Search Results (25)

The phenomenon of sustainability, which has been identified in the context of prominence over the past century, has the potential to significantly influence education and its components, as it has been successfully established in other areas of human activity. One of these components is the managerial aspect of education, which directly impacts the quality of education. In this respect, sustainable school management will probably be seen as one of the critical factors associated with the performance of the school of the twenty-first century. Sustainable school management does not simply imply the school’s capacity to meet its immediate needs but also its capacity to function in an uninterrupted and effective manner over the long term to achieve its goals. Some of the aspects included in this regard are planned use of resources, the continued effectiveness of decision processes, and the development of a school climate that promotes cooperation among teachers for school improvement. The main goal of this study is to develop the Sustainable School Management Index (SSMI), a measure of schools’ long-term organizational sustainability management capacity, using PISA 2022 school principal survey data. To support this goal, the study pursues two specific objectives: (1) to identify the main managerial factors associated with the SSMI, and (2) to examine how these factors relate to sustainable school management across countries. Using a quantitative correlational survey design, the study relies on the PISA 2022 school questionnaire data collected from 80 countries and economies. After data cleaning and missing data management, the analysis was conducted on a sample of 21,629 schools and 431 variables. To explore the factors of the SSMI, an ensemble learning approach based on decision trees was developed. The model performance was evaluated through cross-validation, and the variable importance was measured through a permutation test. Moreover, to describe the sustainable management school profiles, a cluster analysis was carried out based on the index factors, and a four-cluster classification of schools was identified. To validate the machine learning findings and to understand the direction of the relationships, a linear regression analysis technique was also used. The SSMI is a multidimensional composite index, which is based on six dimensions, informed by theory: positive school climate, institutional structure and support, resource adequacy, planning and technology preparation, management independence, and teacher collaboration. In the first predictive model, school leadership and institutional pressure have been considered as independent variables, explaining the variance in SSMI. According to the results, the institutional pressure factor shows the most pronounced negative correlation with the SSMI; meanwhile, the school leadership variable shows a smaller but still positive correlation with the same index. Moreover, according to PCA outcomes, the structure of the index as a multidimensional composite measure seems to be consistent. Therefore, the SSMI created during this research can be seen as a metric for the evaluation of schools concerning their sustainable management ability. Full article

This study explores how school leadership styles are perceived to relate to teacher resilience during crises in Arab schools in Israel. Drawing on twenty semi-structured interviews with principals and vice-principals, findings show that transformational and participative leadership, characterized by emotional support, accessibility, active listening, and shared decision-making, are perceived to foster teachers’ sense of security, self-efficacy, and collective resilience. In contrast, authoritarian and rigid approaches are described as contributing to increased stress, reduced motivation, and diminished coping capacity. The study highlights the significance of socio-cultural and political contexts, indicating that effective leadership in crises involves not only professional guidance but also cultural awareness, flexibility, and responsiveness to staff needs. These findings underscore the value of integrative leadership approaches and targeted professional development to support teacher well-being and organizational resilience in crisis-prone settings. By focusing on leaders’ perspectives, the study contributes to understanding how culturally sensitive and adaptive leadership practices may support educational stability under conditions of uncertainty. Full article

There are practical gaps and issues in the implementation of maritime transport decarbonization, and the industry is still lagging in comprehensive implementation. In scholarly terms, this is exacerbated by a lack of research on pathways to implementation and a lack of research on the integration of relevant theories. This study employs a narrative (theoretical) review with respect to all the schools of implementation theory. It aims to investigate the applicability of implementation theory and to apply its insights to maritime transport decarbonization implementation, particularly with respect to shipping and ports. The findings, firstly, structure the literature into three schools of implementation theory. Secondly, the applicability of implementation theory and its parameters has been overlaid on maritime transport, resulting in two frameworks for shipping and ports. Thirdly, the determinants of maritime transport decarbonization implementation, derived from top-down and bottom-up theories (i.e., what impedes or leads to successful implementation), have been discussed, supported by literature from the theory and from port and shipping environmental implementation. The determinants include seven policy and management tools, including behavioural, institutional, organizational, and characteristic determinants related to implementing agencies and implementers (here called implementing agencies’ drivers for successful implementation). While this study enriches the literature by highlighting pathways and determinants of maritime transport decarbonization, it also has managerial implications. The findings envision and inspire shipping and port practitioners and policy and decision makers by showing the process of decarbonization implementation, factors for success or failure, and what is needed to reconfigure and improve them. Full article

