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The purpose of this study is to reveal the different ways in which a group of teachers understand the anger they feel toward the school principals with whom they interact.

The present study was designed and conducted as a phenomenography. In phenomenographic research, the number of different ways in which participants understand a particular phenomenon is revealed. The data from semi-structured interviews with 15 teachers who differed in terms of school level, gender and age were analyzed according to the phenomenographic tradition.

The analysis revealed that although the participants had eight different understandings of the anger in question, all participants had an understanding that was described as “An emotion arising from not being treated with the respect we deserve.”

The source of anger for the participating teachers was the behavior of their principals, which made them feel that they were not considered respectable and valuable. Incorporating this insight into the training of school leaders may lead to useful outcomes in improving the quality of interactions between principals and teachers.

As one of the few examples of phenomenographic research in educational management, the present study contributes to providing a solid foundation for exploring the anger that teachers feel toward their principals by showing how and in what ways participating teachers may understand this feeling.

The purpose of this study was to explore school principals’ job crafting profiles during the prolonged COVID-19 crisis in 2021, and investigate profile differences regarding principals’ own perceived servant leadership, stress and work meaningfulness.

Using latent profile analysis (LPA), two job crafting profiles were identified: (1) active crafters (55%) and (2) average crafters (45%). By auxiliary measurement-error-weighted-method (BCH), we examined whether and how job crafting profiles differed in terms of servant leadership, stress and work meaningfulness.

Active crafters reported higher than the overall mean level of approach-oriented job crafting (increasing job resources and demands), whereas average crafters reported an overall mean level of approach-oriented job crafting. Avoidance-oriented job crafting by decreasing hindering job demands did not differentiate the two profiles. Active crafters reported significantly higher servant leadership behavior, stress and work meaningfulness than average crafters.

Study findings provide new knowledge and reflect the implications that the unprecedented pandemic had for education. This study contributes to the existing literature within the scholarship of job crafting through empirical research during the prolonged COVID-19 pandemic. For practitioners, these study findings reflect contextual constraints, organizational processes and culture, and leadership in workplaces.

This paper aims to investigate the influence of school principals’ effective communication and teachers’ trust in principals on schools’ organisational mindfulness from the perspective of public school teachers in Kuwait.

The study used a cross-sectional research design. A quantitative survey questionnaire was electronically sent to public school teachers in Kuwait. The final sample size consisted of 641 teachers.

The teachers exhibited a moderate level of school principal effective communication and organisational mindfulness, in addition to higher levels of school principal trust. Multiple regression analysis results revealed that schools’ organisational mindfulness was significantly related to the teacher’s trust in school principals’ and their effective communication.

This study used quantitative data from a survey of public school teachers in Kuwait in a given period.

The findings indicate that the school principal’s communication and teachers’ trust in the principal are critical for creating a mindful and high-quality school culture. Thus, policymakers should empower principals to prioritise mindfulness in creating a positive and supportive school environment.

The study contributes to the understanding of the influence of leadership aspects on organisational mindfulness in schools. To the best of the author’s knowledge, this is the first study to investigate the impact of school principals’ practices on the quality of school organisations in Kuwait’s centralised educational system. This will pave the way for further research in the field.

The present study aims to examine the moderation role of school culture attributes (individualism versus collectivism) in the relationship between paternalistic leadership and teacher commitment, mediated by teacher well-being.

The data included 1,152 teachers across 104 schools in Türkiye using a multilevel moderated mediation SEM model to test relevant hypotheses.

The results showed that teacher well-being fully mediates the relationship between perceived paternalistic principal leadership and teacher commitment. Additionally, the collectivist orientation of school culture influences the strength of the association between paternalistic leadership and teacher commitment indirectly through well-being. More precisely, paternalistic leadership has a stronger link to teacher well-being and commitment when teachers identify the culture of their schools as relatively more collectivist.

This study offers empirical evidence of paternalistic school leadership in promoting teacher well-being and commitment depending on the school culture in a non-western country context.

The current study seeks to explore the links between principal self-efficacy, openness to change, well-being, and transformational leadership. Specifically, we tested a mediated-effects model where principal self-efficacy and openness to change were treated as independent variables, well-being as mediator, and transformational leadership as dependent variable.

Survey data were collected from 351 principals employed in Turkish schools and analysed using confirmatory factor analysis and structural equation modelling.

The results suggested the direct empirical relationship of principal self-efficacy and openness to change with transformational leadership, and indirect through professional well-being.

