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Research findings claim that indicators, representing high-quality exchanges between leaders and followers, are important predictors of organizational effectiveness. There is scarce evidence related to the role of these indicators in student achievement. The purpose of this paper is to test a hypothesized model including three important high-quality exchange indicators.

Totally, 449 teachers from 166 elementary schools in Tehran provided data on trust in principal and procedural justice and 166 principals provided data on organizational citizenship behavior of teachers. Student achievement was calculated by averaging grade five students’ scores on district examinations in science and math. Data were collected in each school during regularly scheduled meetings and were analyzed using correlation analysis and structural equation modeling.

The hypothesized model has an adequate fit to observed data, supporting the argument that principal-teacher high-quality exchanges provide positive outcomes in the form of student achievement.

Since most studies on high-quality exchange indicators are limited to non-educational settings, this study extends this line of inquiry in public schools. It also contributes to school effectiveness literature by providing empirical evidence concerning the link between trust in principal, procedural justice, organizational citizenship behavior, and student achievement.

The purpose of this paper is to examine the mediating effect of leader-member exchange on school bureaucratic structure and teachers’ proactive behavior.

The study was carried out in elementary schools in Turkey. Classroom teachers proactive behavior was measured using the taking charge scale developed by Morrison and Phelps (1999), school bureaucratic structure was measured using enabling school structure scale developed by Hoy and Sweetland (2000), and LMX quality was measured using the seven-item LMX scale developed by Graen ve Uhl-bien (1995).

It was found that school bureaucratic structure had both directly and indirectly effect on teachers proactive behavior via leader-member exchange.

This study contributes to complete proactive behavior literature by investigating how such behavior is related to the quality of LMX relationships and school bureaucratic structure. The investigation of these relationships is likely to advance understanding of the consequences of teachers’ proactive behavior.

This research combines prior research streams by jointly exploring bureaucratic school structure and the quality of LMX relationships as predictors of teachers’ proactive behaviors.

Leaders have been facing serious challenges in managing organizations during COVID-19, which has brought the need for implementing sudden technological change across the globe. Hence, it was important to identify effective leadership styles to successfully manage the transformational process during the period. Therefore, the current study aims to explore and compare the effectiveness of transformational and ethical leadership (EL) in terms of achieving organizational goals during COVID-19 in public and private sector organizations in Pakistan.

Comparative research was carried out to find out the effectiveness of transformational and EL during and pre-COVID-19 in public and private sector organizations using the lens of social exchange theory. Data was collected from 214 respondents representing 67.6% of public and 32.4% of private sector organizations of Pakistan at two different points in time. Detailed comparative analyses were conducted in AMOS version 24 to assess the effectiveness of leadership styles before and during COVID-19 times.

On the whole, transformational leadership (TL) was found to have a greater impact on organizational effectiveness (OE) in comparison with EL in both pre-and during COVID-19 situations. Moreover, the effectiveness of TL significantly increased and the same decreased for EL during COVID-19. Additional analyses indicated that TL was effective for the private sector and EL for public sector organizations during COVID-19.

The study has not considered the mediating mechanisms of employee motivation, engagement and performance in the relationship between transformational and EL styles and OE, which can be explored in the future.

These results have important implications for private and public sector organizations and suggest that the adoption of a TL style will generate better results in the private sector and an EL style in public sector organizations to achieve OE in uncertain situations such as COVID-19.

The study shows that leadership with more care and concern for humanity tends to perform better in terms of generating results for OE. Therefore, both transformational and EL are based on individualized consideration for employees and are effective during COVID-19 in private and public sector organizations in Pakistan.

The study has carried out the comparative analyses in three different ways, including leadership styles (transformational and ethical), type of organization (private and public) and time frames (pre and during COVID-19), which is a true contribution of the research in the Pakistani context.

The purpose of this paper is to explore the relationships among faculty trust in the principal, principal leadership behaviors, school climate, and student achievement.

Data from 64 elementary, middle, and high schools in two school districts formed the basis of the study (n=3,215 teachers), allowing for correlational and regression analyses of the variables.

