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This study aims to investigate the potential interaction between leadership and the internal control structure and determine whether this interaction can benefit emerging market businesses by increasing the effectiveness of their internal controls. Drawing upon the cognitive consistency and expectancy theories, this study develops and tests a mediated moderation model to examine how leadership consistency and quality can be integrated to regulate the effectiveness of internal control systems toward enhancing firm performance. The partial least squares structural equation modeling (PLS-SEM) results from survey data from 206 Vietnamese firms indicated the following: (a) internal control effectiveness mediates the effect of the internal control structure on firm performance; (b) leadership consistency positively moderates the impact of the internal control structure on internal control effectiveness; and (c) the moderating effect of leadership consistency is strengthened with a higher level of leadership quality. These findings lead to several theoretical and practical implications.

An informal survey was used to identify nurse faculty leadership qualities currently valued and relevant. The accelerating retirement rate for seasoned leaders has created a need for nurse educators and academic leaders. Our school was concerned that we were not meeting students' needs for today's leadership challenges. We were also interested in the experiences of leadership preparation. This was a cross-sectional, online survey of faculty at top nursing schools as determined by US News & World Report. The top leadership qualities identified were integrity, communication clarity, and problem-solving ability. Current challenges for leaders were finding qualified faculty, obtaining resources, and team building. The results may guide curricular adjustments and the transition to a new generation of nurse academic leaders.

Effective leadership is a complex and highly valued component of healthcare education, increasingly recognised as essential to the delivery of high standards of education, research and clinical practice. To meet the needs of healthcare in the twenty-first century, competent leaders will be increasingly important across all health professions, including allied health, nursing, pharmacy, dentistry, and medicine. Consequently, incorporation of leadership training and development should be part of all health professional curricula. A new type of leader is emerging: one who role models the balance between autonomy and accountability, emphasises teamwork, and focuses on improving patient outcomes. Healthcare education leaders are required to work effectively and collaboratively across discipline and organisational boundaries, where titles are not always linked to leadership roles. This paper briefly considers the current theories of leadership, and explores leadership skills and roles within the context of healthcare education.

Originality/Purpose: The current study aims to investigate the novel approach of utilizing work organization and job content (WOJC) as a higher-order construct that is one of the domains of the Copenhagen Psychosocial Questionnaire (COPSOQ), examining its relationship with sleeping troubles and somatic stress, while also exploring the moderating effect of leadership quality. Sample/methods: Snowball sampling technique was used to collect the data in this study, with a population consisting of 360 workers employed in hazardous work environments at poultry feed mills. The structural equation modelling technique was applied to achieve the range of outcomes. Results: The results reveal that WOJC has a significant negative impact on both psychological (sleeping troubles) and physiological (somatic stress) health factors among poultry workers. Although leadership quality did not moderate the relationship between WOJC and physiological health factors, it did moderate the relationship between WOJC and psychological health factors. Conclusion/Implications: This study has significant implications for researchers, poultry feed mill owners, policymakers, and regulatory bodies. Additionally, the methodological contribution of utilizing WOJC as a higher-order construct provides unique insights for researchers. Limitations: Due to COVID-19 restrictions, the data was collected online from one province only; future studies should spread the sampling framework to all provinces with different domains of COPSOQ. Keywords: poultry, Copenhagen Questionnaire, somatic stress, sleeping trouble, leadership quality

PurposeThis article presents a model based on a review of international and European policy and current European Agency for Special Needs and Inclusive Education work on school leadership for inclusive education. The model aims to support analysis of the policy context and interactions between the structures and processes at different levels to ensure effective support for inclusive school leadership and development of appropriate competences. Key issues addressing competences for inclusive school leadership, support and professional development opportunities for inclusive school leaders and policy frameworks that support inclusive leadership across the whole education system are explored.Design/methodology/approachThis paper reports on a current Agency project, Supporting Inclusive School Leadership (SISL), a cross-national project that considers how best to ensure that school leaders meet the needs of all learners in their school communities. The SISL project examines current theories of school leadership together with the core functions of school leaders in participating countries in order to develop a model specifically focused on inclusive school leadership.FindingsAgency projects such as SISL focus on research findings and policy developments that support countries to chart their own course toward a common goal. This process of cross-national working permits member countries with their distinctive national, ethnic, cultural and linguistic diversities to work together on common goals. In this project an ecosystem model of inclusive education was adapted to reflect on the policy context needed to enable school leaders to fulfill the complex responsibilities associated with inclusive school development.Originality/valueAlthough the Agency is strongly associated with the education of children with special educational needs and disabilities, all member countries have the shared vision to support inclusive education systems so that all learners of any age are provided with meaningful, high-quality educational opportunities in their local community. While its projects are firmly rooted in the 2006 UN Convention on the Rights of Persons with Disabilities, its work is also influenced by the concept of inclusion as promoted in the UN Sustainable Development Goal (SDG) 4) “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”

