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The relationship between leader and followers plays a vital role, particularly in educational institutions where a keen understanding of human character and high level of social interaction ought to be facilitated. For this reason, in stark contrast to contemporary leaders who see people only as units of production or expendable resources in a profit and loss statement, servant leadership focuses on meeting the needs of followers, making them reach their maximum potential and so perform optimally in order to achieve organizational goals and objectives. This study examines the effects of servant leadership behaviors of private college principals on teachers’ organizational citizenship behavior and job performance. Using 300 respondents from the private education institutes in Turkey, servant leadership behavior is examined for its indirect effects on organizational citizenship behavior and job performance by its impact on organizational justice. Organizational justice acts as a mediator between the variables in question. All the results are in support of the studied mediation effects. Implications of the findings and suggestions for future research are discussed.

The present work is interested in the resonance of teacher commitment on students' academic commitment and consequently on their academic achievement. It aims to identify the determinants of the commitment of Moroccan teachers at the qualifying secondary level specifically in the Provincial Directorate of National Education of Tangier-Assilah (Morocco), in particular organizational commitment and professional commitment with repercussions on student commitment in its two dimensions: affective, cognitive and its extension on academic achievement. This article has discussed the conceptual and theoretical details as well as the problematic, the main hypotheses and the conceptual model of the research. Then, it has presented the results of the empirical study which is based on a quantitative methodological approach of a positivist hypothetical deductive nature. The data were collected by a questionnaire submitted by e-mail to our study population, which consists of 204 teachers and 380 students of the qualifying secondary level in 29 local public schools of the qualifying secondary cycle in the Provincial Directorate of National Education of Tangier-Assilah (Morocco). The result of our empirical study shows that the teacher commitment had a positive and statistically significant effect on student academic achievement through student engagement in local public schools of the qualifying secondary cycle in the Provincial Directorate of National Education of Tangier-Assilah (Morocco).

Principals as crucial change agents are required to ensure that education changes are successfully implemented and that school improvement takes place. This paper focuses on the challenges that principals experience regarding aspects within the education system. The qualitative approach and phenomenological design were utilized, and semi-structured interviews were conducted with purposely selected participants (13 principals). As a national department, the Department of Basic Education (DBE) in South Africa is strategically structured to service and support all the entities within the education system. The DBE places enormous pressure on principals to ensure that academic standards are met, quality teaching and learning takes place, and that continuous education changes are implemented successfully. The importance of the education districts and Circuit Managers within the DBE to give continuous and relevant support is accentuated. This paper emphasizes that the challenges mentioned by the participants are ironically associated with aspects within the education system – the system that is supposed to support principals. Recommendations are made to the DBE to implement relevant strategies and planning through education districts and Circuit Managers to improve the indispensable support to principals.

This research aims to investigate the effect of the role of organizational culture, communication and leadership style on job satisfaction. The object of this research is Senior High Schools (SMA)/Vocational Secondary School (SMK)/MAN, while the subject is 55 School Principals. Four variables from the research data were gathered through instruments in the form valid and reliable questionnaires. Statistical Analysis of the research data used multiple linear regression analysis with the significance in accordance with the output of SPSS 22.0. Findings indicated that organizational culture has an effect but not significant on job satisfaction, while communication has a significant effect on job satisfaction, and leadership style has a significant effect on job satisfaction, variable of organizational culture, communication and leadership style has a significant effect on job satisfaction.

As the saying goes ‘education is the key to success’. When the majority of a nation’s citizens are educated, development becomes rapid. This research aims to determine the influence of a principal’s leadership, teacher competencies, academic supervisor, work motivation and job satisfaction on teachers' performance. This study employed the quantitative approach. The survey method was used to collect information through a questionnaire with a Likert-type of 5 rating scales to analyze data. A total number of 125 respondents were involved in the study and they were randomly selected from the secondary schools in Regional Education Directorate I&II. Data were analyzed using multiple linear regression and the coefficient of determination test R^2. The results show that the principal's leadership, teacher competencies, academic supervisor, and job satisfaction have a positive and significant influence on teachers’ performance, while work motivation has no significant influence on teachers’ performance. To have effective teaching and learning in schools, good leadership is required to guide, manage and control people, property and issues affecting them with proper handling to achieve the set goals. The Principal's work can be complemented by the efforts of his vice principals and other senior teachers as supervisors to ensure that plans are properly implemented and objectives achieved. Supervision helps teachers know and improve their weak areas and strengthen their competencies to deliver accordingly, develop skills, and boost their performances. These activities may lead to good working conditions and a conducive environment for the staff to be motivated and satisfied with their job. This research will provide insights into factors that have significant influences on teachers' performance.

Despite changing Performance Management System (PMS) to Performance Management and Development (PMD) in 2018, public schools face difficulties in effectively implementing PMD in Botswana. This study, using a mixed methods approach, investigated the capacity of school managers to implement PMD. Quantitative analysis assessed capacity and workload, while qualitative insights explored managers’ perspectives on PMD.  From the study, poor PMD implementation is associated with capacity issues, moral laxity and organizational indifference. The study recommends building capacities at all levels of PMD and embracing PMD as a performance reform.

