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This study sets out to investigate the elements of the collaborative culture required for the successful implementation and sustainability of programs in schools. It draws on a case study of a student peer-led physical activity (PA) program implemented within the complex and dynamic environment of school communities in New Zealand. The article outlines four key components needed to effectively implement and impact long term sustainability of a program within the school context.

This qualitative case study examines the implementation of a new peer-led PA program introduced across eight New Zealand schools. Data were collected from semi-structured interviews with senior leaders, teachers and parents and analyzed through a complexity theory lens.

Effective and sustainable program implementation requires a strategic, collaborative approach through actively engaging with and resourcing four key interacting components: student choice, voice and agency; collective responsibility; shared understanding of purpose; and curriculum coherence.

This research offers a pragmatic approach to developing collaborative school communities that can effectively implement change by highlighting key areas of focus that policymaker, school leaders and program designers can plan for.

The purpose of this research is to use a collective responsibility theoretical lens to examine the work of three school principals as they focussed on school-wide goal-setting processes to achieve valued student achievement goals. The tensions principals face in creating collective responsibility are examined so that these might be intentionally navigated.

Qualitative case studies of three New Zealand schools include data from interviews with principals, middle leaders and teachers. An inductive and deductive thematic analysis approach was employed.

Principals face four key tensions: (1) whether to promote self or centrally directed and voluntary or mandatory professional learning; (2) how to balance a top-down versus a middle-up process for accountability; (3) ways to integrate both educator and student voice and (4) the complexity of both challenging teachers' beliefs and providing support. These challenges seemed inherent in the work of developing collective responsibility and leaders tended to move along response continuum.

This research highlights the importance of being intentional and transparent with staff members about both the nature of these tensions and their navigation, and opens up further questions in relation to leader, and teacher perceptions of tensions in creating collective responsibility for achieving school-improvement goals.

An understanding of the tensions that need to be navigated can help leaders and other educators to take effective action, scrutinize the reasoning behind decisions, and understand the inherent challenges faced.

Leadership tensions in creating collective responsibility are explored and implications for leadership practice and learning considered.

Draws upon recent legislative changes to Wales to provide new evidence and understanding of the way in which government reforms in the UK have impacted upon the promotion of equality of opportunity at government level. Analyses the problems and challenges that this new legislative duty presents for the elected representatives and bureaucrats as well as the civil groups it was designed to help. Points out a wider significance of these changes and engages the debate about the relationship between government, law and the promotion of equality.

The purpose of this study is to examine when perceived organizational support (POS) may be more likely to play a mediator versus moderator role in stressor and strain relationships by considering POS relative to challenge and hindrance stressors, cognitive/emotional and physical strains.

This cross‐sectional survey research was conducted in two samples (n=720, 829) of employees working for a large retail organization in the USA. Hypotheses were tested using structural equation modeling.

As hypothesized, results indicate POS mediates relationships between hindrance stressors and cognitive/emotional strains, but does not mediate relationships between challenge stressors and physical strains. POS does not moderate any of the relationships examined.

This paper is one of few studies to examine challenge and hindrance stressors and to examine POS relative to physical strains.

Positively engaging parents who have concerns about their children's schooling is a key part of effective educational leadership. The purpose of this paper is to use empirical research on complaint interactions and interpersonal effectiveness to develop and trial an assessment of principals' interpersonal effectiveness in challenging conversations with parents. The paper presents descriptive data about principals' level of skill in one such type of conversation.

A complaint scenario was written and an actor trained to play the role of the parent during a videotaped conversation with each of 30 newly appointed principals. The tapes were transcribed and assessed on six dimensions of interpersonal effectiveness. A code book was written which included definitions of each dimension, a five‐step progression on each dimension, coding rules and examples. The actor also provided ratings of the effectiveness of each principal.

The findings indicated that the principals were, on average, more skilled in advocating their own position than in deeply inquiring into and checking their understanding of the views of the parent. Many had difficulty respectfully challenging the parent's assumptions about the situation and reaching a shared understanding of what to do next.

The paper provides rarely obtained behavioural data about the interpersonal skills of school leaders and provides a strongly grounded theoretical framework for analysing these skills. Detailed suggestions are made about how further research can contribute to both the evaluation and development of the interpersonal skills required to achieve positive outcomes from challenging conversations.

For more than a decade there have been calls to change professional development and teacher education. A central task and challenge for teacher educators is to design learning experiences that offer the greatest potential for improving teacher practice. Recently, videos of classrooms have emerged as tools for teacher learning. This chapter will consider the issues we faced attempting to create a coherent, sequenced professional development curriculum using video to help teachers improve mathematics teaching and learning. We will share some of the principles that guided the work, what we’ve been learning and indicate where we feel more research is needed.

The purpose of this paper is to propose a moderated mediation model wherein abusive supervision predicts subordinate’s stress and turnover intentions through Psychological Capital (PsyCap). Leader–member exchange (LMX) moderates the abusive supervision-outcome relationship through PsyCap.

Two wave data were collected from 1,193 full-time employees across organizations in India.

Results suggest that abusive supervision is significantly related to intention to quit and perceive stress, and this relationship is partially mediated by PsyCap. The findings from the moderated mediation analysis revealed that the mediation of PsyCap was moderated by LMX such that at the higher levels of LMX, the mediation effect of PsyCap on workout comes became stronger.

As the study did not cover all sectors, the results of this study should be interpreted with caution.

Embedded in the conservation of resources theory, this study adds to the knowledge of how abusive supervision and LMX jointly affect PsyCap, turnover intentions and perceived stress. The results of this study indicate that abusive supervision exerts its influence on work-related outcomes and highlights the importance of taking the quality of relationship (LMX) with supervisor and personal resources into consideration when making sense of the influence of abusive supervision with employee outcomes. The study extends the current research stream of abusive supervision research to one of the underrepresented developing Asian countries, India.

Explains that Limitation of Actions is extended where there are latent defects by s.14A of the Limitation Act 1980. Notes that, in relation to negligent surveys, the recent case of Spencer Ward and another v. Humberts gives an interesting example of how the courts construe the meaning of knowledge within the Act which starts the three‐year period running in cases of latent defect. Explores the courts’ interpretation of relevant parts of the Act, and suggests that the courts’ attitude in recent cases may be erring on the side of the professional and draws property managers to the practical implications of this.