The purpose of this study is to examine the moderating role of stress in the relationship between perceived procedural justice and the work-home conflict of teachers. For this purpose, the data collection tools were collected from the study group consisting of 129 teachers that were selected randomly with a clustered sampling method from the schools in Gaziantep and Erzincan in 2015-2016 academic year. The data was analyzed by hierarchical multiple linear regression method in SPSS 22 and ModGraph-I was used for moderating tests. The findings of the research indicate that procedural justice behavior of school managers predict work-home conflict of participants negatively and significantly, and also the stress level of employees has a moderating role in the relationship between perceived procedural justice and work-home conflict. When an employee has a high level of stress, an increase in the level of procedural justice provides a significant decrease in work-home conflict. Being aware of that, from top to bottom all the policymakers including school managers must incorporate teachers into the decision-making process, must care about their demands which eventually would also affect their home life, and also must be transparent in all practices in order to increase procedural justice.

This article aims to explore the views of primary school teachers regarding the educational leadership exercised by leader teachers at the human resource management level, and how this can affect their willingness to communicate and collaborate. The theoretical framework analyzes the dimensions of human resource management by a leader teacher, as a communication channel, team empowerer, and creator of a climate of trust. The research was carried out using quantitative method, with a closed digital questionnaire which was completed by 693 primary school teachers from whole Greece. Initially, the analysis was carried out through descriptive statistics and then selected questions were analyzed by statistical inference test. The findings show a shift towards the model of a transformational leader, despite the country’s education system remaining highly centralized. In addition, the findings show a correlation between democratic and cooperative staff management, with the axes of inspiration and responsibility on the teachers’ side. This article highlights whether the communication skills of a leader teacher affect the functioning of the school. The research was carried out during a pandemic and thus it was not possible to collect qualitative data using interviews with leader teachers so that we can have a comparative approach to the issue.

Theories of distributed leadership suggest that organizational learning and change results not from the efforts of a single individual, but rather from a network of people working within their broader systems. Team empowering leadership enhances human resources development of the organization to promote the sharing of knowledge that is necessary for change. In this study, we study transformational and distributed leadership team that have been linked to improving working conditions and students’ learning in high-needs schools. Specifically, we highlight a team-based intervention where positive organizational improvements were made to academically struggling schools, and then qualitatively examined the associated processes to understand what enabled the occurrence of those positive changes. We find that the team structure allowed for the clarification of expectations, enhancement of communication, and improvement of educator working conditions through professional development support and distribution of leadership responsibility, which ultimately resulted in improvement in school culture and performance.

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.