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Ayeshah Ahmed Alazmi & Abdulaziz S. Alenezi. (2023) Exploring the mediating role of trust in principal on the relationship between organizational justice and teacher commitment in Kuwait. International Journal of Leadership in Education 26:5, pages 778-794.
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Francia Kinchington. (2023) Empowering the school leaders of tomorrow: what lessons can we learn from the decision-making of today’s school leaders?. International Journal of Leadership in Education 26:5, pages 837-853.
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Ibrahim Duyar & Mohammed Aljanahi. (2023) Examining the Influence of Principal Positive Leadership and Sense of Humor on Teachers’ Wellbeing in UAE Public Schools. Leadership and Policy in Schools 0:0, pages 1-23.
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G. T. Freeman & D. Fields. (2023) School leadership in an urban context: complicating notions of effective principal leadership, organizational setting, and teacher commitment to students. International Journal of Leadership in Education 26:2, pages 318-338.
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Michael W. Silbaugh, David B. Barker & Vishal Arghode. (2023) Emotional Labor, Emotional Intelligence, and Burnout among School Principals: Testing a Mediational Model. Leadership and Policy in Schools 22:1, pages 73-86.
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Yasser F. Hendawy Al-Mahdy & Ayeshah A. Alazmi. (2023) Principal Support and Teacher Turnover Intention in Kuwait: Implications for Policymakers. Leadership and Policy in Schools 22:1, pages 44-59.
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Huma Akram, Mohsin Raza, Muhammad Farooq Jan, Sarfraz Aslam & Laura Nivin-Vargas. (2022) Identified leadership practices and teachers’ professional development in Karachi, Pakistan: the moderation effect of training. Education 3-13 0:0, pages 1-18.
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David G. Grant & David E. Drew. (2022) Reimagining Instructional Leadership: Integrated Leadership Functions Predicting Teacher Effectiveness and Teacher Morale. Leadership and Policy in Schools 0:0, pages 1-24.
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Ramazan Cansoy, Hanifi Parlar & Mahmut Polatcan. (2022) Collective teacher efficacy as a mediator in the relationship between instructional leadership and teacher commitment. International Journal of Leadership in Education 25:6, pages 900-918.
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Hanan Innabi & Jonas Emanuelsson. (2021) Enrichment in school principals’ ways of seeing mathematics. International Journal of Mathematical Education in Science and Technology 52:10, pages 1508-1539.
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Nathern S. A. Okilwa & Bryan Duarte. (2020) Examining The Role Of Leadership At An Academically Successful Girls-Only National High School In Kenya. Leadership and Policy in Schools 19:4, pages 655-672.
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Articles from other publishers (31)
Laura Sokal & Lesley Eblie Trudel. (2023) Effects of a school-based, post-pandemic recovery intervention on Canadian educators. International Journal of Educational Research Open 5, pages 100298.
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Sean Antonetti & Nicholas J. Sauers. (2023) Educational Leaders and Their Impact on African American Alternatively Certified Male Teacher’s Educational Self-Efficacy. Education and Urban Society.
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Sarah R. Cannon, Cassandra R. Davis & Rex Long. (2022) Using an Emergency Plan to Combat Teacher Burnout Following a Natural Hazard. Educational Policy 37:6, pages 1603-1636.
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Bilige Sude, Fred Dervin, Mei Yuan & Ning Chen. (2023) Are teachers “butter lamps”? Teacher stress in Chinese Minzu “ethnic” schools. Frontiers in Psychology 14.
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Sebrina L Doyle Fosco, Melia A Brown & Deborah L Schussler. (2023) Factors affecting educational leader wellbeing: Sources of stress and self-care. Educational Management Administration & Leadership.
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L. Shell Darron, S. Hurt Carletta & White Hiraetta. (2023) Principal characteristics effect on teacher retention: A systematic review. Educational Research and Reviews 18:6, pages 104-113.
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Benson Pascal, Omega Selorm, Abowen Ayekorok & Nimatu H Musah. (2023) Perceived effectiveness of teaching and learning of agricultural science in colleges of education in the Hohoe Municipality, Ghana. Journal of Agricultural Extension and Rural Development 15:2, pages 72-83.
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Kristen Justus, Vishal Arghode & David Barker. (2022) Principal self-efficacy, mindset and performance outcomes: exploring the connection. European Journal of Training and Development 47:5/6, pages 565-585.
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Mary Ryan & Graham D. Hendry. (2022) Sources of teacher efficacy in teaching reading: success, sharing, and support. The Australian Journal of Language and Literacy 46:1, pages 1-14.
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Kent Divoll & Angelica Ribeiro. 2023. Learning, Leading, and the Best-Loved Self in Teaching and Teacher Education. Learning, Leading, and the Best-Loved Self in Teaching and Teacher Education
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Haixue Zhu, Ling Li & Hui Li. (2022) Teacher trust in others and teacher commitment co-mediate the path from school leadership to students’ reading literacy in rural Chinese schools. Frontiers in Psychology 13.
