Education for Sustainable Development (ESD) is an initiative of the United Nations' Sustainable Development Goals (SDGs). ESD contributes to a sustainable community by teaching students about their personal impact on their community to help them make resourceful decisions. The researchers are interested in principals' role when implementing ESD…

As the complex responsibilities of principals and teachers expand, the need for effective professional development (PD) is greater than ever. This quantitative study examines the PD needs of schools and the relationship between PK-12 and Institutions of Higher Education (IHEs), as perceived by principals, identifying areas for collaboration.…

School middle leaders (MLs) play a pivotal role in improving student outcomes through leading teaching and learning. However, MLs face considerable challenges in driving school improvement, including comparatively few opportunities for targeted professional development (PD). In this paper, we explore the impact of a pedagogy-focused, collaborative…

The aim of the present study was to develop and examine the initial psychometrics of an instrument, the Charter School Teacher Development Inventory (CSTDI), designed to measure the professional development opportunities available in U.S. charter schools. Exploratory factor analysis suggested that the CSTDI was comprised of five factors:…

Traditional knowledge and practices dominate the special education landscape. As the American education system continues to adopt accountability measures related to disability-inclusive practice, the challenge facing special and general education leaders lies in need for joint efforts to solve problems of practice. In the diverse, complex, and…

Assistant principals are essential to the campus leadership team as instructional leaders. However, many assistant principals spend most of their day participating in noninstructional leadership duties and responsibilities. This can drastically reduce the assistant principal's ability to fulfill instructional leadership duties, thus negatively…

Teacher empowerment is characterized as teachers' individual and professional development, supporting them, providing them with comfortable working conditions and materials, and fostering constructive communication. The study sought to understand how principals approach teacher empowerment and what constitutes optimum teacher empowerment. The…

Our qualitative study focused on how K-5 principals perceived and supported intraschool teacher peer observation practices (POPs). Research questions addressed their perceptions of POPs and strategies used or recommended for supporting them. We interviewed nine school leaders from two divisions in a mid-Atlantic U.S. state. Perception-related…

In this article, we examine the role of the Principal within Further Education colleges in England and explore the often neglected issue of succession planning in the sector. To provide background and context to the current situation, key policies and developments over the past 30 years are reviewed and challenges identified. Interviews with…

Secondary education in Bangladesh faces numerous challenges, with teachers, as key stakeholders, bearing much of the pressure. This study explores the educational system in Bangladesh and examines various issues faced by teachers in their profession. A semi-structured interview method was employed to gather data, with participants selected from…

Adequate resources are essential for professional learning to achieve desired outcomes for educators and students. Time is one of the most valuable resources for learning, but it is also one of the greatest resource challenges for education leaders, especially in the U.S. In the recent book "The Learning Principal," authors Kay Psencik,…

The purpose of this qualitative study was to examine middle and high school principal roles prior to and during the COVID-19 pandemic to gain a better understanding about how leadership responsibilities adapted or changed. Data collection strategies included one-on-one interviews with nine middle and high school principals in East Tennessee. To…

This research explored the experiences of primary school principals in Eswatini (formerly Swaziland) regarding the implementation of positive discipline in their schools. The primary focus of the study was to understand how principals experienced the process of implementing positive discipline. Data were collected from interviews with a…

This paper explores school principals' use of human resource management (HRM) strategies and their influence on teachers' professional learning communities in X Rural District in China's Shanghai. Semi-structured interviews with 16 school and kindergarten heads showed that school-level contextual factors accounted for school principals' use of HRM…

Purpose: This paper explores education group school principal's influence on professional learning community (PLC) development in China. Design/methodology/approach: Qualitative comparative case studies were conducted. Findings: The findings show that principals indicated principal-level factors were their major concerns regarding PLC cultural…