Journal for School Superintendents · Retrospective research programme

Leadership, Learning Work
and the Future of School.

A 100-source foundation for a proposed original issue through Movement Thinking. Source research spans 2017–2026. The volume contains 5 conceptual articles and 6 primary-study protocols. Version-specific records preserve review of the conceptual text by Dr. Vickie Aultmon; the 100 briefs below are proposed inquiries, not 100 completed or published articles.

Read the complete 11-article volume →Source register · CSV Attribution & evidence · JSON

100: Distinct source studies / reviews
11: Complete scholarly manuscripts
0: Published articles in this proposed issue

Search boundary, licensing and integrity checks

Purposive screening of the existing 2,619-record open-research catalog plus a separately inspected APA catalog; all 131 open-research API pages read. This is not an exhaustive search of all school-leadership scholarship and these are not claimed to be newly discovered records.

Fresh Europe PMC fullTextXML; exact article DOI, article-level license and body checked. Author groups parsed separately from editorial groups.

Fresh Europe PMC core records; no retraction, withdrawal or expression-of-concern flags found for selected records as of 2026-10-15. Related corrections remain visible. This is not an independent certification of research integrity.

All selected sources carry article-level CC BY 4.0 notices. Their original authors and identifiers are preserved. Briefs add proposed questions, not new empirical results or claims that the sources endorse Movement Thinking. Original source years must never be used to backdate new manuscripts.

100 of 100 source briefs · Rights verified 15 October 2026

001

Learner protection and belonging · Source 2017 · CC BY 4.0

School Leadership and Cyberbullying—A Multilevel Analysis ↗

Sara B Låftman; Viveca Östberg; Bitte Modin. International Journal of Environmental Research and Public Health · 2017-10-15 · 10.3390/ijerph14101226

Proposed future-school inquiry

How can school leadership preserve belonging and safety while expanding students’ digital and public-facing work?

Connect digital learning and future readiness to safety, belonging and accessible human support.

Attribution, evaluation brief & source evidence

Evaluate a bounded school process with safeguarding routes; distinguish research information from individual clinical advice.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Sara B Låftman; Viveca Östberg; Bitte Modin. School Leadership and Cyberbullying—A Multilevel Analysis. International Journal of Environmental Research and Public Health (2017-10-15). https://doi.org/10.3390/ijerph14101226. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 6223f12ec9312ba4474b739a4dbd1f390b55dd8001eb0d1d535cf9167e5afd56

Commissioning brief — not a completed article

002

Relationships and organizational trust · Source 2018 · CC BY 4.0

A Multilevel Model of Teachers’ Job Performance: Understanding the Effects of Trait Emotional Intelligence, Job Satisfaction, and Organizational Trust ↗

Mingwei Li; Pablo Alejandro Pérez-Díaz; Yaqing Mao; K. V. Petrides. Frontiers in Psychology · 2018-11-30 · 10.3389/fpsyg.2018.02420

Proposed future-school inquiry

Which concrete working conditions would make relational leadership usable during technological and organizational change?

Translate relational leadership into observable arrangements of support, voice and accountability.

Attribution, evaluation brief & source evidence

Observe changes in support and discretion alongside outcomes; test rival explanations and subgroup differences.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Mingwei Li; Pablo Alejandro Pérez-Díaz; Yaqing Mao; K. V. Petrides. A Multilevel Model of Teachers’ Job Performance: Understanding the Effects of Trait Emotional Intelligence, Job Satisfaction, and Organizational Trust. Frontiers in Psychology (2018-11-30). https://doi.org/10.3389/fpsyg.2018.02420. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Frontiers Media SA. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 b3247e071d1304365a2b5ffde1a60d9d932ac48f7e72fe9219251776decd7a6b

Commissioning brief — not a completed article

003

Community and school governance · Source 2019 · CC BY 4.0

Effect of leadership style and organizational climate on employees' food safety and hygiene behaviors in the institutional food service of schools ↗

Wen‐Hwa Ko; Hsiu‐yu Kang. Food Science & Nutrition · 2019-05-07 · 10.1002/fsn3.1056

Proposed future-school inquiry

How should a superintendent translate this source into a locally accountable experiment rather than a universal prescription?

Connect educational change to public explanation, shared evidence and the ability to correct course.

Attribution, evaluation brief & source evidence

Define a reversible implementation, responsible humans, review criteria and a route for affected people to contest decisions.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Wen‐Hwa Ko; Hsiu‐yu Kang. Effect of leadership style and organizational climate on employees' food safety and hygiene behaviors in the institutional food service of schools. Food Science & Nutrition (2019-05-07). https://doi.org/10.1002/fsn3.1056. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Wiley. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 508c6754dd114e108107db8464f7d3669f8873b5656d3db15e4f1ec72092248e

Commissioning brief — not a completed article

004

Inclusion and public purpose · Source 2020 · CC BY 4.0

School learning climate in the lens of parental involvement and school leadership: lessons for inclusiveness among public schools ↗

Jason Alinsunurin. Smart Learning Environments · 2020-09-21 · 10.1186/s40561-020-00139-2

Proposed future-school inquiry

Whose authority, access or unpaid labor changes when this finding is translated into a future-school design?

Test whether participation changes whose judgments count and who can benefit.

Attribution, evaluation brief & source evidence

Co-design the evaluation with affected participants; report access and adverse effects without exposing individuals.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Jason Alinsunurin. School learning climate in the lens of parental involvement and school leadership: lessons for inclusiveness among public schools. Smart Learning Environments (2020-09-21). https://doi.org/10.1186/s40561-020-00139-2. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Springer Science and Business Media LLC. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Version: Journal article in Europe PMC · Type: research-article. Copyright notice: © The Author(s) 2020

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 a35f65a2e30c031df52ecb66add4a410b9e323c74dc5245c3f6cd5c58256b89a

Commissioning brief — not a completed article

005

Learner protection and belonging · Source 2021 · CC BY 4.0

Teacher-Rated School Leadership and Adolescent Gambling: A Study of Upper Secondary Schools in Stockholm, Sweden ↗

Gabriella Olsson; Bitte Modin; Sara Brolin Låftman. International Journal of Environmental Research and Public Health · 2021-09-14 · 10.3390/ijerph18189660

Proposed future-school inquiry

How can school leadership preserve belonging and safety while expanding students’ digital and public-facing work?

Connect digital learning and future readiness to safety, belonging and accessible human support.

