According to many studies teachers’ reception has been associated with the smooth operation of the school, the professional development of the teaching staff and the provision of optimal teaching work. Despite its significance and its attention from scholars, though, its implementation at schools has been facing challenges and hardships. The present study focuses on the role played by principals and teachers’ associations upon the reception and acclimatization of all newly appointed teachers in their schools. The findings indicate that the favorable disposition and actions of both principals and the teachers’ association in terms of receiving/acclimatizing any newly appointed teachers should be further enhanced.

Over the last two decades, research has reached the conclusion that educator teamwork is necessary to ensure the achievement of school goals. No attempts, however, have been made to provide integrative evidence regarding its contribution to school effectiveness. To fill this void, the authors review two decades of professional team research in the context of schools. Specifically, the article has two objectives: (1) To review the existing conceptualizations of the terms 'team' and 'teamwork' in the school context; (2) To provide a systematic review of the impact of teamwork on school effectiveness. The systematic search resulted in 23 papers reporting three non-empirical and 20 empirical studies. The results of the review revealed a lack of agreement concerning the conceptualization of the terms 'team' and 'teamwork', which may affect comparability among studies. Furthermore, no comprehensive picture emerges regarding the consequences of teamwork for the individual teacher, the team, or the school as a whole. Indeed, studies refer to a wide range of variables within different contexts and configurations. This review contributes several important insights that may set the agenda for the next wave of research on teamwork in schools.

A National Science Foundation-funded Mathematics and Science Partnership program, Leadership for Educators: Academy for Driving Economic Revitalization in Science (LEADERS), aimed to develop science teacher leaders who would influence the quality of science teaching in their respective schools. To fulfill a need to evaluate leadership abilities of teachers within LEADERS, a Teacher Leadership Instrument was developed based on our previous work. This paper examines the performance of teachers as outlined in the Teacher Leader Model (TLM) Standards following their enrollment in three teacher leadership courses aligned with these Standards. The study employed a qualitative approach to analyze peer professional development sessions provided by teacher leaders, and to rate leadership behaviours and practices. Results indicate that 31 of the 37 functions were exhibited by the teacher leaders, with most observations occurring at a developing level. Behaviours related to effective presentation and facilitation were observed most frequently, but the teacher leaders also incorporated research-based practices, information about assessments, and links to the community in their sessions. Further, these behaviours linked back to the intended outcomes of the three leadership courses. The results demonstrate one manner in which teacher leaders perform the functions of the TLM Standards in the context of professional development sessions.

Teacher Leadership Teams (TLTs) are cross-functional teams, and thus knowledge integration is central to their teaming. Importantly, the existing literature maintains that cross-functional teams apply the traverse or transcend approach differently to integrate divergent knowledge, but few studies have directly focused on it within the context of TLTs. Studies on leadership teams in schools have highlighted political and/or cultural perspectives and mainly stressed team/organizational conditions that might influence the TLT process of using two knowledge integration approaches. Therefore, our research analyzed how one TLT employed two knowledge integration approaches in consideration of team/organizational conditions. More specifically, we conducted qualitative research using the Cultural-Historical Activity Theory as an analytic lens. We identified that the TLT used traverse, transcend, and mixed approaches, and that its context influenced the team’s hybrid use by determining when the team utilized each approach. We believe that our findings contribute to revealing TLTs’ actual knowledge integration process by empirically examining one TLT’s use of knowledge integration approaches. Our findings also contribute to developing a more comprehensive framework to understand TLT knowledge integration by addressing existing research from political and cultural perspectives and suggesting further areas of focus (i.e., functional conditions) for future research.

A study showed Malaysian students were unable to achieve the minimum standards in Mathematics and Science subjects, prompting the need for educational reformation. With this, educators need to inculcate Professional Learning Community (PLC) to enhance the teaching quality. This study explores secondary school principals’ PLC practices and experiences to improve student achievement in Klang, Malaysia. The qualitative case study was conducted using randomly selected two secondary school principals in Klang. The interview session comprised four interview questions and was conducted via an online platform. The results showed two common PLC practices which are annual meetings and observation. The challenges faced by school principals to implement PLC were time factors, lack of budget, and teacher attitudes. The factors hindering students' learning achievement were family background, lack of focus on education, and teachers' resistance to change. The roles of principals to curb these issues were collecting data on students' learning achievement, equipping teachers with knowledge and resources, being good role models, and building relationships with parents. This study highlighted that school principal 1 has shown unique ideas and approaches in improving students' learning achievement compared to school principal 2. The study suggests using descriptive analysis using more than one group of participants.

