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I jumped at the chance to shepherd this collection. This was personal for me. In the past, when I had prepared to teach courses on political leadership, I had come up with a dearth of recent scholarly attention to the topic. Perhaps my perspective on politics and leadership exacerbated the difficulty of my search. I had in mind a politics that touched all aspects of power and authority in our lives (not just government), encouraged the moral imagination, and affirmed human agency that could make the future better than the present. I searched with limited success for material that would explain.

The definition and structural-content description of basic competences of teachers in a normative document presenting the state requirements for the qualification "teacher" in 2021 is a challenge for higher schools in Bulgaria how to practically apply the competence approach in the training of future teachers. The present study is the first that aims to survey the opinion of students studying pedagogic disciplines in relation to the main competences of teachers such as: teaching, relationships with students, relationships with other pedagogical professionals, leadership, work with parents and family community, educational work, work in a multicultural and inclusive school environment. The results illustrate the importance of students' awareness of the teacher's basic professionalpedagogical competencies, including the implementation of reflection in relation to their content components.

I jumped at the chance to shepherd this collection. This was personal for me. In the past, when I had prepared to teach courses on political leadership, I had come up with a dearth of recent scholarly attention to the topic.Perhaps my perspective on politics and leadership exacerbated the difficulty of my search. I had in mind a politics that touched all aspects of power and authority in our lives (not just government), encouraged the moral imagination, and affirmed human agency that could make the future better than the present. I searched with limited success for material that would explain

School organizational climate is the visceral 'sense' of safety and belonging that people experience on site. This present study aimed at describing the effect of principals' transformational leadership and teachers' socioeconomic status on school organizational climate in the Elementary Schools of Boven Digoel Regency, Papua? Two problem statements guided the study as follows: (a) does principals' transformational leadership effect positively and significantly on school organizational climate in the elementary schools of Boven Digoel Regency, Papua? and (b) does teachers' socioeconomic status effect positively and significantly on school organizational climate in the elementary schools of Boven Digoel Regency, Papua? A purposive sampling was used to obtain 217 drawn from amongs 412 elementary schools' teachers of Boven Digoel Regency, Papua. Data were analysed quantitatively using Statistical Package for the Social Sciences (SPSS) version 21. Findings of the study showed that: (a) principals' transformational leadership effects positively effect on school organizational climate in the elementary schools of Boven Digoel Regency, Papua; and (b) teachers' socioeconomic status effect positively and significantly on school organizational climate in the elementary schools of Boven Digoel Regency, Papua. These findings might be worthwhile for the Head of Education Office at regional government level to take an effort of improving both principals' transformational leadership and teachers' socioeconomic status in order that school organizational climate is condusive for all on site.

School organizational climate is the visceral 'sense' of safety and belonging that people experience on site. This present study aimed at describing the effect of principals' transformational leadership and teachers' socioeconomic status on school organizational climate in the Elementary Schools of Boven Digoel Regency, Papua? Two problem statements guided the study as follows: (a) does principals' transformational leadership effect positively and significantly on school organizational climate in the elementary schools of Boven Digoel Regency, Papua? and (b) does teachers' socioeconomic status effect positively and significantly on school organizational climate in the elementary schools of Boven Digoel Regency, Papua? A purposive sampling was used to obtain 217 drawn from amongs 412 elementary schools' teachers of Boven Digoel Regency, Papua. Data were analysed quantitatively using Statistical Package for the Social Sciences (SPSS) version 21. Findings of the study showed that: (a) principals' transformational leadership effects positively effect on school organizational climate in the elementary schools of Boven Digoel Regency, Papua; and (b) teachers' socioeconomic status effect positively and significantly on school organizational climate in the elementary schools of Boven Digoel Regency, Papua. These findings might be worthwhile for the Head of Education Office at regional government level to take an effort of improving both principals' transformational leadership and teachers' socioeconomic status in order that school organizational climate is condusive for all on site. Article visualizations:

Within public schools throughout the United States, an emphasis has been placed on improving education for all students. In turn, this has resulted in legislators and policymakers placing an emphasis on assessing student learning and holding the education community accountable. In this study, the researcher examined one variable in the accountability effort: teacher absenteeism. The major purpose of this study was to examine the relationship between teacher absenteeism and fourth-grade student mathematical achievement. Data for this study were generated from nine school districts located in northern Louisiana. Data consisted of attendance records of fourth-grade teachers and student performance on the mathematics portion of the fourth-grade Louisiana Education Assessment Program (LEAP). It was hypothesized that teacher absences would negatively impact student performance on the mathematics portion of the LEAP. Hypotheses were tested and analyzed using a one-way analysis of variance (ANOVA) and two multiple regressions. Teachers were classified into four groups based on absenteeism rates of less than five days, five to ten days, eleven to fourteen days, and fifteen or more days per school year. The results of the one-way analysis of variance (ANOVA) found no statistically significant relationship between teacher absenteeism groups and student mathematical performance on the LEAP. In the two multiple regressions, neither the demographic characteristics (i.e., teacher age, years of teaching experience, level of education, and certification type) nor the organizational variables (i.e., school socioeconomic status and student mathematical achievement) were significant predictors of teacher absenteeism. Several potential explanations for the lack of relationship between teacher absenteeism and student performance on the mathematics portion of the LEAP were discussed. Recommendations for future research were made, including the replication and extension of this study in other settings.

This resource review focuses on "Leadership and Team Simulation: Everest V2" released by Harvard Business Publishing. The review describes the simulation's story line of a commercial team expedition climbing to the summit of Mount Everest along with the simulation's architecture and key features. Building on Wright and Gilmore's (2012) finding that introductory management courses are underpinned by the threshold concept that management is a practice informed by theory, the review explains how the Everest Team Simulation can be implemented in these courses to help novice students understand the threshold concept. The review concludes by outlining the strengths and limitations of the Everest Team Simulation for teaching threshold concepts compared to more specialized business simulations.

Abstract The authorization of federal legislation including the 2001 No Child Left Behind (NCLB) Act (Public Law 107-110) and the United States Department of Education, 2009 Race to The Top (RTTT) (Pubic Law 111-5) federal grant stimulus spurred an increase in state accountability systems that focused on reform and innovation. Specifically, these federal statutes focused on a "renewed emphasis on state-level teacher evaluation policy" (Maslow & Kelley, 2012, p. 601). This enhanced focus on accountability for student achievement among teachers and principals has contributed to school districts attempting to design effective teacher evaluation systems that promote and encourage a culture of continuous improvement and growth for all teachers. Further, there is a strong need to identify for principals the most essential elements of teacher evaluation that impact teacher effectiveness. In the Minnesota State Teacher Development, Evaluation and Peer Support Model Evaluation Report (2015), teachers are "decidedly split" on the usefulness of teaching standards to accurately assess and inform professional growth conversations. The teachers who reported negatively identified that the tool was limiting and encouraged "canned ways of reflecting" on their instructional practices. However, evaluators found that the teaching standards are useful and that they need more time and/or training to support professional growth conversations with teachers. Callahan and Sadeghi (2015) identify that a teacher evaluation system should provide "timely and useful feedback" through an "accurate and consistent process" that "measures a teacher's strength and weaknesses". Consequently, the purpose of this study is to understand the extent to which teachers perceive standards-based teacher evaluation to be useful and accurate in measuring teacher effectiveness. Additionally, the study seeks to identify how teacher conferencing and written feedback within standards-based teacher evaluation influences teacher's professional growth (development). The frequency results provided several important findings. Thirty-four or 100.0% of respondents strongly agreed or agreed that conferencing (face-to-face) was an important component of teacher evaluation. Thirty-three or 97.1% of respondents strongly agreed or agreed that written feedback was an important component of teacher evaluation. Nineteen or 57.6% of respondents strongly disagreed or disagreed with the statement that the process of teacher evaluation leads to improved student achievement at their school. Thirty or 90.9% of respondents strongly agreed or agreed that when completed, conferencing (face-to-face) was helpful in improving teaching and learning.

Leadership in modern-day schools is changing. School leaders are expected to oversee the physical plant and school finances, as well as to be the instructional leader, personnel officer, public relations specialist, and point person for the accountability efforts at all governmental levels. Principals cannot be experts in every area of school administration; thus, they are more dependent on other members of the educational team. The purpose of this study was to develop and implement a form of shared leadership in an elementary school known as an intelligent hierarchy, to test whether such a model affects the distribution of decision-making, climate, and morale within the school (Leithwood & Mascall, 2008). This was a mixed-methods, action-research project in which the principal of the school served as a participant observer. A leadership team was formed consisting of the principal, teachers, support staff, and parents to aid in the decision-making process. Qualitative data were collected in the form of minutes of leadership team meetings, journal entries by the principal, and minutes of meetings with individual teachers. A modified version of the constant comparative method (Maykut & Morehouse,1994) was used to analyze the qualitative data. Quantitative data were collected with questionnaires administered three times each throughout the course of the study. Data were collected on shared leadership, the distribution of decisions, school climate, and teacher morale. The implementation of the hybrid model of shared leadership led to improvement in the areas of shared leadership, shared decision-making, and employee morale. Improvement was evident in some areas of school climate. The result is a model administrators could implement, either in whole or in part, to track the implementation of shared leadership in their schools. ; Ed. D.