Attribution, evaluation brief & source evidence

Evaluate a bounded school process with safeguarding routes; distinguish research information from individual clinical advice.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Gabriella Olsson; Bitte Modin; Sara Brolin Låftman. Teacher-Rated School Leadership and Adolescent Gambling: A Study of Upper Secondary Schools in Stockholm, Sweden. International Journal of Environmental Research and Public Health (2021-09-14). https://doi.org/10.3390/ijerph18189660. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 aa41790a0da128cfbb651c3bf11e48c77c7a3692185398e7b7ea3d2fc3e6d1a3

Commissioning brief — not a completed article

006

Relationships and organizational trust · Source 2022 · CC BY 4.0

School principals’ social support and teachers’ basic need satisfaction: The mediating role of job demands and job resources ↗

Jasper Maas; Simone Schoch; Urte Scholz; Pamela Rackow; Julia Schüler; Mirko Wegner; Roger Keller. Social Psychology of Education · 2022-10-31 · 10.1007/s11218-022-09730-6

Proposed future-school inquiry

Which concrete working conditions would make relational leadership usable during technological and organizational change?

Translate relational leadership into observable arrangements of support, voice and accountability.

Attribution, evaluation brief & source evidence

Observe changes in support and discretion alongside outcomes; test rival explanations and subgroup differences.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Jasper Maas; Simone Schoch; Urte Scholz; Pamela Rackow; Julia Schüler; Mirko Wegner; Roger Keller. School principals’ social support and teachers’ basic need satisfaction: The mediating role of job demands and job resources. Social Psychology of Education (2022-10-31). https://doi.org/10.1007/s11218-022-09730-6. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Springer Science and Business Media LLC. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Version: Journal article in Europe PMC · Type: research-article. Copyright notice: © The Author(s) 2022

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 f7937377eae183a6bfc281d8d58bb0365e0ce3a68f3bb77e0531255fe9181a39

Commissioning brief — not a completed article

007

Distributed authority · Source 2023 · CC BY 4.0

Linking Distributed Leadership with Differentiated Instruction in Inclusive Schools: The Mediating Roles of Teacher Leadership and Professional Competence ↗

Tiantian Wang; Guoxiu Tian. Behavioral Sciences · 2023-11-30 · 10.3390/bs13120990

Proposed future-school inquiry

When responsibilities are distributed, do educators gain usable authority or additional unresourced work?

Connect shared authority to real resources, protected time and responsibility.

Attribution, evaluation brief & source evidence

Specify decision rights before a phased pilot; track workload, collaboration quality and independently rated outcomes.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Tiantian Wang; Guoxiu Tian. Linking Distributed Leadership with Differentiated Instruction in Inclusive Schools: The Mediating Roles of Teacher Leadership and Professional Competence. Behavioral Sciences (2023-11-30). https://doi.org/10.3390/bs13120990. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 e58b2939af9a52b52d883227fbaf6b75c136aa3365e1d32e176ec36ba17f77ae

Commissioning brief — not a completed article

008

Distributed authority · Source 2024 · CC BY 4.0

The Chain Mediating Role of Teachers’ Job Stress in the Influence of Distributed School Leadership on Job Satisfaction: Evidence from China, the United States, England, and Australia ↗

Jian Li; Eryong Xue; Yuxuan Liu. Behavioral Sciences · 2024-03-27 · 10.3390/bs14040279

Proposed future-school inquiry

When responsibilities are distributed, do educators gain usable authority or additional unresourced work?

Connect shared authority to real resources, protected time and responsibility.

Attribution, evaluation brief & source evidence

Specify decision rights before a phased pilot; track workload, collaboration quality and independently rated outcomes.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Jian Li; Eryong Xue; Yuxuan Liu. The Chain Mediating Role of Teachers’ Job Stress in the Influence of Distributed School Leadership on Job Satisfaction: Evidence from China, the United States, England, and Australia. Behavioral Sciences (2024-03-27). https://doi.org/10.3390/bs14040279. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 ef4fca4cf7e5b99877b8d1411934469ddb12eb9e38b65fbfd3dd0bf7dab7bed9

Commissioning brief — not a completed article

009

Sustainable work · Source 2025 · CC BY 4.0

Effort–reward imbalance and burnout among German school leaders. Representative study findings and implications for an underserved occupational group ↗

Nele Groß; Kevin Dadaczynski; Marcus Pietsch. The European Journal of Public Health · 2025-02-01 · 10.1093/eurpub/ckae182

Proposed future-school inquiry

Can a future-of-work intervention reduce demands without shifting unpaid repair work to another group?

Treat workload redesign as an institutional choice rather than an individual resilience obligation.

Attribution, evaluation brief & source evidence

Measure complete work cycles and distributional effects; retain a comparison and a stopping rule.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Nele Groß; Kevin Dadaczynski; Marcus Pietsch. Effort–reward imbalance and burnout among German school leaders. Representative study findings and implications for an underserved occupational group. The European Journal of Public Health (2025-02-01). https://doi.org/10.1093/eurpub/ckae182. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Oxford University Press. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Version: Journal article in Europe PMC · Type: research-article. Copyright notice: © The Author(s) 2024. Published by Oxford University Press on behalf of the European Public Health Association.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 4a7eb130793c53688255032ee380ff77ce3b78ed52043e4a48c995b6b3e9f111

Commissioning brief — not a completed article

010

Distributed authority · Source 2026 · CC BY 4.0

Effects of distributed leadership on teachers’ job satisfaction: The mediating role of teacher collaboration ↗

Li Ma; Ying Gu. PLOS One · 2026-04-30 · 10.1371/journal.pone.0347862

Proposed future-school inquiry

When responsibilities are distributed, do educators gain usable authority or additional unresourced work?

Connect shared authority to real resources, protected time and responsibility.

Attribution, evaluation brief & source evidence

Specify decision rights before a phased pilot; track workload, collaboration quality and independently rated outcomes.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Li Ma; Ying Gu. Effects of distributed leadership on teachers’ job satisfaction: The mediating role of teacher collaboration. PLOS One (2026-04-30). https://doi.org/10.1371/journal.pone.0347862. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: PLOS. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 d5ae460d195a4018082f2381bb262f572c6450db696f2bd677fb0339a1394d20

Commissioning brief — not a completed article

011

Distributed authority · Source 2025 · CC BY 4.0

Linking distributed leadership to teachers’ innovation: Chain mediating roles of commitment and collaboration in Chinese schools ↗

Yu Zhao; Xiaoyang Li; Hongqin Kang. PLOS One · 2025-09-24 · 10.1371/journal.pone.0333118

Proposed future-school inquiry

When responsibilities are distributed, do educators gain usable authority or additional unresourced work?