This article explores factors affecting principals' readiness to creatively implement policies, focusing on the policy on the South African Standard for Principalship. Policy implementation globally and in South Africa has faced an extraordinary frequency of failure. This occurs due to organizations' failure to measure readiness in employees, resulting in a lack of information about processes and strategies for implementing the policies. This article focuses on the perceptions of principals regarding factors that affect their readiness to creatively implement policies using a qualitative method. Information was gathered through semi-structured in-depth interviews. The information was collected on a small sample of fifteen principals from schools in Mopani East district, Limpopo province, and was analysed through qualitative inductive analysis. The study revealed that principals' readiness to implement policies is affected by motivating factors. The study recommends that the Department of Education focus on enhancing the motivation of principals, which can result in readiness to implement, and measure the readiness of principals to implement policies in advance of the formal operation. 

Teachers’ job satisfaction and performance remain central to the success of any educational system. In community-based high schools, often characterised by limited resources, diverse student needs, and strong socio-cultural influences, the factors that shape teacher motivation and productivity can be significantly different from those in urban or well-resourced schools. Understanding these factors is essential for improving teaching quality, fostering retention, and enhancing student outcomes. This is a cross-sectional survey study that examined potential factors that affect job satisfaction and performance among teachers in a community setting in Iba New Site, Ojo Local Government, Lagos State, Nigeria. Structured questionnaire was used to obtain information from 60 teachers working in a selected high school in the community. The study assessed both monetary and non-monetary factors affecting participants in a high school environment. In respect to monetary factor, it was observed that majority of the participants were not satisfied or happy with their monthly salary, thereby negatively impacting on their commitment, job satisfaction and performance. Regarding non-monetary factors, certain factors such as job flexibility, teamwork, support from managers/management, training and development, promotion, job recognition and reward were examined. The findings from this study showed that job flexibility enhanced job satisfaction and performance of participants with over 43% of the participant reporting satisfaction (“good”) at the high school. Over 43% of the participants received very good support from their colleagues (teamwork), which enhanced their job satisfaction and performance. Sixty percent (60%) of the participants reported very good in terms of the level of support received from their managers/management. This is interesting as good leadership has been reported to significantly contribute to improving job satisfaction and performance among teachers in general. The study shows that majority of the participants reported “good” in terms of support provided by the management for continuing professional development (CPD) and training, and participants agreed that such training provided motivation for work, consequently enhancing job satisfaction and performance. It was observed in the study that 40% of the participants were satisfied with promotional exercise at the school and that the promotion exercise motivated them to perform their job better. Lastly, 40% of the participants reported that they were properly recognized and rewarded for job well done. Overall, this study showed that both monetary and non-monetary factors negatively and positively impacted on job satisfaction and performance of the participants in the selected high school. It is suggested that the management of the school should investigate these factors and come up with ways to address specific factors that would promote job satisfaction and performance as these could go a long way in enhancing quality of education at the school.

The purpose of this study is to examine the challenges faced by school principals in rural South African secondary schools when implementing School Improvement Plans (SIPs). The study is guided by the theory of instructional leadership, which views principals as key drivers of teaching and learning. Instead of assuming that principals effectively fulfil their catalytic role, the study explores the persistent implementation gap that constrains meaningful school improvement. A qualitative multiple-case study design was employed, drawing on semi-structured interviews and document analysis of school improvement plans. Five principals were selected through convenience sampling. Using qualitative content analysis, the findings reveal that principals experience significant difficulties in translating SIP policies into practice, mainly due to limited capacity, contextual barriers, and inconsistent support from district officials. District monitoring systems were found to be weak, with officials struggling to enforce adherence to policy guidelines or to provide timely, targeted interventions. The study concludes that without sustained professional support, regular supervision, and strengthened accountability structures, principals remain unable to drive the intended improvements in teaching and learning. These insights underscore the need for additional research on strategies to bridge the SIP implementation gap in under-resourced educational contexts.

This study examines the effect of transformational leadership and organizational culture on employee performance in teachers of formal boarding schools in Bangkalan, Madura through the mediation of employee engagement. This research was conducted at three boarding schools in Bangkalan, Madura. This research uses saturated sampling. Primary data were obtained by distributing questionnaires to 89 teaching staff. Data analysis used the Least Square partial structural equation model (SEM-PLS) with the Smart-PLS 3.0 application. The results showed that transformational leadership and organizational culture have a positive and significant effect on employee performance. This study also found that employee engagement is able to partially mediate the effect of transformational leadership on employee performance. Employee engagement also acts as a partial mediation on the effect of organizational culture on employee performance. Based on these findings, it is necessary to pay attention and optimize the practice of transformational leadership style and organizational culture continuously to be able to improve employee performance.