Abstract: We analyse the Chilean student movement by looking at Twitter data from 26 protests, distributed between May of 2011 and November of 2013. Using a mixed methods approach, based on social network analysis and qualitative methods, this article uncovers specific Twitter-based protest patterns and changing centrality of actors over time. It finds that the student movement has increasingly used Twitter, especially during days of protest. It also 318 C. García et al. identifies a process of Twitter institutionalisation, whereby official accounts of organisations have become more central through time, in comparison with individual leaders' accounts. This article contributes to the literature that analyses how existing social movement organisations adapt to emerging environments of digital activism. Keywords: social movements; students; protest; social network analysis; SNA; collective action; social media; Twitter; Chile. Reference to this paper should be made as follows: García, C., von Bülow, M., Ledezma, J. and Chauveau, P. (2014) 'What can Twitter tell us about social movements' network topology and centrality? Analysing the case of the 2011–2013 Chilean student movement', Int. J. Organisational Design and Engineering, Vol. 3, Nos. 3/4, pp.317–337. Biographical notes: Cristóbal García is the Director of the iLab and Assistant Professor of Business Innovation and Design at Pontificia Universidad Catolica of Chile. He is the Founder of the Jump Chile Entrepreneurship Academy and co-investigator of the Web in Movement Project. He is an external faculty at Columbia's Center on Organizational Innovation and a Visiting Scholar at MIT. Marisa von Bülow is a Professor of Political Science at the Political Science Institute, University of Brasilia, Brazil, and Researcher at the Political Science Institute, Catholic University, Chile. She holds a PhD in Political Science and is the author of Building Transnational Networks (Cambridge University Press, 2010). She studies social movements, transnational networks and online activism. Javier Ledezma is a PhD student at the University of Chile's Systems Engineering Program and a research member of the Web in Movement project. His research interests comprise macroeconomics, political economy, innovation and organisational networks. He is a Civil Engineer and holds a Master in Applied Economics. Paul Chauveau is a Research Assistant of the Web in Movement project and an Engineering student at Pontificia Universidad Catolica de Chile. This paper is a revised and expanded version of a paper entitled 'What can Twitter teach us about protests? Analyzing the Chilean student movement's leadership and network evolution through social media use' presented at the 4th International Conference on Collaborative Innovation Networks (COINs), Santiago, Chile, 11–14 August 2013. An even earlier version with this same title was presented at the LINKS Conference, MIT Media Lab in Cambridge, Mass., 22 July 2013.

Efforts to improve school quality are carried out by increasing discipline, motivation, job satisfaction, teacher performance, and school performance by taking into account the Organizational Climate factor. The objectives of this study (1) Describe the relationship between Transformational Leadership (X1) and Teacher Performance (Y), (2) Describe the Relationship between Compensation (X2) and Teacher Performance (Y), (3) Describe the Relationship between Organizational Climate (X1) with Teacher Performance (Y),and (4) Describe the Relationship between Transformational Leadership, Compensation, and Organizational Climate with Teacher Performance. This type of research is a field research with a sample of 80 people spread across 8 schools in the city of Mataram. The data retrieval instrument in this study uses a questionnaire as the main tool in data retrieval. Analysis of the data used is the Pearson Product Moment Correlation. The results of data analysis using the SPSS program showed a significant correlation between transformational leadership variables and teacher performance significance variables Sig.(2-tailed) 0,000 <0,05. Significance value Sig. (2-tailed) between compensation variables with variable teacher performance is equal to 0.025 <0.05, meaning that there is a significant correlation between compensation variables with teacher performance variables. Significance value Sig. (2-tailed) between organizational climate variables with variable teacher performance of 0,000 <0,05, meaning that there is a significant correlation between organizational climate variables with teacher performance variables. Simultaneously there is a significant relationship between variables of transformational leadership, compensation, organizational climate and teacher performance.