Connect shared authority to real resources, protected time and responsibility.

Attribution, evaluation brief & source evidence

Specify decision rights before a phased pilot; track workload, collaboration quality and independently rated outcomes.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Yu Zhao; Xiaoyang Li; Hongqin Kang. Linking distributed leadership to teachers’ innovation: Chain mediating roles of commitment and collaboration in Chinese schools. PLOS One (2025-09-24). https://doi.org/10.1371/journal.pone.0333118. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: PLOS. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 471b31bb49b417b1ccd94c0cdf780f8eee07443a96b5f30e08fe3b9aad8baaac

Commissioning brief — not a completed article

012

Distributed authority · Source 2025 · CC BY 4.0

The Influence of Distributed Leadership on Chinese Teachers’ Job Satisfaction: The Chain Mediation of Teacher Collaboration and Teacher Self-Efficacy ↗

Xiaodong Fan; Zuwang Chu. International Journal of Environmental Research and Public Health · 2025-03-26 · 10.3390/ijerph22040507

Proposed future-school inquiry

When responsibilities are distributed, do educators gain usable authority or additional unresourced work?

Connect shared authority to real resources, protected time and responsibility.

Attribution, evaluation brief & source evidence

Specify decision rights before a phased pilot; track workload, collaboration quality and independently rated outcomes.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Xiaodong Fan; Zuwang Chu. The Influence of Distributed Leadership on Chinese Teachers’ Job Satisfaction: The Chain Mediation of Teacher Collaboration and Teacher Self-Efficacy. International Journal of Environmental Research and Public Health (2025-03-26). https://doi.org/10.3390/ijerph22040507. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 ce0a70f951c264f5019ca644b8812d79b60be655fae7dd34c97754c67d62b609

Commissioning brief — not a completed article

013

Professional capacity · Source 2024 · CC BY 4.0

The long-term effects of perceived instructional leadership on teachers’ psychological well-being during COVID-19 ↗

Xiu-Mei Chen; Xiao Ling Liao; I-Hua Chen; Jeffrey H. Gamble; Xing-Yong Jiang; Xu-Dong Li; Cun-Xu Bo. PLOS ONE · 2024-08-19 · 10.1371/journal.pone.0305494

Proposed future-school inquiry

What support would allow teachers to exercise informed judgment when the curriculum and tools change?

Connect leadership behaviors to the professional capacity needed for unfamiliar learning work.

Attribution, evaluation brief & source evidence

Check instrument fit and implementation before testing outcomes; separate correlated constructs from causal mechanisms.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Xiu-Mei Chen; Xiao Ling Liao; I-Hua Chen; Jeffrey H. Gamble; Xing-Yong Jiang; Xu-Dong Li; Cun-Xu Bo. The long-term effects of perceived instructional leadership on teachers’ psychological well-being during COVID-19. PLOS ONE (2024-08-19). https://doi.org/10.1371/journal.pone.0305494. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: PLOS. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 aa9a198fddc8c4fb7a281aeb6c9049042270e7392a0c7e7a111698cd3e68efc4

Commissioning brief — not a completed article

014

Distributed authority · Source 2026 · CC BY 4.0

The relationship between distributed leadership and teachers' teaching enthusiasm: the chain mediation of teacher autonomy and organizational commitment ↗

Yang Zhang; Yipu Hao. Frontiers in Psychology · 2026-08-19 · 10.3389/fpsyg.2026.1896309

Proposed future-school inquiry

When responsibilities are distributed, do educators gain usable authority or additional unresourced work?

Connect shared authority to real resources, protected time and responsibility.

Attribution, evaluation brief & source evidence

Specify decision rights before a phased pilot; track workload, collaboration quality and independently rated outcomes.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Yang Zhang; Yipu Hao. The relationship between distributed leadership and teachers' teaching enthusiasm: the chain mediation of teacher autonomy and organizational commitment. Frontiers in Psychology (2026-08-19). https://doi.org/10.3389/fpsyg.2026.1896309. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Frontiers Media SA. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 7e7a4761f12c4bd05e4619e5b5dcd34ed1d3609f1b547b24a8af434cbe94272c

Commissioning brief — not a completed article

015

Distributed authority · Source 2026 · CC BY 4.0

The relationship between distributed leadership and the enthusiasm and professional collaboration levels of teachers in Türkiye: the moderator effect of teacher optimism ↗

Yurdagül Doğuş. Frontiers in Psychology · 2026-03-04 · 10.3389/fpsyg.2026.1729734

Proposed future-school inquiry

When responsibilities are distributed, do educators gain usable authority or additional unresourced work?

Connect shared authority to real resources, protected time and responsibility.

Attribution, evaluation brief & source evidence

Specify decision rights before a phased pilot; track workload, collaboration quality and independently rated outcomes.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Yurdagül Doğuş. The relationship between distributed leadership and the enthusiasm and professional collaboration levels of teachers in Türkiye: the moderator effect of teacher optimism. Frontiers in Psychology (2026-03-04). https://doi.org/10.3389/fpsyg.2026.1729734. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Frontiers Media SA. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 260141d069a53ccb66e9ba9f7a5bd6d0157baf62b8ab9d94a6163d98e5b85bf0

Commissioning brief — not a completed article

016

Sustainable work · Source 2024 · CC BY 4.0

The well-being and work-related stress of senior school leaders in Wales and Northern Ireland during COVID-19 “educational leadership crisis”: A cross-sectional descriptive study ↗

Emily Marchant; Joanna Dowd; Lucy Bray; Gill Rowlands; Nia Miles; Tom Crick; Michaela James; Kevin Dadaczynski; Orkan Okan. PLOS ONE · 2024-04-10 · 10.1371/journal.pone.0291278

Proposed future-school inquiry

Can a future-of-work intervention reduce demands without shifting unpaid repair work to another group?

Treat workload redesign as an institutional choice rather than an individual resilience obligation.

