted more and women turn over less. In a connected finding, the authors conclude that elementary principals turn over less, and middle and high school principals are promoted more often. Principals of color are demoted more often than White principals. Urban school principals exit the system at a greater rate than rural principals.

The significance of this study lies in its direct response to two problems facing the administrator turnover knowledge base – a lack of methodological accessibility and the underutilization of data visualization. The authors’ is the first study to contain visualization of differential turnover outcomes over time. Second, the authors’ study provides a blueprint for data visualization that not only creates new knowledge but also speaks to a wider variety of education stakeholders by presenting complex data in a visual format.

Principal preparation program pedagogy and course delivery are critical to principal candidates' preparedness to lead. Research around online program delivery, however, is relatively sparse. This study examined the extent to which university-based educational leadership programs offered fully online (FOL) pathways to the principalship, as well as program geographic locations and institutional characteristics most associated with FOL offerings.

Data were collected through website reviews and coding checks, and then merged with national postsecondary data. Data were analyzed using descriptive statistics, classification tree analysis, and geographic information system (GIS) mapping.

Roughly 43 percent of all reviewed programs offered an FOL pathway to licensure, which suggests substantial growth in FOL offerings over the last 10 years. While a number of factors were deemed important, geographic characteristics were most associated with FOL status. GIS mapping further illustrated findings with a visual landscape of program FOL offerings.

This study considered only programs for which degrees or certificates could be earned without ever visiting campus in-person for classes. Hybrid programs were excluded from the analysis.

Findings make a clear call for more research into online principal preparation program design and course delivery.

This study provides the first overview of fully online university-based principal preparation programs in the United States while also offering a previously unavailable landscape of all programs specifically leading to licensure. It is also the only higher education study to map or investigate factors associated with FOL offerings and raises questions about prior FOL higher education research.

This paper explores the major factors influencing multinational companies’ (MNCs) propensity to change the level of resource commitments during financial crises in emerging markets. Favorable changes in the host government policies, market demand, firm strategy, and infrastructural conditions are hypothesized to influence the MNCs’ decision to increase resource commitments during a crisis. The hypotheses are tested with data collected in a survey of 82 MNCs during the recent Argentine financial crisis (late 2002). While all the above variables are considered by the respondents as generally important reasons for increasing resource commitments during a crisis, only favorable changes in government policies significantly influence MNCs’ decisions to change the level of resource commitments during the Argentine financial crisis. The research, managerial implications, and policy‐making implications are discussed.

The significance of the search for sales organization effectiveness is underlined by the major costs represented by the field salesforce for many organizations, and it is heightened by the pressures of global competition and new challenges to develop long‐term customer relationships as the foundation for competitive and sustainable marketing strategies. A study of sales management in British companies adds to an emerging research stream by identifying certain characteristics of superior performance and effectiveness in the business‐to‐business sales organization. We find that conventional measures of salesforce size, call‐rates, costs and productivity reveal relatively little about the differences between more effective and less effective sales organizations and may be dangerously misleading. The hallmarks of effective sales organizations we found to be: balanced compensation strategy; successful salesperson characteristics, in terms of motivation, customer orientation, team orientation, and sales support orientation; high performance in the drivers of sales effectiveness, i.e. sales presentation, technical knowledge, but most particularly adaptiveness, teamwork, sales planning, and sales support; the use of behaviour‐based control approaches involving effective monitoring, directing, evaluating and rewarding activities by sales managers; and, sound organizational structures. The research findings contribute benchmarks to a powerful management agenda to be addressed by executives in pursuing sales organization effectiveness.

This chapter analyzes data from a five-year case study of a secondary school undergoing turnaround, supported by a federal School Improvement Grant. The findings explore how neoliberal policies perpetuate structural inequities in the day-to-day activities of schools by describing how district choice and accountability policies marginalize students of color in low socioeconomic positions. Findings explore the challenges faced by school leaders in a neoliberal policy context and highlight the importance of policy context in a successful improvement effort. The complex web of neoliberal polices of choice and accountability led to lower enrollment, which decreased the school's base funding and led to a greater proportion of students with skill gaps, significant socioemotional needs and students in need of special education services. For school improvement to be successful and to close the opportunity gap, leaders must dismantle and disrupt racist systems and structures bolstered by neoliberal policies.

Previous research in the area of distributor performance proposed different scales, mostly in western, developed country context. These studies also lacked the consideration of dynamic interaction between variables, which determine the distributor’s performance. This paper proposes a composite Distributor Performance Index (DPI) to evaluate distributors’ performance based on at the “Enables” and “Results”, taking a system dynamics approach. The model results have been discussed and validated, in business marketing channel. The context of this study is India, an emerging market.

We examine the citations from four international business (IB) journals over 2000‐2004 to show the areas, the journals, and the institutions that impact IB research. The leading works that influence IB research are primarily management journals, scholarly books, and IB journals. IB research is published in non‐IB journals, as well and this has influenced the recent research in IB journals. U.S. and non‐U.S. academic institutions and non‐academic organizations are among the top 100 institutions that impact IB research, indicating that this research is a truly global endeavor. Finally, recent IB research is influenced more by recent published research than by past research. Scholarly books have become less influential, while the economics, finance, and marketing journals show no change in the influence on IB research over time.