Our study enriched our understanding of school leadership by elucidating the potential mechanisms that underpin the implementation of transformational leadership practices.

This study aims to explore and present discussions regarding the interconnectedness of procurement fraud, supply chain education, professional maturity and ethics, and their relevance to adopting a transcendence concept as well as proposing research directions thereof.

This study adopts a conceptual, intending to synthesize insights and propose a new conceptual framework that incorporates the transcendence framework and the process matrix. This generic framework provides a holistic view of the procurement and supply chain landscape at multiple levels – individual, team, organizational and industry.

This paper delves into the complex landscape of corruption within procurement, involving a diverse array of participants, including procurement professionals. The effectiveness of current corruption theories may be limited in this context. Despite the introduction of ethical training and anti-corruption initiatives, corruption remains widespread. The delivery of content and the design of the curriculum in supply chain education necessitate a reorientation to include not only moral education but also practical or hands-on delivery methods. In Kenya, sectors such as health and education exhibit a lack of recognition and professional maturity. When all the research constructs are examined separately, they do not provide a holistic understanding, thus underscoring the need for a comprehensive approach across the supply chain spectrum. This topic is ripe for further academic investigation with empirical evidence.

This paper provides key insights for researchers and practitioners in the field of procurement and supply chain education, particularly in Kenya. However, it acknowledges the lack of empirical studies and the limitations of current research, including procurement fraud, the context-specific nature of the findings and the dynamic nature of corruption and procurement practices concerning the constructs. This paper calls for further research to address these gaps, validate its propositions and contribute to a more comprehensive understanding of public procurement and corruption in Kenya. It also emphasizes the need for continuous research due to the evolving nature of corruption and procurement practices.

This study has practical relevance for researchers, professionals and the procurement and supply chain ecosystem. It offers insights that can inform future research, professional advocacy and policy development regarding the shape of supply chain academia in Kenya. In addition, it contributes to the advancement of procurement and supply chain professionalism in the country.

This study underscores the necessity for breaking the cycle of procurement fraud, enhancing procurement and supply chain education in Kenya, and fostering active engagement of professional associations in promoting maturity and specialization within the field.

This study holds distinctive value by uncovering previously unexplored dynamics among supply chain constructs within the context of a lower-middle-income economy, i.e. Kenya. Deconstructing and synergizing these concepts calls for a more robust theoretical and empirical comprehension of these constructs within Kenya's unique background.

This paper explores the relationship between transformational principal leadership and individual teacher innovativeness, considering the mediating role of teacher agency (TA) and the moderating role of teacher trust (TT).

We employed structural equation modeling (SEM) using survey data collected from 676 teachers at 25 schools in Turkey.

The results indicated no direct correlation between transformational leadership (TL) and teacher innovativeness but revealed a significant and positive association between TL and teachers' agency, as well as between teachers' agency and innovativeness, suggesting that TA fully mediates the association between TL and teacher innovativeness. Additionally, teachers' trust positively influenced the link between principal leadership and teachers' innovativeness, with the impact of TL on teachers' innovativeness being stronger when trust levels were higher.

This study contributes to the literature, providing an understanding of the mechanisms through which leadership can exert an influence on teacher innovativeness.

This study also suggests that the strength of the influence is likely to vary under different circumstances. Trust among teachers appears to play a key role in the effect of school leadership on teachers, particularly when aiming to support and sustain innovativeness.

Trust-based relationships within a school are essential for school principals to influence innovative practices. We conclude that, in the absence of trust as a key component of school climate, achieving a comprehensive understanding of the role of school leadership in fostering teacher innovativeness seems unattainable.

This paper expands existing knowledge regarding the effect of TL in leading teacher innovativeness by indicating the indispensable role of TA and trust.

The purpose of this work is to study the relationship between the fabric’s mechanical properties such as tear strength (T_S), breaking strength (B_S) and cloth’s dimensional stability (Sh), particularly, after industrial launderings (stone wash, enzyme wash, mixed wash and rinse). Hence, we select the most interrelationships using the principal component analysis (PCA) technique. In this study, the treatments of finishing garments during washing are the important parameters influencing the cloth’s dimensional and the fabric’s mechanical properties. To improve the obtained results, the selected significant inputs are also analyzed within their influence on shrinkage. The polynomial regression model relating the tear strength and the shrinkage of denim fabric proves the effectiveness of the PCA method and the obtained findings.