Attribution, evaluation brief & source evidence

Measure complete work cycles and distributional effects; retain a comparison and a stopping rule.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Emily Marchant; Joanna Dowd; Lucy Bray; Gill Rowlands; Nia Miles; Tom Crick; Michaela James; Kevin Dadaczynski; Orkan Okan. The well-being and work-related stress of senior school leaders in Wales and Northern Ireland during COVID-19 “educational leadership crisis”: A cross-sectional descriptive study. PLOS ONE (2024-04-10). https://doi.org/10.1371/journal.pone.0291278. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: PLOS. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 6faeef842fa9365ee18219074d94aadffc8181017e8c57339ebf19a3d4033dea

Commissioning brief — not a completed article

017

Professional capacity · Source 2026 · CC BY 4.0

A study to examine correlation between instructional leadership and teachers' motivation: evidence from TRNC ↗

Hayat Kalkan; Ahmet Munir Acuner. Frontiers in Psychology · 2026-05-20 · 10.3389/fpsyg.2026.1759126

Proposed future-school inquiry

What support would allow teachers to exercise informed judgment when the curriculum and tools change?

Connect leadership behaviors to the professional capacity needed for unfamiliar learning work.

Attribution, evaluation brief & source evidence

Check instrument fit and implementation before testing outcomes; separate correlated constructs from causal mechanisms.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Hayat Kalkan; Ahmet Munir Acuner. A study to examine correlation between instructional leadership and teachers' motivation: evidence from TRNC. Frontiers in Psychology (2026-05-20). https://doi.org/10.3389/fpsyg.2026.1759126. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Frontiers Media SA. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 9c8486f2a4ac229a87b07d330cc4a587f4850414058074353965e419a2f90675

Commissioning brief — not a completed article

018

Distributed authority · Source 2026 · CC BY 4.0

Association between distributed leadership and teachers’ organizational commitment: Evidence from public and private schools in the United Arab Emirates ↗

Ali Ibrahim; Shaikha Alshehhi; Nikolaos Tsingilis. PLOS One · 2026-06-23 · 10.1371/journal.pone.0351540

Proposed future-school inquiry

When responsibilities are distributed, do educators gain usable authority or additional unresourced work?

Connect shared authority to real resources, protected time and responsibility.

Attribution, evaluation brief & source evidence

Specify decision rights before a phased pilot; track workload, collaboration quality and independently rated outcomes.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Ali Ibrahim; Shaikha Alshehhi; Nikolaos Tsingilis. Association between distributed leadership and teachers’ organizational commitment: Evidence from public and private schools in the United Arab Emirates. PLOS One (2026-06-23). https://doi.org/10.1371/journal.pone.0351540. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: PLOS. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 cb0eff6f898e37d3f9387ff1da06893f96c1b96ac3cce454876c81fedb8bb582

Commissioning brief — not a completed article

019

Professional capacity · Source 2026 · CC BY 4.0

Determinants of instructional leadership: A survey of public secondary schools ↗

Suman Pande; Laxman Acharya; Prakash C. Bhattarai. PLOS One · 2026-08-14 · 10.1371/journal.pone.0355674

Proposed future-school inquiry

What support would allow teachers to exercise informed judgment when the curriculum and tools change?

Connect leadership behaviors to the professional capacity needed for unfamiliar learning work.

Attribution, evaluation brief & source evidence

Check instrument fit and implementation before testing outcomes; separate correlated constructs from causal mechanisms.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Suman Pande; Laxman Acharya; Prakash C. Bhattarai. Determinants of instructional leadership: A survey of public secondary schools. PLOS One (2026-08-14). https://doi.org/10.1371/journal.pone.0355674. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: PLOS. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

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Full-text XML SHA-256 d01d48017c07447dc1941849614094ac7f68a1f2808608e1c5451143e35b97f5

Commissioning brief — not a completed article

020

Distributed authority · Source 2026 · CC BY 4.0

Distributed Leadership and Teachers’ Social and Emotional Learning Practices in Chinese Schools: A Relational Coordination Perspective Using TALIS 2024 Data ↗

Mengting Qian; Xianjun Yu; Jingyi Yang; Chunshun Yan. Behavioral Sciences · 2026-04-01 · 10.3390/bs16040523

Proposed future-school inquiry

When responsibilities are distributed, do educators gain usable authority or additional unresourced work?

Connect shared authority to real resources, protected time and responsibility.

Attribution, evaluation brief & source evidence

Specify decision rights before a phased pilot; track workload, collaboration quality and independently rated outcomes.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Mengting Qian; Xianjun Yu; Jingyi Yang; Chunshun Yan. Distributed Leadership and Teachers’ Social and Emotional Learning Practices in Chinese Schools: A Relational Coordination Perspective Using TALIS 2024 Data. Behavioral Sciences (2026-04-01). https://doi.org/10.3390/bs16040523. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

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Full-text XML SHA-256 22a472283fac12c4c5aa1441b6a40cb3b710599b9804b951d372ae9935c5052f

Commissioning brief — not a completed article

021

Learner protection and belonging · Source 2025 · CC BY 4.0

Effective School Leadership for Supporting Students’ Mental Health: Findings from a Narrative Literature Review ↗

Brian P Daly; Annie Resnikoff; Shannon Litke. Behavioral Sciences · 2025-01-01 · 10.3390/bs15010036

Proposed future-school inquiry

How can school leadership preserve belonging and safety while expanding students’ digital and public-facing work?

Connect digital learning and future readiness to safety, belonging and accessible human support.

Attribution, evaluation brief & source evidence

Evaluate a bounded school process with safeguarding routes; distinguish research information from individual clinical advice.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Brian P Daly; Annie Resnikoff; Shannon Litke. Effective School Leadership for Supporting Students’ Mental Health: Findings from a Narrative Literature Review. Behavioral Sciences (2025-01-01). https://doi.org/10.3390/bs15010036. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

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Full-text XML SHA-256 1a7f5007bf5545f1913a2c09a37e66f34658f5931e395afbc8e3dd463211e8e9

Commissioning brief — not a completed article

022

Professional capacity · Source 2024 · CC BY 4.0

How Collective Efficacy Mediates the Association between Principal Instructional Leadership and Teacher Self-Efficacy: Findings from a Meta-Analytic Structural Equation Modeling (MASEM) Study ↗

Turgut Karakose; Abdurrahman Kardas; Sedat Kanadlı; Tijen Tülübaş; Bilal Yildirim. Behavioral Sciences · 2024-01-25 · 10.3390/bs14020085

Proposed future-school inquiry

What support would allow teachers to exercise informed judgment when the curriculum and tools change?

Connect leadership behaviors to the professional capacity needed for unfamiliar learning work.

