The challenge of cultivating caring, compassionate relationships in schools, which requires leaders to utilize sophisticated intra-and

The gap

Evidence profile

Sourced from the recommendations and future work of the source papers, classified as general, drawn from work published between 2025 and 2026, spanning 6 journals. Those papers have been cited 3 times in total.

Supporting evidence — 8 representative gaps

• From Leadership to Attractiveness: Examining the Relationship Between Learner Leadership Behaviors and the Organizational Attractiveness of Schools (2026) · Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi dergisi/Yüzüncü Yıl Üniversitesi Eğitim Fakültesi dergisi · doi

  Based on the results, it is recommended that school principals adopt leadership approaches that take into account teachers’ individual and professional development needs and also provide psychological and emotional support. In this way, managerial behaviors can increase the perception of organizational attractiveness. In this context, the more effective implementation of a learning leadership approach in school management will contribute to teachers perceiving the organizational environment more positively. Ensuring the presence and appointment of learning and self- developing leaders in schools can strengthen organizational communication and support team spirit and vision sharing. In this context, it will contribute to regular team meetings, joint goal-setting efforts, and the promotion of school-based learning communities. Considering the positive effect of learning leadership on organizational attractiveness, it can be suggested that graduate education should be made mandatory for school administrators, as the learning leadership style will play a critical role in making school environments more attractive. Thus, it can be said that school administrators will increase teachers’ sense of belonging and commitment to the school by effectively using their authority and support levels. Ethics Committee Approval Information: The study was conducted with the approval of the Mardin Artuklu University Scientific Research and Publication Ethics Committee, dated 12/10/2023 and numbered 114889. Author Conflict of Interest Information: There is no conflict of interest in this study, and no financial support was received. Author Contributions: The authors declare that they have contributed equally to the article. This study is licensed under Creative Commons Attribution-NonCommercial-NonDerivative (CC BY NC ND) 286  Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 2026; 23(1), s. 275-291. Van Yüzüncü Yıl University Journal of Education, 2026; 23(1), p. 275-291. DOI: 10.33711/yyuefd.1790878

  generalrecommendationsevidence 5/5
  Keywords: school learning leadership support organizational teachers based increase attractiveness context contribute team education administrators ethics
• The Impact of School Principals' Digital Leadership Level on Learning Organization and Teachers' Self Leadership Skills (2026) · Hacettepe University Journal of Education · doi

  -This study revealed that the digital leadership level of school principals positively contributes to the level of schools becoming learning organizations and the level of teachers' self-leadership skills. In the study, teachers' digital leadership perception levels about school principals were found to be high. However, school principals can still receive the necessary in-service training and renew themselves to improve their digital leadership levels. - The digital leadership skills of school principals can be taken into consideration as a criterion during the school principal assignment phase. School principals with high digital leadership levels can be preferred. - It may be beneficial to allocate a budget to schools during the digitalization process in education. - School principals should positively motivate teachers, students and parents for digital transformation in education. - School principals can make a significant contribution to the transformation of schools into learning organizations and the development of teachers' self-leadership skills by further increasing their digital leadership levels. It is thought that these developments will affect students' academic success positively. e-ISSN: 2536-4758 http://www.efdergi.hacettepe.edu.tr/

  generalrecommendationsevidence 5/5
  Keywords: leadership school digital principals teachers levels level positively schools skills learning organizations self high education
• The organisational show: a new conceptualisation to explain school ineffectiveness (2026) · Kuramsal Eğitimbilim · doi

  To reduce the negative effects of organizational show, pressure from higher authorities must be eased and school needs prioritized. Planning activities with a focus on content and quality rather than visibility will increase teacher and student motivation. Projects and activities should be based on voluntary participation, eliminating the perception of drudgery and serving genuine academic and social development. 2026, Journal of Theoretical Educational Sciences - Kuramsal Eğitimbilim Dergisi 19(2), 232-267 Organisational Show… 261 Furthermore, healthy communication and cooperation between administrators and teachers should be strengthened, with the goal of preserving school culture and ensuring sustainable success. Ensuring that supervision is sound and effective is one of the key tools for reducing or preventing organizational show. Another factor that could be effective in reducing organizational show may be through school principals who take on leadership roles rather than managerial ones. School leaders should create a compelling vision and ensure that the school's vision is aligned with that of the teachers. In addition, teachers should be involved in decision-making processes regarding tasks and procedures that exceed their roles. A good school leader should foster a culture of harmony within the school and periodically inform employees of organizational goals. is

  generalrecommendationsevidence 5/5
  Keywords: school organizational show teachers activities rather culture ensuring effective reducing roles vision reduce negative effects
• Architectures of Professional Learning in Rwanda: Institutional Influences on Primary Teachers’ Engagement (2026) · East African Journal of Education Studies · doi