PurposeThis paper presents a review of empirical research on educational leadership during times of crises in K–12 schools. This review aimed to map the recent literature and identify key characteristics of educational leadership during crises to understand how this type of leadership is different from current understandings.Design/methodology/approachA scoping review of empirical research from 2010 to 2020 on how school leaders have managed and responded to crises in K-12 was completed. The empirical research was analysed and synthesised by using the preview, question, read and summarise (PQRS) system.FindingsThe findings draw attention to the fact that the notion of crisis leadership has been a neglected aspect of educational leadership research. Additionally, the review reveals six emerging characteristics which depict how school leadership has been enacted during different types of crisis across a range of contexts and crisis phases.Originality/valueThe findings add to current practical understandings of educational leadership by illustrating the complexity and multi-layered nature of leading during times of crisis. Furthermore, these findings contribute to the field by identifying how leading during a crisis is different from current understandings. Lastly, they highlight the need to develop theories and models that account for how leadership is used to deal with the unpredictable nature of crises that schools across the globe face today and into the future.

In this review focus is on how digital competence in educational contexts has been addressed in international research over the last 10 years in terms of policy, organizational infrastructures, strategic leadership as well as teachers and their teaching practices. The analysis shows that although research on digital competence in educational contexts has increased, knowledge on digital competence related to organizational infrastructures and strategic leadership are sparse. The analysis indicated that most research focuses on the specific competence needed by teachers and therefore tends to neglect the influence of broader contextual conditions in the wider school setting. Based on the review, three suggestions for further research can be provided. Firstly, to address research on organizational infrastructures and digital competent leadership. Secondly, to elaborate on theoretical frameworks that can close the gap between research on policy, organizational infrastructures, strategic leadership as well as teachers and their teaching practices. A third suggestion is for researchers to become involved in the development of new approaches that can enhance digital competence in educational contexts. It can be concluded that digital competence might not benefit from being regarded as an isolated phenomena on the level of single actors. Rather, it can be regarded as an organizational task, influenced and driven by several contextual factors embedded within and across a wider school organization.

PurposeWhile current research is reporting on a crisis in school leadership aspirations and appointments, this research sheds light on the mediating factors that school middle leaders (MLs) attribute to their appointment as a leader and their aspirations to senior leadership positions.Design/methodology/approachQualitative data from a larger, mixed-method, research project were collected using an online survey completed by 2,608 MLs in a large public school system in Australia and is analysed using an inductive thematic process.FindingsThe findings suggest that MLs experience varying and non-linear career progressions and that a range of personal and professional factors impact their career aspirations. The support of an “experienced other” such as a principal, mentor or coach and strategic career planning are all important in the identification, support, development and advancement of MLs.Originality/valueThis paper contributes to the scarce body of research on middle leadership identification and aspirations. The study recommends a system approach drawn from the empirical data and associated literature that may be useful to inform policymakers, school systems and school leaders in efforts towards middle leadership identification, development and advancement.

In The New Work of Educational Leaders, Peter Gronn provides a new framework for understanding leadership practice. The work of leaders will increasingly be shaped by three over-riding but contradictory themes: design, distribution and disengagement. These are the ′architecture′ of school and educational leadership. Designer-leadership is the use of mandatory standards of assessment and accreditation for school leaders, such as the NPQH (National Qualification for Headship) in the United Kingdon and the ISLLC (Interstate School Leaders Licensure Consortium) standards in the United States. Distributed patterns of leadership have developed in response to the intensification of school leaders′ work under policy regimes of site-based and school self-management. Disengagement describes a culture of abstention, in which school systems anticipate leadership succession problems, such as projected shortages and recurring recruitment difficulties.

The concept and practice of teacher leadership have gained momentum in the past two decades. Teachers are assuming more leadership functions at both instructional and organizational levels of practice. Empirical literature reveals numerous small-scale, qualitative studies that describe dimensions of teacher leadership practice, teacher leader characteristics, and conditions that promote and challenge teacher leadership. Less is known about how teacher leadership develops and about its effects. In addition, the construct of teacher leadership is not well defined, conceptually or operationally. Future research focused on the differentiated paths by which teachers influence organizational capacity, professionalism, instructional improvement, and student learning has the potential to advance the practice of teacher leadership. A conceptual framework is offered to guide such inquiry.