The authors found that faculty trust in the principal was related to perceptions of both collegial and instructional leadership, as well as to factors of school climate such as teacher professionalism, academic press, and community engagement. Student achievement was also correlated with trust, principal leadership behaviors, and school climate. The authors found that both of the composite variables, principal behaviors and school climate, made significant independent contributions to explaining variance in student achievement and that together they explained 75 percent of the variance in achievement.

Limitations of the study include the use of a single form to collect participants’ responses that may have elevated the degree of correlations, as well as the exclusion of rural schools from the sample.

The findings of this study suggest that principals must foster and maintain trust in order to lead schools effectively. Importantly, trust has both interpersonal and task-oriented dimensions. Thus, principals must be prepared to engage collegially with teachers in ways that are consistently honest, open, and benevolent, while also dependably demonstrating sound knowledge and competent decision making associated with administering academic programs.

Situated in a conceptual framework of systems theory, this study explored the interplay of faculty trust in the principal, principal behavior, school climate, and student achievement. The findings suggest that it is necessary for principals to evidence both interpersonal and task-oriented behaviors in order to be trusted by teachers. Furthermore, the strength of the relationships suggests that schools will not be successful in fostering student learning without trustworthy school leaders who are skillful in cultivating academic press, teacher professionalism, and community engagement in their schools.

Knowledge-sharing is a valuable learning activity among teachers that leads to individual and collective professional development and contributes to students' learning outcomes and school effectiveness. However, teachers are generally weak at knowledge-sharing and are often professionally isolated from colleagues. Regardless of the general and context-specific reasons for this weakness, researchers believe that principals' knowledge-sharing leadership (KSL) can influence teachers' knowledge-sharing behaviours (KSB). Nevertheless, little is known about how it can exert its impact. In addition, given the precedence of teachers' beliefs and intentions over their behaviours, the mechanism of this impact has not yet been investigated based on this sequence. This study seeks to investigate and compare this impact in the form of two competing models, including the theory of reasoned action and planned behaviour. Both models consider KSB due to teachers' beliefs and intentions.

In total, 445 teachers completed an online form comprising two scales, including KSL and the knowledge-sharing belief-intention-behaviour. Data were analysed using structural equation modelling (SEM).

The model hypothesising the impact of KSL on constructs of the theory of reasoned action had a better fit with the data. The direct and indirect relationships analysis showed that KSL directly affects two fundamental beliefs of teachers, including attitudes toward knowledge-sharing (ATKS) and subjective norms (SN). Also, these beliefs directly affected teachers' intentions and, ultimately, their KSB indirectly.

This study contributes to the school leadership literature. Further, it has supported the theory of reasoned action when the teacher's KSB is targeted. Although researchers previously have adopted this theory, they have focused more on containing constructs while neglecting principal-related external variables. Finally, this study provides insights into principals' training programs. While principals may try to be knowledge-sharing leaders through self-practising competencies, they should be purposefully trained.

As China embarks upon a new era of high-quality development, it is increasingly important and imperative for China’s economic development to live up to its real nature, which is to satisfy people’s growing needs for a better life. The paper aims to discuss this issue.

The paper attempts to discuss the implication of HQD and its related theoretical issues from the basic theory of economics, and literature review. It is necessary to return to Marx’s “dual character of commodity” to check the theoretical foundation of this issue, based on the duality methodology, namely, the duality of the value of use and the value of exchange.

Moving from HSG phase to HQD phase constitutes a major challenge and an arduous task that is extremely difficult both theoretically and practically. A series of new problems crop out as to the theoretical understanding and practical resolution. Fundamentally speaking, this new dynamic mechanism intrinsically requires a perfect integration of the instrumental rationality of market economy and the value-based rationality of economic development.

This new momentum requires a perfect match between the instrumental rationality of market economy and the value-based rationality of economic development.

The purpose of this paper is to investigate the underlying mechanisms through which social media use for vertical and horizontal communication enhance employee performance.

To test the research model, the authors conducted a questionnaire survey in China. The authors used a customer panel database provided by a marketing research firm in China to identify appropriate respondents. Finally, the authors received 243 valid responses.