  • The findings suggest the need for stronger leadership preparation focused specifically on professional leadership learning. Since emerged as the strongest enabling factor, school leaders should be supported to move beyond administrative oversight and take on more active instructional and developmental roles. This means helping head teachers and deputy heads to plan CPD strategically, create space for professional dialogue, follow up on implementation, and foster teacher ownership of learning processes. When school leaders act as facilitators of growth rather than monitors of attendance only, CPD is more likely to have sustained effects. • There is also a strong need for more stable and predictable school-level funding for CPD. that weak funding

  generalrecommendationsevidence 5/5
  Keywords: school need leadership professional learning leaders funding suggest stronger preparation focused specifically emerged strongest enabling
• Linking Organisational Climate to Students’ Academic Performance: Evidence from Lagos State Senior Secondary Schools, Nigeria (2026) · NIU Journal of Educational Research · doi

  Based on the findings and conclusions of this study, the following recommendations are made to enhance students’ organisational climate, and academic performance in Lagos State public senior secondary schools: improve NIU Journal of Educational Research The Ministry of Education and relevant education boards should design and implement policies that promote collegiality, participatory leadership, and teacher collaboration in all public schools. These efforts are consistent with Organisational Climate Theory, which asserts that the internal atmosphere of an organisation determines employee performance and satisfaction. leadership styles

  generalrecommendationsevidence 5/5
  Keywords: organisational climate performance public schools education leadership based conclusions following recommendations made enhance students academic
• Sustainable leadership and future-ready school development in secondary schools in Irbid Governorate: the indirect explanatory role of organizational learning (2026) · Frontiers in Education · doi

  should also examine the empirical distinctiveness of sustainable leadership, organizational learning, and future-ready school development across different school contexts. This is important because the present study found acceptable but cautious measurement evidence, with close three constructs. Cross- discriminant validity among validation with independent samples, measurement invariance testing, and multilevel designs would provide stronger evidence on whether the proposed model operates similarly across schools, governorates, and educational settings. the

  generalfuture workevidence 5/5
  Keywords: school across measurement evidence examine empirical distinctiveness sustainable leadership organizational learning future ready development different
• Sustainable leadership and future-ready school development in secondary schools in Irbid Governorate: the indirect explanatory role of organizational learning (2026) · Frontiers in Education · doi

  leaders should approach an organizational as In light of the findings and limitations, the study suggests several directions for practice and future research. At the practice future-ready school level, school development improvement process rather than as a technology-centered initiative. This requires strengthening sustainable leadership practices, especially those related to professional feedback, distributed responsibility, data- informed decision-making, and long-term improvement priorities. Schools should also give greater attention to organizational learning routines. The results suggest that information flow was perceived positively, but the use of previous experience in planning new initiatives was relatively lower. For this reason, schools may benefit from more systematic mechanisms for initiatives, documenting organizing data-review meetings, and supporting professional learning communities. These practices can help transform individual experience into shared organizational knowledge. learned, reviewing previous lessons

  generalrecommendationsevidence 5/5
  Keywords: organizational practice future school improvement practices professional schools learning previous experience initiatives leaders approach light
• The importance of structure and trust in developmental work in school: with observations and joint analyses as the key activity (2025) · Frontiers in Education · cited 3× · doi

  Author contributions Research focusing on teachers’ professional development and PLCs emphasizes the importance of organizational conditions, social aspects, and faculty trust at schools as prerequisites for development (Wolthuis et al., 2020; Louis, 2007; Vedder-Weiss et al., 2019; Stoll et al., 2006). However, these studies do not illustrate how these factors can be managed during development work supported by external resource persons. The purpose of this study was to illuminate how DWR can be organized and led, and to understand how these arrangements and leadership processes are perceived by the teachers involved. The study does not confirm that the structure for lesson planning and joint analysis has become part of the school’s practice; it is not ingrained or imbedded in the walls, but at least the structure is posted on the wall, and the staff at the school have practiced it and they want to continue. This could indicate that these processes will hopefully become part of the everyday practice in the school in the future. The principal at the school was not just supporting the processes but was actively involved in them. The leader was guiding the joint analyses, thereby developing the leadership capabilities of the leader in their collaborative analyses, which, according to Nelson and Slavit (2008), can lead to a sustainable practice. The teachers also expressed their desire to continue with MP: Writing – original draft.

  generalfuture workevidence 5/5
  Keywords: school teachers development processes practice leadership involved structure joint become part continue leader analyses author

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