To investigate the matter, the type of washing, and their contributions to shrinkage, four types of fabrics manufactured into pants were used. These fabrics differ not only by their basis weights (medium and heavy weight fabrics) but, also by their compositions (within and without elastane) and their thread count (warp and weft yarn count, twist and density. To evaluate significant results, a factorial design analysis based on an experimental design was established. The choice of these treatments, as well as their design mode, led us to make a complete factorial experimental design.

According to the results, the prediction of shrinkage behavior as a function of the process washing input parameters seems significant and useful in our experimental design of interest. As a consequence, it was also concluded that after these input parameters, we can find the relationship between the shrinkage (Sh_warp and Sh_weft) and the mechanical properties such as tear strength (T_Swarp and T_Sweft) and breaking strength (B_Swarp and B_Sweft). Thanks to the PCA, it is very easy to reduce the number of the influent output parameters, and knowing these significant parameters, the prediction of mechanical properties knowing the shrinkage of denim garment, during the process of washing seems successful and can undoubtedly help industrial to minimize the poor workmanship of the finishing quality.

This study is very interesting for finishing denim garments. The shrinkage is very important for correcting measures in sewing, considering that a high shrinkage may cause the cancellation of the fit from the client. This type of defect cannot be repaired in the major part of the cases and causes a big loss for the company, moreover the mechanical properties. For this reason, analyzing the value of shrinkage before starting the production cycle is of great importance to apply the right balance to the pattern. The model of predicting the mechanical properties behaviors as a function of the shrinkage denim garment leads manufacturers to eliminate the test of mechanical properties that remain as destructive tests. Moreover, according to the results obtained, it may be concluded that prediction is still accurate through the shrinkage test which is an inevitable test. Even though, these results can bring a huge gain for the garment wash industries.

This work presents the first study predicting a relationship between the mechanical properties and denim garment shrinkage, applying the PCA technique to minimize the all-output parameters that are not significant or correlated with each other. Besides, it deals with the relationship developed between the fabric’s mechanical properties such as tear strength (T_S), breaking strength (B_S) and cloth’s dimensional stability (Sh), particularly, after industrial launderings (stone wash, enzyme wash, mixed wash and rinse). Moreover, it is notable to mention that the originality of this study is to let to the garment wash industries to save in production time of orders and also in quality.

Pedagogical leadership (PL) has been regarded as the best leadership style in the education sector. Thus, the aim of this study was to develop and validate a pedagogical leadership scale (PLS).

Two distinct approaches (inductive and deductive) were utilized. First, a review of the literature was conducted, and then qualitative data were collected through interviews, and their responses were categorized into 40 items. These items were thematized using exploratory factor analysis (EFA) by involving 300 participants. To examine the fitness of the scale, the researchers conducted a confirmatory factor analysis (CFA) with 470 participants.

EFA discovered a total variance of 64.766% for four factors. In CFA, RMSEA, NFI, RFI, NNFI, CFI, GFI and AGFI values were accepted. The highest correlation was found among constructs of PL. Path analysis revealed PL affected social, professional, intellectual and academic capitals. The correlations between the PLS and psychological empowerment demonstrated the theoretically predicted relationships with these variables. Thus, with the initial evidence of a valid and reliable PLS, a pool of 32 items under 4 factors (social, academic, professional and intellectual capital) were developed.

Despite the management of childhood education requiring the practice of PL, it is underexplored in childhood schools, particularly to our knowledge, no studies have been conducted to develop and confirm the PLS in Ethiopia.

This study facilitated restorative coordinators in co-constructing and proposing solutions to common problems in RJ implementation.

This study used grounded theory to examine barriers to equitable restorative justice (RJ) implementation in the US. Drawing on interviews and focus groups with restorative coordinators, we used a combination of inductive and deductive coding consistent with the grounded theory approach.

Coordinators distinguished between RJ as a top-down, isolated “program” versus RJ as a collaborative “practice” among all stakeholders. Only the latter was equitable, in their view, and required a consistent principal commitment to building and maintaining an inclusive school culture. Participants recommended that teacher and principal preparation provide opportunities to cultivate critical consciousness and participate in RJ practices.

Existing research on discipline reform tends to focus on outcomes, such as suspension rates. Instead, participants focused on the reform process, viewing equitable RJ as an ongoing “practice” to improve school culture. Our findings also open new discussions about leadership preparation content and pedagogy: participants called for preparation programs to cultivate critical consciousness and facility with RJ. Lastly, the study’s recruitment and focus group design raise important considerations for future RJ research.