Attribution, evaluation brief & source evidence

Check instrument fit and implementation before testing outcomes; separate correlated constructs from causal mechanisms.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Turgut Karakose; Abdurrahman Kardas; Sedat Kanadlı; Tijen Tülübaş; Bilal Yildirim. How Collective Efficacy Mediates the Association between Principal Instructional Leadership and Teacher Self-Efficacy: Findings from a Meta-Analytic Structural Equation Modeling (MASEM) Study. Behavioral Sciences (2024-01-25). https://doi.org/10.3390/bs14020085. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

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Full-text XML SHA-256 d7ed166170af5b891fdb7657a8da661d52860c256f12d44b8b5adc560e2a8985

Commissioning brief — not a completed article

023

Distributed authority · Source 2024 · CC BY 4.0

How Distributed Leadership Affects Social and Emotional Competence in Adolescents: The Chain Mediating Role of Student-Centered Instructional Practices and Teacher Self-Efficacy ↗

Zhenyu Li; Wei Liu; Qiong Li. Behavioral Sciences · 2024-02-13 · 10.3390/bs14020133

Proposed future-school inquiry

When responsibilities are distributed, do educators gain usable authority or additional unresourced work?

Connect shared authority to real resources, protected time and responsibility.

Attribution, evaluation brief & source evidence

Specify decision rights before a phased pilot; track workload, collaboration quality and independently rated outcomes.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Zhenyu Li; Wei Liu; Qiong Li. How Distributed Leadership Affects Social and Emotional Competence in Adolescents: The Chain Mediating Role of Student-Centered Instructional Practices and Teacher Self-Efficacy. Behavioral Sciences (2024-02-13). https://doi.org/10.3390/bs14020133. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

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Full-text XML SHA-256 8b7e1bdefacf172c1dad4332ae8864d56ffbe34f049aa9b937fc58d162760c10

Commissioning brief — not a completed article

024

Inclusion and public purpose · Source 2025 · CC BY 4.0

Is there a significant relationship between the empowering leadership behaviors of school principals and the psychological resilience of teachers? Understanding the moderating effects of gender and length of time spent with the school principal ↗

Mehmet Sabir Çevik; Emine Doğan. BMC Psychology · 2025-01-08 · 10.1186/s40359-024-02330-3

Proposed future-school inquiry

Whose authority, access or unpaid labor changes when this finding is translated into a future-school design?

Test whether participation changes whose judgments count and who can benefit.

Attribution, evaluation brief & source evidence

Co-design the evaluation with affected participants; report access and adverse effects without exposing individuals.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Mehmet Sabir Çevik; Emine Doğan. Is there a significant relationship between the empowering leadership behaviors of school principals and the psychological resilience of teachers? Understanding the moderating effects of gender and length of time spent with the school principal. BMC Psychology (2025-01-08). https://doi.org/10.1186/s40359-024-02330-3. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: BMC. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Version: Journal article in Europe PMC · Type: research-article. Copyright notice: © The Author(s) 2025

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Full-text XML SHA-256 1ac937fa7bcf251b16a7caf52ec16ef31a24f2c5a0ca72c2616c221346257206

Commissioning brief — not a completed article

025

Professional capacity · Source 2024 · CC BY 4.0

Leadership of school principals for school health implementation among primary schools in Mataram, Indonesia: a qualitative study ↗

Hirono Sasaki; Dian Puspita Sari; Cut Warnaini; Fahrin Ramadan Andiwijaya; Rie Takeuchi; Hamsu Kadriyan; Fumiko Shibuya; Jun Kobayashi. Tropical Medicine and Health · 2024-01-02 · 10.1186/s41182-023-00568-y

Proposed future-school inquiry

What support would allow teachers to exercise informed judgment when the curriculum and tools change?

Connect leadership behaviors to the professional capacity needed for unfamiliar learning work.

Attribution, evaluation brief & source evidence

Check instrument fit and implementation before testing outcomes; separate correlated constructs from causal mechanisms.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Hirono Sasaki; Dian Puspita Sari; Cut Warnaini; Fahrin Ramadan Andiwijaya; Rie Takeuchi; Hamsu Kadriyan; Fumiko Shibuya; Jun Kobayashi. Leadership of school principals for school health implementation among primary schools in Mataram, Indonesia: a qualitative study. Tropical Medicine and Health (2024-01-02). https://doi.org/10.1186/s41182-023-00568-y. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: BMC. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Version: Journal article in Europe PMC · Type: research-article. Copyright notice: © The Author(s) 2023

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Full-text XML SHA-256 48e2373f37e5a19ca2acc38b8f0a25e4bb760b7aae83d2938c834c4797452eff

Commissioning brief — not a completed article

026

Learner protection and belonging · Source 2025 · CC BY 4.0

Perspectives of School Principals on Mental Health Promotion and Prevention Among School-Aged Children—A 2025 Cross-Sectional Survey in Lodz Administrative Region in Poland ↗

Aleksandra Lewandowska; Mateusz Jankowski; Mariusz Gujski; Agata Andrzejczyk; Justyna Teliga-Czajkowska; Andrzej Silczuk. Healthcare · 2025-06-23 · 10.3390/healthcare13131498

Proposed future-school inquiry

How can school leadership preserve belonging and safety while expanding students’ digital and public-facing work?

Connect digital learning and future readiness to safety, belonging and accessible human support.

Attribution, evaluation brief & source evidence

Evaluate a bounded school process with safeguarding routes; distinguish research information from individual clinical advice.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Aleksandra Lewandowska; Mateusz Jankowski; Mariusz Gujski; Agata Andrzejczyk; Justyna Teliga-Czajkowska; Andrzej Silczuk. Perspectives of School Principals on Mental Health Promotion and Prevention Among School-Aged Children—A 2025 Cross-Sectional Survey in Lodz Administrative Region in Poland. Healthcare (2025-06-23). https://doi.org/10.3390/healthcare13131498. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

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Full-text XML SHA-256 95e67e8ac85f5681900af1c48105495f6fe5a87a49eb411e6e678faf90546d7f

Commissioning brief — not a completed article

027

Digital governance · Source 2026 · CC BY 4.0

School Principals’ Perspectives and Leadership Styles for Digital Transformation: A Q-Methodology Study ↗

Peili Yuan; Xinshen Chen; Huan Song. Behavioral Sciences · 2026-01-24 · 10.3390/bs16020165

Proposed future-school inquiry

Which human decisions and learning goals should govern this technology rather than its novelty?

Require explainable adoption decisions and an audit of verification work.