Purposes: Teacher turnover has especially negative effects on schools and students when experienced and capable teachers leave. This loss is significant when those teachers also serve as mentors to their less experienced colleagues. This study aimed to advance understanding about how school leaders can positively influence the retention of their school’s teacher mentors. Methodology: The framework for the study reflects a longstanding line of research on successful leadership. Using a cross-sectional research design, evidence was provided by responses to the mentor survey component of a larger four-year study examining the effects on retention decisions of a national induction programme for early-career teachers and their mentors in England. Structural equation modelling was employed to test the direct and indirect effects of school leadership and selected school conditions on mentors’ self-efficacy, well-being and job satisfaction, and ultimately retention decisions. Findings: Developing and retaining teacher mentors was associated with a suite of leadership practices which encourage collaborative cultures, provide coherent high-quality learning opportunities, and ensure what they perceive to be manageable workloads. These organizational conditions nurture the job satisfaction and self-efficacy of experienced teachers enhancing their sense of well-being at work. Implications: Results suggest four sets of guidelines for senior school leaders. Full article

Artificial intelligence (AI) is profoundly transforming medicine and healthcare, evolving from analytical tools aimed at automating specific tasks to integrated components of complex socio-technical systems. This work presents a conceptual and theoretical review proposing the Model–Context–Relation (M–C–R) framework to interpret how the effectiveness of Artificial Intelligence (AI) in medicine and healthcare emerges from the dynamic alignment among algorithmic, contextual, and relational dimensions. No new patient-level data were generated or analyzed. Through a qualitative conceptual framework analysis, the study integrates theoretical, regulatory, and applicative perspectives, drawing on the Revision of the Semiological Paradigm developed by the Palermo School, as well as on major international guidelines (WHO, European AI Act, FDA). The results indicate that AI-supported processes have been reported in the literature to improve clinical accuracy and workflow efficiency when appropriately integrated, yet its value depends on contextual adaptation and human supervision rather than on algorithmic performance alone. When properly integrated, AI functions as a digital semiotic extension of clinical reasoning and may enhance the physician’s interpretative capacity without replacing it. The M–C–R framework enables understanding of how performance, ethical reliability, and organizational sustainability emerge from the alignment between the technical model, the context of use, and relational trust. In this perspective, AI is conceptualized not as a decision-maker but as an adaptive cognitive partner, fostering a reflective, transparent, and person-centered medicine. The proposed approach supports the design of sustainable and ethically responsible AI systems within a Medicine of Complexity, in which human and artificial intelligence co-evolve to strengthen knowledge, accountability, and equity in healthcare systems. Full article

Inclusive education is a central pillar of contemporary educational policy worldwide, aiming to ensure equity, participation, and success for all learners. Understanding how inclusive policies are implemented in everyday school contexts is essential to identify both enabling factors and persistent barriers. In Portugal, this process has been shaped by a progressive legislative framework, notably Decree-Law 54/2018 and its regional adaptation in the Autonomous Region of Madeira (RAM) through Regional Legislative Decree 11/2020/M. This case study combined qualitative documentary analysis with a questionnaire applied to coordinators of the Multidisciplinary Teams to Support Inclusive Education (EMAEI) from 11 of the 14 secondary schools in the RAM (79% of the total). The questionnaire covered five domains: inclusive principles, leadership, professional development, resources, and diagnosis of learning barriers. Descriptive statistics and content analysis were used to interpret the data. Results show that coordinators share a strong ethical commitment to inclusion and recognize EMAEI as a strategic organizational structure. However, they point to irregular and insufficient training, delays and mismatches in resource allocation, and limited institutionalization of co-teaching and joint planning. Leadership emerges as a decisive enabler of collaborative cultures. The study concludes that ambitious legislation must be complemented by agile resource management, sustained context-based training, and distributed leadership for inclusive schooling to become everyday practice. Full article

Toxic leadership in educational settings is a pervasive issue that negatively impacts both educators’ well-being and organizational effectiveness. While previous research has largely focused on defining toxic leadership traits, fewer studies have examined how contextual factors—such as school size, cultural norms, and leadership demographics—can obscure or normalize these behaviors. This narrative review aims to address the following research questions: (i) What are the key factors contributing to the emergence of toxic leadership in educational contexts? (ii) How do toxic leadership behaviors impact teachers and students? (iii) What strategies and interventions can mitigate the negative effects of toxic leadership in schools? Using a structured literature search in Scopus (2014–2024), this review synthesizes existing evidence on toxic leadership traits, including authoritarianism, narcissism, and abusive supervision. The analysis highlights the role of emotional intelligence as a critical resilience factor, emphasizing how self-awareness, empathy, and self-regulation can mitigate toxic leadership’s harmful effects. The findings suggest that promoting leadership development programs, emotional intelligence training, and ethical decision-making frameworks can help schools counteract toxic leadership and create more inclusive and supportive environments. Full article

