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This study aims to examine the role of teachers’ emotional intelligence (EI) and emotional labour (EL) strategies in their affective and physical well-being.

The quantitative data were collected from 436 primary school teachers. Likert-type scales were used to measure the variables. Confirmatory factor analyses were performed for the construct validity of the scales, and path analysis was used to test the hypothesised model.

The final structural equation model suggests that teachers' EI levels and display of appropriate EL strategies significantly reduce their stress, anxiety, burnout and psychosomatic complaints (PSCs). The final model shows that the deep acting strategy, which includes more adaptive emotion regulation strategies, improves teachers’ affective and physical well-being, while the surface acting strategy has a detrimental effect on their well-being.

To the best of the authors’ knowledge, this study is the first in the literature to highlight the importance of school teachers’ EI and EL strategies in managing stress, anxiety, burnout (affective well-being),and alleviating PSCs (physical well-being) within a single structural equation model. The findings have implications for educational leaders in fostering teachers’ emotional competencies and resources.

This study intends to systematically review empirical evidence on transformational school leadership (TSL) in a centralized educational context.

The study includes a topographical mapping and a narrative review of thirty-seven research articles published in Turkey between 2000 and 2021. The review strategy included systematically searching the Turkish Academic Network and Information Center (ULAKBIM) and Scopus. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) flow diagram guided the review and reporting process.

Three key themes emerged: (1) perceptions, attitudes and behaviors; (2) psychological resources, learning and innovation and (3) school climate and culture. The results indicated that the research evidence on TSL in the review did not correspond well with the evidence on TSL in non-Western contexts. The authors also discussed the state of research narratively to provide an overview of the topical foci and methodological and conceptual trends.

First, although the databases of the study are claimed to be regularly updated locally, these two search databases may inevitably have missed some journal articles relevant to the inclusion criteria. A possible solution is to include more databases like ERIC, PsycArticles, SAGE, ScienceDirect, PsycINFO, Web of Science and ProQuest. Second, the authors decided to limit the exploration of journal articles on transformative leadership to peer-reviewed journal articles. The authors might have missed a wider range of insights available in book chapters, books, research papers, dissertations and gray literature. Third, as there were many levels of research foci, the authors did the coding on research foci and methods. However, the approach may not allow authors to explore the relationships between research foci and method design. One possible solution is to do all coding in one file so that more complex analysis can follow. Finally, the authors agree that TSL is only one leadership style that is related to leadership effectiveness and that effective leadership is multi-faceted and requires a combination of leadership styles. Accordingly, the evidence in the study sheds light on only one dimension of leadership effectiveness.

Our review is part of an effort to demonstrate the importance of a culturally-situated understanding of TSL and to develop a globally validated knowledge base. It identifies and summarizes research in a non-Western school context defined by centrality, lack of autonomy and accountability.

This study systematically maps the research trends in the domain of “shadow education” over the last 40 years using metadata extracted from the SCOPUS database. The results reveal that the outputs of shadow education research have grown exponentially within the last decade. Bray and his colleagues from the University of Hong Kong, East China Normal University, and the Education University of Hong Kong have been the most prolific and influential research team. They are followed by Park and Byun from the USA, who have mostly worked on East Asian contexts. The USA, Hong Kong, South Korea, and the People’s Republic of China, have been the main sources of contributions and the University of Hong Kong has been the leading university in this field. Educational studies, economics, psychology, linguistics, and sociology have been the main disciplines researched within shadow education. Shadow education studies have revealed how shadow education can be a major instrument for maintaining and exacerbating social inequalities. They have also largely focused on the tangible (quantifiable) benefits related to improving students’ examination results. This study’s results stress the importance of regulating the private tutoring market, suggesting areas for ongoing research.

The main purpose of this study is to find out the importance levels of obstacles to teamwork in the view of teachers and thus inspire school leaders to remove these obstacles and to make teamwork more effective.

A survey‐based descriptive scanning model was used. This study was performed in Elazig city centre during the 2006‐2007 academic year. A four‐dimensional and 32‐itemed “ordering questionnaire” was administered to 424 teachers working at primary schools.

In the light of related literature, the most significant factors for the effectiveness of teamwork have been classified in four dimensions. These are leadership actions, structural characteristics of work group, individual characteristics of members, and interrelationships among members. Administrators' inequitable applications, lack of a group climate in which each teacher is appreciated and valued, teachers' lack of motivation, competitive and not cooperative relationships were sorted by teachers as being the most important obstacles to teamwork. There were meaningful differences among teachers' views according to the gender and tenure variables.

Since teamwork is a necessity for school effectiveness, it is very important to determine and to remove the obstacles on the way to effective teamwork.

The study gives cues for school leaders on how teachers should be treated in general and in the aspects of their personal characteristics to attain effective teamwork in schools.

With an original classification of the components of effective teamwork, the study seeks to determine teachers' perceptions about the importance level of obstacles of effective teamwork through an ordering questionnaire in a different perspective.

The purpose of this research is to determine high school teachers' organizational commitment levels, their commitment focuses and variables to which their commitments are related.

A survey‐based descriptive scanning model was used. The study was carried out in Elazig city on teachers working in public and private high schools. Taking in the whole population, the questionnaire was administered to 1,017 teachers.