Attribution, evaluation brief & source evidence

Compare a bounded pilot with existing practice; assess errors, access, net work and independent learning.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Peili Yuan; Xinshen Chen; Huan Song. School Principals’ Perspectives and Leadership Styles for Digital Transformation: A Q-Methodology Study. Behavioral Sciences (2026-01-24). https://doi.org/10.3390/bs16020165. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

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Full-text XML SHA-256 d7d074800a2eb69f0c321b1b379255efd5388dff1132a744ea14ceb554dcd40e

Commissioning brief — not a completed article

028

Inclusion and public purpose · Source 2026 · CC BY 4.0

School leadership and indigenous student outcomes: A correlational study of Student Needs Management Practices based on Maslow’s Hierarchy of Needs ↗

Yusoff Yahaya; Bity Salwana Alias; Mohd Norazmi Nordin. PLOS One · 2026-07-30 · 10.1371/journal.pone.0350479

Proposed future-school inquiry

Whose authority, access or unpaid labor changes when this finding is translated into a future-school design?

Test whether participation changes whose judgments count and who can benefit.

Attribution, evaluation brief & source evidence

Co-design the evaluation with affected participants; report access and adverse effects without exposing individuals.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Yusoff Yahaya; Bity Salwana Alias; Mohd Norazmi Nordin. School leadership and indigenous student outcomes: A correlational study of Student Needs Management Practices based on Maslow’s Hierarchy of Needs. PLOS One (2026-07-30). https://doi.org/10.1371/journal.pone.0350479. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: PLOS. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

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Full-text XML SHA-256 dced3c13290d358e59de2a4c5e3f976c182783294661885e8f1384de9d027e10

Commissioning brief — not a completed article

029

Sustainable work · Source 2026 · CC BY 4.0

School principals’ span of control and its cross-sectional associations with signs of exhaustion, perceived work ability, and demanding and supportive circumstances in managerial work ↗

Roger Persson; Ulf Leo; Anna Oudin; Carita Håkansson; Kai Österberg. BMC Public Health · 2026-04-21 · 10.1186/s12889-026-27265-9

Proposed future-school inquiry

Can a future-of-work intervention reduce demands without shifting unpaid repair work to another group?

Treat workload redesign as an institutional choice rather than an individual resilience obligation.

Attribution, evaluation brief & source evidence

Measure complete work cycles and distributional effects; retain a comparison and a stopping rule.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Roger Persson; Ulf Leo; Anna Oudin; Carita Håkansson; Kai Österberg. School principals’ span of control and its cross-sectional associations with signs of exhaustion, perceived work ability, and demanding and supportive circumstances in managerial work. BMC Public Health (2026-04-21). https://doi.org/10.1186/s12889-026-27265-9. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: BMC. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Version: Journal article in Europe PMC · Type: research-article. Copyright notice: © The Author(s) 2026

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Full-text XML SHA-256 4e0a2c6f2658ec8fa89d5340fe5dc91f47b9b63774254c17a0c38cedd5882ba7

Commissioning brief — not a completed article

030

Sustainable work · Source 2021 · CC BY 4.0

Teachers’ perceived time pressure, emotional exhaustion and the role of social support from the school principal ↗

Jasper Maas; Simone Schoch; Urte Scholz; Pamela Rackow; Julia Schüler; Mirko Wegner; Roger Keller. Social Psychology of Education · 2021-03-11 · 10.1007/s11218-020-09605-8

Proposed future-school inquiry

Can a future-of-work intervention reduce demands without shifting unpaid repair work to another group?

Treat workload redesign as an institutional choice rather than an individual resilience obligation.

Attribution, evaluation brief & source evidence

Measure complete work cycles and distributional effects; retain a comparison and a stopping rule.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Jasper Maas; Simone Schoch; Urte Scholz; Pamela Rackow; Julia Schüler; Mirko Wegner; Roger Keller. Teachers’ perceived time pressure, emotional exhaustion and the role of social support from the school principal. Social Psychology of Education (2021-03-11). https://doi.org/10.1007/s11218-020-09605-8. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Springer Science and Business Media LLC. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Version: Journal article in Europe PMC · Type: research-article. Copyright notice: © The Author(s) 2021

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Full-text XML SHA-256 6863bd2ab22fa305ea703dba5c2b482c17b38ec9947bb6edaf2856ee1c13124c

Commissioning brief — not a completed article

031

Sustainable work · Source 2025 · CC BY 4.0

The Impact of School Leadership on Inclusive Education Literacy: Examining the Sequential Mediation of Job Stress and Teacher Agency ↗

Yulu Feng; Dan Zhou; Yihong Wei. Behavioral Sciences · 2025-11-17 · 10.3390/bs15111572

Proposed future-school inquiry

Can a future-of-work intervention reduce demands without shifting unpaid repair work to another group?

Treat workload redesign as an institutional choice rather than an individual resilience obligation.

Attribution, evaluation brief & source evidence

Measure complete work cycles and distributional effects; retain a comparison and a stopping rule.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Yulu Feng; Dan Zhou; Yihong Wei. The Impact of School Leadership on Inclusive Education Literacy: Examining the Sequential Mediation of Job Stress and Teacher Agency. Behavioral Sciences (2025-11-17). https://doi.org/10.3390/bs15111572. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

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Full-text XML SHA-256 86707d20881d5e4ebe2f721a05777dfb4d140217f72cae186b641496033b0339

Commissioning brief — not a completed article

032

Teacher agency and innovation · Source 2021 · CC BY 4.0

The Influence of Teachers’ Self-Efficacy and School Leaders’ Transformational Leadership Practices on Teachers’ Innovative Behaviour ↗

Mohammed Afandi Zainal; Mohd Effendi Ewan Mohd Matore. International Journal of Environmental Research and Public Health · 2021-06-14 · 10.3390/ijerph18126423

Proposed future-school inquiry

What evidence would show that teacher agency improves the quality of learning work rather than only the quantity of projects?

Make disciplined experimentation possible without equating novelty with educational improvement.

Attribution, evaluation brief & source evidence

Prespecify a common independent task and review revisions, access, time and unintended effects.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Mohammed Afandi Zainal; Mohd Effendi Ewan Mohd Matore. The Influence of Teachers’ Self-Efficacy and School Leaders’ Transformational Leadership Practices on Teachers’ Innovative Behaviour. International Journal of Environmental Research and Public Health (2021-06-14). https://doi.org/10.3390/ijerph18126423. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

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Full-text XML SHA-256 ad761da5ed613c12efdb23afc77ba183d8c904f472f924fa128be21e02123529

Commissioning brief — not a completed article

033

Teacher agency and innovation · Source 2025 · CC BY 4.0

The Mediating Role of the Principal–Teacher Relationship in Innovative School Leadership and Teacher Professional Learning According to Turkish Teachers’ Perceptions ↗

Mehmet Özdoğru; Yurdagül Doğuş; Muhammet İbrahim Akyürek. Behavioral Sciences · 2025-04-01 · 10.3390/bs15040450

Proposed future-school inquiry

What evidence would show that teacher agency improves the quality of learning work rather than only the quantity of projects?

