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.

Due to the fact that it is vitally important for the people of Latvia to preserve and develop their national identity in today’s globalized world, it is especially important to maintain a high level of art education quality and promote the well-being of art teachers more holistically. In the era of growing globalization and multiculturalism, supporting Latvia’s unique cultural values is vital. The aim of the study was to explore the well-being of music, ballet, dance, and visual art teachers in the context of the sustainable development of art education in Latvia. In the interdisciplinary study, 72 music, ballet, dance, and visual art teachers were involved. According to the well-being criteria (positive relationships with others, self-acceptance, autonomy, the meaning of life, skills to fulfill life’s needs, and life goals), the research results were differentiated by demographic indicators. Considering the influence of school principals on the well-being of art teachers, the study identifies school management activities that can contribute to well-being in the workplace.

School leadership in Nepal is shaped by sociocultural, institutional, and resource-related challenges. This study fills a gap in the literature by examining leadership dynamics within this unique and diverse educational context. Guided by resilient leadership theory as a referent, this qualitative case study, grounded in a constructivist paradigm, involved semi-structured interviews with public high school principals to investigate their workplace challenges and coping strategies. The findings reveal challenges including sociocultural and gender biases, teachers’ resistance to modern pedagogical practices, and resource limitations. They navigate these challenges through strategies of humility, intrinsic motivation, and collaborative partnerships. The findings highlight the need for systemic reforms to promote gender equity, enhance professional development, and increase resource allocation. This study presents a resilient and adaptive leadership framework for policymakers, emphasising the need to implement gender-inclusive policies and leadership training programs to address the challenges faced by principals in their diverse educational contexts.