This study aims to investigate the views of active primary and secondary education teachers in Greece while implementing educational administration in the modern Greek school for issues related to multiculturalism and their intention to take an active role in co-shaping internal education policy, considering the country's centralized educational system and the flexibility it leaves for the participants in everyday educational reality. 1052 Primary and Secondary education teachers from Greece took part in the research. Descriptive statistics were used, followed by a test of the effect of the sample's social profile on their perceptions, and complex statistical analyzes such as correlations and multiple regression. The findings shape an educational leader who embraces the core principles of intercultural education. According to teachers, these findings are also considered encouraging, since they delineate a teacher who no longer rests, only, in their pedagogical duties, but understands that they must be part of the educational life. Finally, the findings confirmed the influence that an educational leader can exert with their behavior on the teachers at their school. This research sets the basis for the delineation of educational administration in the modern Greek multicultural educational reality by utilizing various statistical methods.

The study aims to analyze the relationship between teacher leadership and the organizational happiness of secondary school teachers. The research was designed in the relational survey model. The research sample group involves 358 teachers working in the state schools in the Bakirkoy district of Istanbul province. The Teacher Leadership Scale and the Organizational Happiness Scale were used to collect the data. The social sciences statistics program was used in the analysis of the data. It was found that teachers' teacher leadership and organizational happiness levels were high. There was a low level of positive significant relationship between teacher leadership and organizational happiness. and between the positive emotions sub-dimension of organizational happiness and the total score of teacher leadership. However, there was no relationship between the negative emotions sub-dimension of organizational happiness and teacher leadership. It was concluded that teacher leadership significantly positively affects teachers' organizational happiness.

Some secondary school principals are complaining about teachers’ reluctance to participate in any activities beyond classroom teaching. To understand this phenomenon, the study attempts to explore the inhibiting factors that hinder teachers in selected secondary schools in the Maseru district from supporting and engaging in teacher leadership (TL) activities. This qualitative inquiry is underpinned by the critical theory (CT), which among others aims at revealing the core factors that contributed to teachers’ lack of enthusiasm in performing various TL related activities. Also, to suggest strategies that could pioneer a change in teachers’ attitudes towards participation in school leadership beyond teaching. The study generated data from ten (10) purposively selected secondary school teachers. Using the thematic analysis method, despite participating teachers being able to conceptualise TL, they cited that, factors including; unmanageable teaching loads, inadequate induction, and use of top-down leadership approaches inhibited TL initiatives. To mitigate the abovementioned factors, participants suggested the creation of a supportive school environment, teacher training and recognition.

Early Childhood Care and Development (ECCD) directors are crucial for sustainable quality ECCD centre management, leading to a focus on efficient 21st-century practices. Planning principles are essential for managing the complexity of early childhood education services. This paper aimed to explore how ECCD directors plan management activities in their centres in Ghana. The study was conducted in sixteen ECCD centres located in five metropolitan and municipal districts within the Greater Accra Region of Ghana. The study involved 20 participants, including directors/head teachers and board members, selected using a purposive sampling strategy. Data were collected through interviews and document reviews. Although evidence from the study showed that ECCD directors put much effort into managing their centres, the study found that ECCD directors experience various challenges concerning applying the basic management principle of planning at their centres. In this article, the authors contend that planning is a crucial management function that sets achievable goals in line with the ECCD centre's vision and provides direction for actions to achieve ECCD goals. In addressing the identified challenges, the researchers developed a systems-based planning framework to guide directors in their planning roles at the ECCD centres.

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.

Despite the acknowledged importance of effective leadership in driving school improvement and enhancing student outcomes, limited empirical research focuses specifically on teachers' perceptions of leadership behaviour in the Ada East District (AED). This study aimed to explore teacher perceptions of leadership behaviours in basic schools in the AED. A descriptive survey design was used to describe and interpret leadership behaviour and teachers’ effectiveness. The target population for this study consisted of all teachers in basic schools in AED. From the target population, a sample of 96 teachers was selected from the 12 selected basic schools. A simple random sampling technique was employed to choose all 96 teachers of the public basic schools in Ada Basic School. A questionnaire was used to gather data from the teachers. The study revealed that teachers in the basic schools of the AED perceive a strong presence of instructional, curriculum, professional, transformational, and transactional leadership behaviours. The study found that the leadership behaviour of headteachers has a positive and significant impact (p = .000 < .01) on teachers' effectiveness. The study concluded that leadership behaviour accounts for 27.6% of the impact on teacher effectiveness. The Ghana Education Service was recommended to develop and implement professional development programs tailored explicitly for headteachers. Again, the Ministry of Education should reform educational policies to include specific guidelines and expectations for headteachers' leadership behaviours.

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.