Make disciplined experimentation possible without equating novelty with educational improvement.

Attribution, evaluation brief & source evidence

Prespecify a common independent task and review revisions, access, time and unintended effects.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Mehmet Özdoğru; Yurdagül Doğuş; Muhammet İbrahim Akyürek. The Mediating Role of the Principal–Teacher Relationship in Innovative School Leadership and Teacher Professional Learning According to Turkish Teachers’ Perceptions. Behavioral Sciences (2025-04-01). https://doi.org/10.3390/bs15040450. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 992a272937feefec1f81b711b7d446c4f7b6d8d40005776e540ce9994ee7d2bc

Commissioning brief — not a completed article

034

Sustainable work · Source 2023 · CC BY 4.0

The Relationship between Principals’ Instructional Leadership and Teacher Retention in the Undeveloped Regions of Central and Western China: The Chain-Mediating Role of Role Stress and Affective Commitment ↗

Qifang Zhan; Xiaohan Wang; Huan Song. Behavioral Sciences · 2023-09-04 · 10.3390/bs13090738

Proposed future-school inquiry

Can a future-of-work intervention reduce demands without shifting unpaid repair work to another group?

Treat workload redesign as an institutional choice rather than an individual resilience obligation.

Attribution, evaluation brief & source evidence

Measure complete work cycles and distributional effects; retain a comparison and a stopping rule.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Qifang Zhan; Xiaohan Wang; Huan Song. The Relationship between Principals’ Instructional Leadership and Teacher Retention in the Undeveloped Regions of Central and Western China: The Chain-Mediating Role of Role Stress and Affective Commitment. Behavioral Sciences (2023-09-04). https://doi.org/10.3390/bs13090738. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

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Full-text XML SHA-256 d177584638b54d8cc028f2a93f83e78fc05038705fb8a929a49a743a60b01e60

Commissioning brief — not a completed article

035

Inclusion and public purpose · Source 2023 · CC BY 4.0

Toward agenda 2030 in education: policies and practices for effective school leadership ↗

Norma Ghamrawi. Educational Research for Policy and Practice · 2023-04-08 · 10.1007/s10671-023-09341-8

Proposed future-school inquiry

Whose authority, access or unpaid labor changes when this finding is translated into a future-school design?

Test whether participation changes whose judgments count and who can benefit.

Attribution, evaluation brief & source evidence

Co-design the evaluation with affected participants; report access and adverse effects without exposing individuals.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Norma Ghamrawi. Toward agenda 2030 in education: policies and practices for effective school leadership. Educational Research for Policy and Practice (2023-04-08). https://doi.org/10.1007/s10671-023-09341-8. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Springer Science and Business Media LLC. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Version: Journal article in Europe PMC · Type: research-article. Copyright notice: © The Author(s) 2023

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 3233c8dbea26f1d947f85ee22798ab7ff49c8e24c1906b6e79efd4e53b6cf643

Commissioning brief — not a completed article

036

Inclusion and public purpose · Source 2022 · CC BY 4.0

Why is school leadership key to transforming education? Structural and cultural assumptions for quality education in diverse contexts ↗

Monica Mincu. Prospects · 2022-10-31 · 10.1007/s11125-022-09625-6

Proposed future-school inquiry

Whose authority, access or unpaid labor changes when this finding is translated into a future-school design?

Test whether participation changes whose judgments count and who can benefit.

Attribution, evaluation brief & source evidence

Co-design the evaluation with affected participants; report access and adverse effects without exposing individuals.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Monica Mincu. Why is school leadership key to transforming education? Structural and cultural assumptions for quality education in diverse contexts. Prospects (2022-10-31). https://doi.org/10.1007/s11125-022-09625-6. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Springer Science and Business Media LLC. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Version: Journal article in Europe PMC · Type: research-article. Copyright notice: © The Author(s) 2022

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Full-text XML SHA-256 a433f8936ac7e9a36ac48ffa57a9c9550de9fbc7e05b2f6538919320bd21d1f8

Commissioning brief — not a completed article

037

Learner protection and belonging · Source 2026 · CC BY 4.0

Explaining the Links Between School Administrator Leadership, Job Satisfaction, and Participatory School Climate: A Machine Learning-Enhanced Multilevel Analysis of TALIS 2024 School Administrator Data ↗

Dönüş Şengür. Behavioral Sciences · 2026-06-26 · 10.3390/bs16071062

Proposed future-school inquiry

How can school leadership preserve belonging and safety while expanding students’ digital and public-facing work?

Connect digital learning and future readiness to safety, belonging and accessible human support.

Attribution, evaluation brief & source evidence

Evaluate a bounded school process with safeguarding routes; distinguish research information from individual clinical advice.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Dönüş Şengür. Explaining the Links Between School Administrator Leadership, Job Satisfaction, and Participatory School Climate: A Machine Learning-Enhanced Multilevel Analysis of TALIS 2024 School Administrator Data. Behavioral Sciences (2026-06-26). https://doi.org/10.3390/bs16071062. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

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Commissioning brief — not a completed article

038

Relationships and organizational trust · Source 2026 · CC BY 4.0

Leadership, autonomy, and organizational trust as predictors of teacher wellbeing and job satisfaction: a cross-cultural study based on PISA 2022 data ↗

Servet Üztemur; Ali Gökalp; Abdurrahman İlğan; Erkan Dinç. Frontiers in Psychology · 2026-01-02 · 10.3389/fpsyg.2025.1703458

Proposed future-school inquiry

Which concrete working conditions would make relational leadership usable during technological and organizational change?

Translate relational leadership into observable arrangements of support, voice and accountability.

Attribution, evaluation brief & source evidence

Observe changes in support and discretion alongside outcomes; test rival explanations and subgroup differences.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Servet Üztemur; Ali Gökalp; Abdurrahman İlğan; Erkan Dinç. Leadership, autonomy, and organizational trust as predictors of teacher wellbeing and job satisfaction: a cross-cultural study based on PISA 2022 data. Frontiers in Psychology (2026-01-02). https://doi.org/10.3389/fpsyg.2025.1703458. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Frontiers Media SA. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 e8a9373a1a12338ed8b5ac1dbacf2073502fd449b63e32b8d81b67678077c09f

Commissioning brief — not a completed article

039

Teacher agency and innovation · Source 2026 · CC BY 4.0

Principal visionary leadership and teacher instructional innovation: mediating roles of teacher workplace well-being and collaboration ↗

Chuang Yang; Zeqing Xu. Frontiers in Psychology · 2026-01-21 · 10.3389/fpsyg.2026.1701099

Proposed future-school inquiry

What evidence would show that teacher agency improves the quality of learning work rather than only the quantity of projects?

