This study aims to examine the opinions of Religious Culture and Ethics Teachers (RCET) on mobbing in the workplace. The research focuses on RCET’s definition of mobbing, the reasons for mobbing, the results of mobbing, and the suggestions of RCET to prevent mobbing. This study used the phenomenological method, one of the qualitative research methods. The data obtained from the interview forms were analyzed by the content analysis method. The findings were organized and presented under themes and sub-themes. The study group of the research was determined by a systematic sampling technique, one of the probability-based sampling methods. The study group of the research consisted of 35 RCET working in the middle schools of Mersin central districts in the 2023-2024 academic years. Findings revealed that participants defined the concept of mobbing using terms such as pressure, violence, distress, attack, discomfort, implication, and exposure. It was found that participants expressed reasons for mobbing, such as establishing dominance, jealousy, inadequacy, and conflict of interest. It was determined that participants indicated the results of mobbing, such as asynchrony, inefficiency, failure, resignation, reluctance, and fear-anxiety. The participants suggested solutions such as support, awareness activities, relationships and communication, knowledge of legislation and laws, equality, responsibility, trust, problem identification, solution orientation, and providing education.

Research has shown that school leaders’ engagement in teacher induction is vital for establishing supportive school structures and conditions that are conducive to successful socialization and long-term sustenance of newly qualified teachers (NQTs). In Malta, the problem of teacher recruitment and a growing attrition rate is becoming very acute. This article describes findings from an exploratory qualitative study that examined the perceptions of five heads of schools regarding their engagement in the induction and mentoring programs that have been designed to support NQTs in Malta. The findings describe the ways through which the heads of school support NQTs and their advice for new heads of schools working with NQTs. The article offers a discussion of research results in relation to the extant literature and concludes with implications for practice and further research.

This study, designed as a basic qualitative research, aims to evaluate the perspectives of Turkish teachers regarding the nationally implemented large-scale assessments in specific subjects. By employing purposive sampling methods, particularly maximum variation sampling, 14 teachers with different seniorities and branches from various high schools were included in the research. Data were collected using a semi-structured interview form prepared by the researcher. Through the application of descriptive analysis, it was found that teachers viewed these assessments more as a preparation for changes in the higher education transition system and as a tool for achieving standardization across the country rather than as an accountability policy instrument. Despite the low-stakes nature of this assessment, it was observed that teachers exhibited responses like those documented in the literature for high-stakes accountability. Additionally, it was found that teachers prepared students for the exams primarily through practice exercises and experienced anxiety before the exams due to the limitation of their autonomy and the comparison of their students and themselves. Furthermore, most participants believed that the assessment results were not effective in determining students' learning, primarily held the students accountable for the results, and considered such assessments as a source of stress. Based on the findings, recommendations were made for practitioners and researchers.

Knowledge is increasingly a valuable asset that transfers among nations. This trend has led to challenges in producing the best graduates and competition among organizations to retain these talents. These global trends require skilled and highly productive employees. The Malaysian education sector is no exception to these changes, as academic functions are crucial in universities. The success of universities in accomplishing their goals depends on highly motivated and committed academics. Several past studies have identified the significance of quality of work life (QWL) in building a more committed and productive workforce in the education sector. However, studies on QWL and how organizational commitment (OC) reinforces its effect on job performance (JP) among academics in Malaysian research universities (RUs) are limited. Therefore, this inquiry explores the correlation between QWL, OC, and JP. A questionnaire was utilized for data collection from 387 academics, and the data were analyzed using SPSS 21.0. The findings reveal that QWL has a significant influence on OC and JP. Additionally, OC significantly influences JP and partially mediates the relationship between QWL and JP. As a result, improved QWL of the academics is necessary for enhancing their OC and JP.