The results show that teachers' commitment focuses, their types and levels of commitment to these focuses vary according to their personal characteristics such as gender, marital status and tenure. Although female teachers are more affectively and normatively committed to the teaching profession than their male counterparts, they have low levels of normative commitment to the work group and low levels of continuance commitment (based on lack of investments) to the school in which they work. Married teachers are less affectively and normatively committed to the teaching profession than unmarried ones. However, married teachers' continuance commitment levels to the teaching profession and to the school in which they work are higher. As tenure increases, perceptions of investments having been made in schools increase and therefore teachers' continuance commitment levels to the focus of the school in which they work increase. Although one‐to‐five year tenured teachers have the highest levels of normative commitment to the teaching profession, they are the least affectively and normatively committed to the focus of work group.

The focus of the study is teachers working at high schools. Teachers working at various school levels may be committed to different focuses or to the same focus at different levels. It may be that a larger study across school levels would have revealed differences across them. Also, the underlying reasons why some teachers are committed to some focuses may be probed more profoundly.

Keeping in mind the importance of teachers' commitment to various focuses and its effects on school effectiveness, educational leaders should take necessary measures to remedy the troubles which cause teachers' lack of commitment. In this context, school leaders may attempt to strengthen: female teachers' weak normative bonds to the work group, married teachers' weak affective and normative bonds to the teaching profession, and new teachers' weak affective and normative bonds to the work group. The findings reveal the need for more supportive and integrative managerial actions to raise teachers' levels of commitment. School leaders may be more concerning and develop special strategies contingent on their employees' personal characteristics to create high commitment workplaces.

The relevant literature shows that the types and levels of teachers' commitment focuses are quite an under‐researched area and the study has contributed to one's understanding of these issues.

The purpose of this paper is to determine the extent of total quality management (TQM) practices in primary schools based on teachers' perceptions, and how their perceptions are related to different variables.

In this study, a survey based descriptive scanning model was used. This study was carried out in Malatya city centre on teachers working at primary schools. Using stratified sampling method, 21 schools and 420 teachers working in these schools were selected randomly. A total of 396 of the questionnaires were validated and evaluated. A total of six‐dimensioned and a 60‐itemed questionnaire was administered to these teachers. Data were analysed by SPSS program.

In the perceptions of teachers, there were some problems with the indicators of TQM practices, especially on the dimension of change management. There were significant differences among teachers' perceptions on TQM practices depending upon the variables of branch, level of education and tenure, while there were no meaningful differences according to the gender variable.

The findings reveal the need for an effective change management, educating staff and utilizing human resources to attain a system‐wide quality improvement, to implement the principles of TQM.

Quality improvement is a continual process that should be taken up from the operational level to senior management. Primary schools, as the basic subsystem of educational super‐system, affect upper level schools with their outcomes. So TQM efforts at primary schools are fundamentally important to achieve a high quality education system. This paper sheds light on how to improve quality at this basic level.

The main purpose of this investigation is to find out the influence of empathic skills of managers on the success of schools.

In this study, survey based descriptive scanning model was used. This study was fulfilled in Batman city on teachers working at public and private primary schools in 2003‐2004 education year. According to the results of the central evaluation examination, schools were divided into three success groups (each group having seven schools). About 10 teachers were randomly selected from each of these schools, and then the 23 itemed questionnaire was administered.

As a result of the research it was seen that empathic skills of managers and school success had a very close relationship. There were meaningful differences between the first group and the other two groups. Successful schools' managers clearly had better empathic skills and unsuccessful schools' managers had little empathic skills. The same situation was seen between the second group and the third group as well.

The results of this research may be affected by local conditions in which it was conducted.

The empathic skills which are revealed as important indicators of success should be taken into consideration during the selection and training of managers.

This paper discusses the empathic aspect of school management which has been rarely taken up and displays the importance of empathic skills on school success.

This study aims to focus on the development of a high-order discontinuous Galerkin method for the solution of unsteady, incompressible, multiphase flows with level set interface formulation.

Nodal discontinuous Galerkin discretization is used for incompressible Navier–Stokes, level set advection and reinitialization equations on adaptive unstructured elements. Implicit systems arising from the semi-explicit time discretization of the flow equations are solved with a p-multigrid preconditioned conjugate gradient method, which minimizes the memory requirements and increases overall run-time performance. Computations are localized mostly near the interface location to reduce computational cost without sacrificing the accuracy.

The proposed method allows to capture interface topology accurately in simulating wide range of flow regimes with high density/viscosity ratios and offers good mass conservation even in relatively coarse grids, while keeping the simplicity of the level set interface modeling. Efficiency, local high-order accuracy and mass conservation of the method are confirmed through distinct numerical test cases of sloshing, dam break and Rayleigh–Taylor instability.

A fully discontinuous Galerkin, high-order, adaptive method on unstructured grids is introduced where flow and interface equations are solved in discontinuous space.

In recent years, preparations for the transition from the Post-industrial society to Community 5.0 have been continuing at full speed. The change in this process necessitates changes in the roles and structure of the labour force in societies. While work and family living spaces of the individual change the dimensions of his/her interaction, they increase the importance of work–family life balance gradually. The basis of conflicts (imbalances) in roles in work and family life is based on three pillars: time, tension and behaviour. The conflicts in the work and family life spaces take place in two sub-dimensions, namely ‘work-family conflict’ which is directed from work to family and ‘family-work conflict’ which is directed from family to work. The conflict between work and family life leads to individual, organisational and familial consequences. Effective communication with the social support of the organisation and the members of family is of great importance for individuals not to experience a work–family conflict.