The authors find that social media use for vertical communication (SMUVC) is positively related to leader-member exchange (LMX) and social media use for horizontal communication (SMUHC) is positively related to team-member exchange (TMX). LMX and TMX are positively related to employee performance. LMX is positively associated with TMX. Besides, task complexity positively moderates the relationship between LMX and employee performance, while it negatively moderates the relationship between TMX and employee performance.

First, it adds to the literature by investigating the underlying mechanisms of how social media use for communication influences job performance. By identifying LMX and TMX as the underlying mechanisms, the authors make comprehensive considerations of how the vertical and horizontal relationships link the effect of social media use for communication on employee performance. Second, despite the growing evidence demonstrates that high-quality LMX and TMX can individually contribute to employee job performance, little research has considered both LMX and TMX relationships simultaneously and their effects on job performance. Finally, by establishing task complexity as a key moderator on the relationships between LMX and TMX and job performance, the study could explain the inconsistent findings in the literature that the effects of LMX and TMX are significant in some studies yet not significant in other studies.

The purpose of this study is to measure the financial reporting quality of 38 main countries (regions) in the world from 2000 to 2014.

This paper uses six accounting and auditing indicators to construct a comprehensive index for the measurement of country-level financial reporting quality. To test the validity of the methodology, the index to test institutional impacts on national financial reporting quality is used.

It was found that the results are consistent with the predictions and previous studies. The evidence suggests that the quality measure in this paper is innovative and appropriate and can provide a useful tool for researchers who are concerned with financial reporting quality at the country level.

The study is the first in the literature to use both accounting and auditing data to construct financial reporting quality indicators. The study should help international investors assess investment risks in foreign financial markets so as to make an informed decision. In addition, the diversity of financial reporting practices documented in the paper should prompt market regulators, accounting standard setters and professional accounting bodies to reinforce the efforts on international convergence of accounting and financial reporting standards and practices.

Emotional intelligence (EI) is deemed important in developing interpersonal relationships. However, in the development of team-member exchange (TMX), the effect of EI on TMX and the team context have been largely ignored. For filling these gaps, this study explores the effect of employee EI on employee TMX and introduces EI-based leader-member exchange (LMX) differentiation as a team context to moderate the EI-TMX relationship.

Data were drawn from 51 teams (consisting of 293 followers and 51 team leaders) selected from 30 companies (across the industries of technology, real estate, commerce and manufacturing).

Results revealed that employee EI was positively related to employee TMX. EI acted as the basis of LMX differentiation (EI was positively related to LMX, EI variety was positively associated with LMX differentiation), and EI-based LMX differentiation acted as a favorable context for high-EI employees to develop high-quality TMX.

This study contributes to the understanding of EI’s significant and complex influence on interpersonal exchange relationships between leaders, followers and coworkers.

Relying on the principles of the social exchange theory, the current study is aimed at investigating the impact of team-member exchange relationships (TMX) among school management team (SMT) members on school outcomes (organizational citizenship behavior [OCB], job satisfaction and innovation) via the mediating role of leader-member exchange (LMX) relationships between principals and SMTs.

Data were collected from multiple sources in 86 elementary and junior high schools to avoid one-source bias: 86 principals, 357 SMT members and 683 schoolteachers who were not members of the management teams.

The results revealed a positive relationship between TMX and teachers' job satisfaction and OCB, but no significant link between TMX and innovation. LMX partially mediated the relationship between TMX and OCB and between TMX and teachers' job satisfaction. Full mediation was found in TMX-innovation relationship.

The findings carry a message for school principals and policymakers regarding the importance of developing and maintaining high-quality horizontal and vertical exchange relationships among the SMT members for their positive influence on school outcomes.

To the best of the authors' knowledge, this is the first study to examine the link between TMX and LMX as a team phenomenon, and specifically in the educational setting. The finding that there is a positive link between the two constructs may imply that SMTs contribute to school success not only directly by exhibiting high-quality TMX but also indirectly through the high-quality LMX.