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Zhiyong Xie, Rongxiu Wu, Hongyun Liu & Jian Liu. (2022) How does teacher-perceived principal leadership affect teacher self-efficacy between different teaching experiences through collaboration in China? A multilevel structural equation model analysis based on threshold. Frontiers in Psychology 13.
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Aikaterini Gkolia, Nikolaos Tsigilis, Maria Evangelou & Athanasios Koustelios. (2021) Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context. Psychological Reports 125:4, pages 2292-2311.
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Fan Zhang. (2022) Toward the Impact of Job Satisfaction and Collective Efficacy on EFL Teachers’ Professional Commitment. Frontiers in Psychology 13.
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André Meyer, Dirk Richter & Viola Hartung-Beck. (2020) The relationship between principal leadership and teacher collaboration: Investigating the mediating effect of teachers’ collective efficacy. Educational Management Administration & Leadership 50:4, pages 593-612.
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Khalida Parveen, Phuc Quang Bao Tran, Tribhuwan Kumar & Akhter Habib Shah. (2022) Impact of Principal Leadership Styles on Teacher Job Performance: An Empirical Investigation. Frontiers in Education 7.
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Ayeshah Ahmed Alazmi & Yasser F Hendawy Al-Mahdy. (2020) Principal authentic leadership and teacher engagement in Kuwait’s educational reform context. Educational Management Administration & Leadership 50:3, pages 392-412.
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Hayriye Reyhan Çelik & Ömür Kaya Kalkan. (2022) Organizational Justice, Perceived Stress and Leader Support as Predictors of Teachers’ Job Satisfaction. Acta Educationis Generalis 12:1, pages 127-145.
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Kristin Vanlommel. 2022. The Emerald Handbook of Evidence-Informed Practice in Education. The Emerald Handbook of Evidence-Informed Practice in Education
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Per Nikolaj Bukh, Karina Skovvang Christensen & Morten Lund Poulsen. (2022) Performance Funding: Exam Results, Stakes, and Washback in Danish Schools. SAGE Open 12:1, pages 215824402210821.
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John W Whiteoak. (2020) Morale and burnout in an Australian public school: A socio-technical systems approach. Educational Management Administration & Leadership 49:6, pages 958-975.
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Izhak Berkovich & Ori Eyal. (2021) Profiles of Emotional Feedback and Their Effect on Principal's Attributed Charisma and Leader–Member Exchange Quality (LMX). The Asia-Pacific Education Researcher 30:4, pages 349-359.
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Laura Sokal, Lesley Eblie Trudel & Jeff Babb. (2021) I've had it! Factors associated with burnout and low organizational commitment in Canadian teachers during the second wave of the COVID-19 pandemic. International Journal of Educational Research Open 2, pages 100023.
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Cheng Zhong. 2021. Narrative Inquiry into Reciprocal Learning Between Canada-China Sister Schools. Narrative Inquiry into Reciprocal Learning Between Canada-China Sister Schools
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Melanie C. Brooks, Jeffrey S. Brooks, Agus Mutohar & Imam Taufiq. (2020) Principals as socio-religious curators: progressive and conservative approaches in Islamic schools. Journal of Educational Administration 58:6, pages 677-695.
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Angelo Paletta, Egle Basyte Ferrari & Genc Alimehmeti. (2019) How Principals Use a New Accountability System to Promote Change in Teacher Practices: Evidence From Italy. Educational Administration Quarterly 56:1, pages 123-173.
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Timothy G. Ford. (2019) Can the use of informal control mechanisms increase trust among teachers? An evaluation of the Accelerated Schools intervention. Studies in Educational Evaluation 63, pages 59-71.
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Aaron Yu Kwan Chan. (2017) Surveillance in Hogwarts: Dumbledore’s Balancing Act Between Managerialism and Anarchism. Children's Literature in Education 50:4, pages 417-430.
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Timothy G. Ford, Jentre Olsen, Jam Khojasteh, Jordan Ware & Angela Urick. (2019) The effects of leader support for teacher psychological needs on teacher burnout, commitment, and intent to leave. Journal of Educational Administration 57:6, pages 615-634.
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Doris Ittner, Gerda Hagenauer & Tina Hascher. (2019) Swiss principals’ emotions, basic needs satisfaction and readiness for change during curriculum reform. Journal of Educational Change 20:2, pages 165-192.
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Eric M. Anderman, Dorothy L. Eseplage, Linda A. Reddy, Susan D. McMahon, Andrew Martinez, Kathleen Lynne Lane, Cecil Reynolds & Narmada Paul. (2018) Teachers’ reactions to experiences of violence: an attributional analysis. Social Psychology of Education 21:3, pages 621-653.
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