This study examines the moral agency of French secondary school headteachers through the lens of the theory of conventions. Using qualitative data from interviews with fifteen headteachers involved in professional development, this study explores how these leaders justify their practices within a centralized, bureaucratic, and hierarchical education system. It identifies a variety of conventions—civic, domestic, industrial, project, market, inspired, and fame—that headteachers draw on to navigate institutional constraints, manage professional relationships, and foster pedagogical and organizational change. Particular attention is given to how civic and domestic conventions shape leadership discourse and practices, especially regarding trust building, decision making, and reform implementation. We also compare the French context with international examples from the International Successful School Principalship Project (ISSPP), focusing on Nordic countries, where leadership emphasizes democratic participation, professional trust, and shared responsibility. This study underscores the uniqueness of the French leadership model, which resists managerial and market logics while remaining rooted in republican and egalitarian ideals. It concludes by advocating for a more context-aware, ethically grounded, and dialogical approach to school leadership. Full article

This study explored the experiences of Hungarian minority parents of children with severe disabilities from Romania. Examining individual life paths and becoming a parent is difficult in all aspects, but the issue of parental responsibility for raising a child with a severe disability suggests a much more complex approach. Participants were parents (female = 8; male = 3) who were purposively sampled from an urban setting (Bihor area) and whose children attended SEN schools in the same area. Data were collected using semi-structured interviews and were thematically analysed. It turned out from the interviews that the challenges parents of children with severe disabilities encounter at home, school, and in society are accumulated emotional stress and exhaustion; however, they also face material challenges. The analysis also revealed that the parents were unsure of what was expected of them in making educational or habilitation–rehabilitation decisions on behalf of their children. The parents’ difficulty with decision-making and their unpreparedness put them under serious stress, often characterized by depressive life stages. The findings reveal the need for ongoing professional development and the establishment of organizational–community networks. Parents of children with disabilities face serious, unresolved challenges that are difficult to overcome. In order to overcome these challenges, we need to develop policies that take the needs of parents into consideration. Full article

Background: Human papillomavirus (HPV) is the most common sexually transmitted infection in the United States (U.S.) and a major contributor to several cancers, including cervical, anal, penile, and oropharyngeal cancers. Although a safe and effective vaccine is available, HPV vaccination rates remain suboptimal, particularly among racial, ethnic, and immigrant minority groups. This study explored multiple factors, such as cultural, social, and structural influences, influencing HPV vaccine decision-making among Cape Verdean immigrant parents in the U.S., a population currently underrepresented in HPV research. Methods: Qualitative study using individual, in-depth interviews with Cape Verdean immigrant parents of children aged 11 to 17 years living in the U.S. Interviews were transcribed verbatim and analyzed thematically using the social ecological model (SEM) to identify barriers and facilitators at the intrapersonal, interpersonal, organizational, community, and policy levels. Results: Forty-five Cape Verdean parents (27 mothers, 18 fathers) participated. Fathers were significantly older than mothers (50.0 vs. 41.1 years, p = 0.05). Most were married or partnered (60%), had at least a high school education (84.4%), and reported annual household incomes of US$50,000 or more (66.7%), with no significant gender differences. Nearly all spoke Creole at home (95.6%). Fathers had lower acculturation than mothers (p = 0.05), reflecting less adaptation to U.S. norms and language use. Most parents had limited knowledge of HPV and the vaccine, with gendered beliefs and misconceptions about risk. Only seven mothers (25.9%) reported receiving a provider recommendation; all indicated that their children had initiated vaccination (1 dose or more). Mothers were the primary decision-makers, though joint decision-making was common. Trust in providers was high, but poor communication and the lack of culturally and linguistically appropriate materials limited informed decision-making. Stigma, misinformation, and cultural taboos restricted open dialogue. Trusted sources of information included schools, churches, and Cape Verdean organizations. While parents valued the U.S. healthcare system, they noted gaps in public health messaging and provider engagement. Conclusions: Findings revealed that HPV vaccine uptake and hesitancy among Cape Verdean immigrant parents in the U.S. were influenced by individual beliefs, family dynamics, healthcare provider interactions, cultural norms, and structural barriers. These findings highlight the need for multilevel strategies such as culturally tailored education, community engagement, and improved provider communication to support informed vaccination decisions in this population. Full article

This study aimed to explore the dynamic adjustment mechanisms of the families of school-aged children with autism spectrum disorder (ASD) in China in coping with challenges, focusing on the roles of belief systems, organizational processes, and communication strategies, as well as the influence of the China-specific cultural and policy contexts. Based on Walsh’s family resilience theory, a qualitative research methodology was used, with semi-structured interviews to collect experience data from these families, and thematic analysis was used to summarize the main challenges and coping processes. The study found that the families mainly faced the following challenges: difficulties in family care, parenting burnout, educational plights, and inadequate community support systems. Regarding belief systems, families enhanced their resilience through emotional acceptance and redefined expectations; regarding organizational processes, families optimized their internal operations through the flexible division of labor and decision-making patterns and actively mobilized external resources; and, regarding communication, reflection and sharing fostered emotional connection within the family, while compromise and patience enhanced the ability to integrate external resources. In addition, the traditional Chinese culture and inadequate policy support had a significant impact on the formation of family resilience. This study validates the cross-cultural applicability of family resilience theory and suggests enhancing family resilience through psychological support, policy optimization, and social advocacy. Full article