This study comparatively examines state policies of university autonomy in the Eastern Neighborhood countries of the European Union, with a particular focus on Georgia, Ukraine, and Moldova. Guided by the principles outlined in the 2007 Lisbon Declaration, the research investigates how university autonomy is shaped by state policies in these three countries. The study is grounded in the qualitative research design, drawing on document analysis, semi-structured interviews, and content analysis of legislative frameworks and higher education experts’ perspectives- including those of professors and administrative personnel. Five core features of university autonomy policies were identified: Legislative control over university autonomy, Political appointments to administrative positions, gaps between policymaking and implementation, the impact of funding on financial autonomy, and the existence of formal rather than substantive academic autonomy in relation to quality assurance standards. Two primary explanatory factors emerged: the scarcity of university resources and the persistence of centralized management practices. The study is framed through systems theory, drawing on the work of Alex Clark, Michael Hogg, and Ron Stewart in University Autonomy and Public Policy: A Systems Theory Perspective. From this perspective, universities, government bodies, and policymakers are understood as interdependent components of the broader systemic network, where actions taken by one entity influence the functioning of others. This research contributes to the limited academic literature on university autonomy in the EU’s Eastern Neighborhood by offering a cross-country comparison aligned with European higher education standards.

This study examines the Adversity Quotient (AQ) and resilience of deans in colleges of education in Central Luzon, Philippines, within the context of higher education leadership. Using an explanatory sequential mixed-methods design, the research first employed the Adversity Quotient Profile Questionnaire with 15 purposively selected deans to measure resilience across four dimensions: Control, Origin and Ownership, Reach, and Endurance. Semi-structured interviews were then conducted to provide deeper insights into the quantitative findings. Results revealed a high overall AQ score, with Control and Endurance emerging as the strongest dimensions and Reach identified as an area for growth. Significant relationships were found between AQ and socio-demographic factors, including age, tenure, civil status, and economic status, with effect sizes confirming their practical importance. Thematic analysis of interviews highlighted three resilience strategies: Adaptive Leadership, Support Networks, and Vision-Driven Resilience, illustrating how socio-demographic predictors are reinforced by personal adaptability, relational supports, and mission-driven leadership. The findings demonstrate that resilience in educational leadership is shaped by the interplay of individual, social, and institutional factors. The study contributes to the theoretical discourse on AQ in non-Western academic contexts and offers practical implications for leadership training, mentorship, and policy development in higher education.

This study proposes that special education teachers’ perceptions of psychological empowerment serve as a meaningful indicator of school administrators’ ethical leadership. The Perceptions of Ethical Leadership for Special Education (PELSE) survey instrument was developed to assess this construct, incorporating validated measures of procedural justice and psychological empowerment. Employing a quantitative observational methodology, the study examined responses from 488 special education teachers assigned to online teaching at the onset of the COVID-19 pandemic. Internal consistency reliability for the PELSE was confirmed (α = .76). Findings are interpreted through a retrospective lens, highlighting how ethical leadership was perceived during a period when the U.S. Department of Education reinforced the mandate for continued compliance with the Individuals with Disabilities Education Improvement Act. The study presents the PELSE as a replicable tool with relevance for pre-service leadership preparation, in-service administrator reflection, and future empirical inquiry into ethical leadership within special education contexts.

Teacher collaboration appears essential for creating a dynamic and effective educational environment that supports teachers' professional learning and growth. In various research studies, supportive school leadership has been identified as a key condition for collaborative teacher learning, which enhances teachers’ engagement and professional learning by fostering a climate of trust. Bangladesh is still struggling with the orthodoxy of leadership, which suggests a hierarchical relationship between followers and leaders, posing considerable constraints on teachers' collaboration in the school environment. Applying semi-structured interviews with thematic analysis as a data analysis instrument, this study aimed to explore the existing collaborative practices among secondary school teachers in Bangladesh and the school leaders’ approach to teachers’ collaborative practices through the lens of transformational leadership constructs. The study found a scarcity of teachers' collaborative functions in the school environment and insignificant school leadership support for teachers' collaboration. Teachers encounter considerable constraints, both individually and institutionally, due to excessive workload, inadequate infrastructure, attitudinal issues, and problems with leadership approaches. The study has implications for fostering transformational leadership, as it highlights the constructive impact on teachers' collaboration, given the noticeable absence of transformational leadership practices. Finally, the study provides recommendations for policy-level reform in designing and implementing training and professional development programs for both teachers and school leaders, with a focus on collaborative practices in similar contexts.