The Department of Education, Schools Division Office,

The gap

Evidence profile

Stated in the recommendations section of the source papers, classified as general, spanning 3 journals.

Supporting evidence — 3 representative gaps

• Barriers to Teacher Leadership in Bangladeshi Secondary Schools: A Qualitative Study Using the Four-Factor Model (2026) · European Journal of Educational Management · doi

  implementation of regular practices of teaching might construct a thrilling and pleasant educational ambience in schools. In light of the theoretical and methodological implications evolved from the study findings, this study brings several recommendations at the practitioner-level, leadership-level, and administrative-level. For school leaders, this study brings suggestions for bringing change in top-down authoritarian practices and attitudes toward the teacher leadership concept. Considering the school context, the school leadership can apply interventions, including teacher empowerment, positive school culture, to promote TL, provide time and resources to teachers to play TL roles, and enhance teachers’ decision-making skills. Teachers should be more conscious of their professional agency and autonomy, foster a collaborative culture, and attend Leadership Training Programs. There is no existing system of a supervisory body or policy-level initiative for developing the TL idea in Bangladesh (Islam et al., 2025). Thus, educational authoritarian initiative in ensuring leadership training for school leaders as well as teachers is recommended. Additionally, more large- scale empirical studies on teacher leadership practices could be recommended to refine the concept and enactment of TL practices in school contexts in Bangladesh.

  generalstated in recommendationsevidence 5/5
  Keywords: leadership school practices level teachers teacher educational brings leaders authoritarian concept culture training initiative bangladesh
• Organizational happiness of public elementary schools in an indigenous learning community: Its role in determining teacher empowerment (2026) · International Journal of Research Studies in Education · doi

  ➢ School administrators may sustain the high level of organizational happiness by continuously strengthening programs that promote teacher engagement, positive relationships, and recognition systems, ensuring that existing supportive practices are consistently implemented and institutionalized across all schools. ➢ School leaders may prioritize the enhancement of teacher empowerment by expanding opportunities for International Journal of Research Studies in Education 43 Kidmano, C. B., Vadil, C. F., & Agustin, A. A. ➢ ➢ ➢ autonomy, participatory decision-making, leadership roles, and structured professional development programs that allow teachers to actively contribute to school improvement processes. Since the relationship between organizational happiness and teacher empowerment is weak but significant, administrators may design integrated programs that intentionally connect teacher well-being initiatives with empowerment structures, ensuring that positive workplace experiences translate into increased professional agency and participation. The proposed Educational Administration Intervention (training design) may be adopted, piloted, and regularly evaluated within the district to ensure its effectiveness in addressing identified gaps in organizational happiness and teacher empowerment and to support continuous professional growth among teachers. Future researchers are encouraged to replicate this study in other educational settings, including secondary schools or other districts, using mixed-methods approaches and incorporating additional variables such as leadership styles, organizational culture, job satisfaction, and teacher performance to provide a more comprehensive understanding of the dynamics between organizational happiness and teacher empowerment.

  generalstated in recommendationsevidence 5/5
  Keywords: teacher organizational empowerment happiness school programs professional administrators positive ensuring schools leadership teachers design educational
• School Head's Leadership Efficiency on Teacher's Moral Support in Public Elementary School: Basis for Enhancing Annual Implementation Plan (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  The Department of Education, Schools Division Office, and district supervisors should support leadership- development initiatives that give greater emphasis to emotional intelligence, empathetic communication, conflict management, and reflective practice. School heads should institutionalize regular wellness activities, coaching and listening sessions, peer-support mechanisms, and practical life-skills or vocational learning opportunities. Resource allocations in the Annual Implementation Plan should explicitly provide for teacher well-being, professional support, and the documentation needed to monitor participation and outcomes. Teachers should be actively involved in identifying support needs, designing activities, providing feedback, and evaluating the usefulness of the program. Schools should implement the Teacher Moral Support Enhancement Program through a collaborative and evidence-based process, using quarterly reviews and teacher-satisfaction data to refine activities. Future researchers may examine the long-term effects of specific wellness and leadership interventions on teacher performance, retention, burnout, job satisfaction, and learner outcomes, and may replicate the study in other districts or with larger and more diverse samples. 199 ISSN: 3116-3475

  generalstated in recommendationsevidence 5/5
  Keywords: support teacher activities schools leadership wellness outcomes program satisfaction department education division office district supervisors

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