This study explores the impact of psychological ownership on volunteer commitment within volunteer organizations. By introducing psychological ownership as a new variable, this research aims to enhance volunteer commitment through improved management practices and innovations. The study involved a random sample of educational volunteers from primary schools, who completed questionnaires after being briefed by the researchers. An analysis of 212 valid responses revealed that psychological ownership significantly influences organizational commitment, with volunteer motivation acting as a partial mediator. Based on these findings, the study suggests two innovative strategies to promote volunteer commitment. First, developing a diverse knowledge base for volunteer managers to improve their leadership and collaboration skills. Second, integrating volunteers as a subsystem within the staff through decentralized decision making, thereby increasing their participation and sense of responsibility. These insights extend the concept of psychological ownership to volunteer settings, offering theoretical contributions and practical implications for enhancing volunteer retention rates and organizational effectiveness. Full article

The aim of this research is to reflexively analyze and discuss organizational citizenship behaviors. By conducting an empirical test based on the assertions within the fields of the positive organizational behavior and the social identity theory, the specific objective is to analyze the relationship between organizational citizenship and sociodemographic and professional variables. A study was carried out by surveying employees of Portuguese hotel units. The sample consisted of 798 employees, mostly males, between 30 and 34 years old, with secondary school education, serving as operatives or undifferentiated employees, and having middle levels of seniority in the organization. The main results show that hotel employees develop organizational citizenship behaviors, albeit of different types and levels, which are supported by some sociodemographic and professional variables. The findings show that age and seniority are the most important and strongest variables significantly related to organizational citizenship behaviors. This study has several implications, highlighting the role and support that managers and decision-makers must have in reinforcing positive voluntary personal and social behaviors among hotel employees. This research aims to contribute to the formulation and implementation of management strategies anchored in organizational citizenship behaviors, supporting the formulation of management systems centered on behavioral attitudes at work in the context of the hotel sector. Full article

Policy expectations for the role of research evidence in educational decision-making have grown exponentially in the U.S. and globally, yet there has been limited attention to school capacity to engage in evidence-informed improvement. In this paper, I address this gap by first conceptualizing principal leadership for evidence use and, second, use this conceptual lens to examine large-scale survey data about school evidence use practices and capacity. Drawing on data from a national survey of more than 4000 educators in 134 schools in the US, I explore school practices and capacity to use research and surface opportunities and needs for principal leadership in evidence-informed improvement. Findings suggest that there is an opportunity to improve the role of research in school improvement decision-making, and that principals may contribute to school capacity in specific ways that relate to developing human capital, influencing culture, leveraging resources, and shaping decision-making. Data reveal moderate evidence of research use in agenda setting and of organizational routines that support research use, but lack of uptake of those routines for research use as well as limited investment in resources (e.g., time). Further, decision-making was distributed across a wide range of improvement initiatives, with evidence of a lack of clarity about goals. Although principals report confidence and experience with using research, overall school staff also reported limited experience with prior research, including coursework or participation in research, and low confidence in critically consuming research. Implications point to the need to strengthen principals’ own evidence use capacity as well as focus on dimensions school capacity as part of evidence use initiatives. Recommendations suggest strategies for developing principals’ knowledge and skills around leadership for evidence-informed improvement. Full article

Despite promising outcomes in higher education, the widespread adoption of learning analytics remains elusive in various educational settings, with primary and secondary schools displaying considerable reluctance to embrace these tools. This hesitancy poses a significant obstacle, particularly given the prevalence of educational technology and the abundance of data generated in these environments. In contrast to higher education institutions that readily integrate learning analytics tools into their educational governance, high schools often harbor skepticism regarding the tools’ impact and returns. To overcome these challenges, this work aims to harness learning analytics to address critical areas, such as school dropout rates, the need to foster student collaboration, improving argumentation and writing skills, and the need to enhance computational thinking across all age groups. The goal is to empower teachers and decision makers with learning analytics tools that will equip them to identify learners in vulnerable or exceptional situations, enabling educational authorities to take suitable actions that are aligned with students’ needs; this could potentially involve adapting learning processes and organizational structures to meet the needs of students. This work also seeks to evaluate the impact of such analytics tools on education within a multi-dimensional and scalable domain, ranging from individual learners to teachers and principals, and extending to broader governing bodies. The primary objective is articulated through the development of a user-friendly AI-based dashboard for learning. This prototype aims to provide robust support for teachers and principals who are dedicated to enhancing the education they provide within the intricate and multifaceted social domain of the school. Full article