Make disciplined experimentation possible without equating novelty with educational improvement.

Attribution, evaluation brief & source evidence

Prespecify a common independent task and review revisions, access, time and unintended effects.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Chuang Yang; Zeqing Xu. Principal visionary leadership and teacher instructional innovation: mediating roles of teacher workplace well-being and collaboration. Frontiers in Psychology (2026-01-21). https://doi.org/10.3389/fpsyg.2026.1701099. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Frontiers Media SA. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 43e9c0c00ac98a2dfa9d674913b32f5fb5649b419d795fb39614c6b7b3f6cd6b

Commissioning brief — not a completed article

040

Professional capacity · Source 2024 · CC BY 4.0

Promoting Teachers’ Organizational Commitment: The Effects of Authentic Leadership, Teachers’ Well-Being and Social–Emotional Competence ↗

Zeqing Xu; Nicholas Sun-Keung Pang. Behavioral Sciences · 2024-09-24 · 10.3390/bs14100862

Proposed future-school inquiry

What support would allow teachers to exercise informed judgment when the curriculum and tools change?

Connect leadership behaviors to the professional capacity needed for unfamiliar learning work.

Attribution, evaluation brief & source evidence

Check instrument fit and implementation before testing outcomes; separate correlated constructs from causal mechanisms.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Zeqing Xu; Nicholas Sun-Keung Pang. Promoting Teachers’ Organizational Commitment: The Effects of Authentic Leadership, Teachers’ Well-Being and Social–Emotional Competence. Behavioral Sciences (2024-09-24). https://doi.org/10.3390/bs14100862. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 77eabeab8285933b4d144887f14d0ed3207da365c654068e130ba27acc67f9ee

Commissioning brief — not a completed article

041

Sustainable work · Source 2022 · CC BY 4.0

Promoting teaching innovation of Chinese public-school teachers by team temporal leadership: The mediation of job autonomy and the moderation of work stress ↗

Kai Li; Guiqin Zhu. PLoS ONE · 2022-07-08 · 10.1371/journal.pone.0271195

Proposed future-school inquiry

Can a future-of-work intervention reduce demands without shifting unpaid repair work to another group?

Treat workload redesign as an institutional choice rather than an individual resilience obligation.

Attribution, evaluation brief & source evidence

Measure complete work cycles and distributional effects; retain a comparison and a stopping rule.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Kai Li; Guiqin Zhu. Promoting teaching innovation of Chinese public-school teachers by team temporal leadership: The mediation of job autonomy and the moderation of work stress. PLoS ONE (2022-07-08). https://doi.org/10.1371/journal.pone.0271195. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: PLOS. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 1c8c7604d0aa4ff1a9336968ed93ce8cdc76ee270f1824dc21dfdf6bb14fc417

Commissioning brief — not a completed article

042

Sustainable work · Source 2025 · CC BY 4.0

Relationships Between Positive Leadership Styles, Psychological Resilience, and Burnout: An Empirical Study Among Turkish Teachers ↗

Gaye Onan; Lütfi Sürücü; Mustafa Bekmezci; Alper Bahadır Dalmış; Gözde Sunman. Behavioral Sciences · 2025-05-22 · 10.3390/bs15060713

Proposed future-school inquiry

Can a future-of-work intervention reduce demands without shifting unpaid repair work to another group?

Treat workload redesign as an institutional choice rather than an individual resilience obligation.

Attribution, evaluation brief & source evidence

Measure complete work cycles and distributional effects; retain a comparison and a stopping rule.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Gaye Onan; Lütfi Sürücü; Mustafa Bekmezci; Alper Bahadır Dalmış; Gözde Sunman. Relationships Between Positive Leadership Styles, Psychological Resilience, and Burnout: An Empirical Study Among Turkish Teachers. Behavioral Sciences (2025-05-22). https://doi.org/10.3390/bs15060713. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 49a4a01dd8d76ccd09dff90d52ac8b3bc74dc3ebb786c3b294eb76765805f7a7

Commissioning brief — not a completed article

043

Relationships and organizational trust · Source 2024 · CC BY 4.0

Teachers’ Emotional Intelligence and Organizational Commitment: A Moderated Mediation Model of Teachers’ Psychological Well-Being and Principal Transformational Leadership ↗

Mingwei Li; Feifei Liu; Chuanli Yang. Behavioral Sciences · 2024-04-20 · 10.3390/bs14040345

Proposed future-school inquiry

Which concrete working conditions would make relational leadership usable during technological and organizational change?

Translate relational leadership into observable arrangements of support, voice and accountability.

Attribution, evaluation brief & source evidence

Observe changes in support and discretion alongside outcomes; test rival explanations and subgroup differences.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Mingwei Li; Feifei Liu; Chuanli Yang. Teachers’ Emotional Intelligence and Organizational Commitment: A Moderated Mediation Model of Teachers’ Psychological Well-Being and Principal Transformational Leadership. Behavioral Sciences (2024-04-20). https://doi.org/10.3390/bs14040345. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 d6a79cd76fd25334605ebabc898a6b23eaeb5218e7b0eaedb7d0fa8717bb4e0a

Commissioning brief — not a completed article

044

Teacher agency and innovation · Source 2025 · CC BY 4.0

Teachers’ Well-Being and Innovative Work Behavior: A Moderated Mediation Model of Perceived Insider Status and Principal Authentic Leadership ↗

Chao Lu; Zeqing Xu; Qinrui Tian. Behavioral Sciences · 2025-10-19 · 10.3390/bs15101419

Proposed future-school inquiry

What evidence would show that teacher agency improves the quality of learning work rather than only the quantity of projects?

Make disciplined experimentation possible without equating novelty with educational improvement.

Attribution, evaluation brief & source evidence

Prespecify a common independent task and review revisions, access, time and unintended effects.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Chao Lu; Zeqing Xu; Qinrui Tian. Teachers’ Well-Being and Innovative Work Behavior: A Moderated Mediation Model of Perceived Insider Status and Principal Authentic Leadership. Behavioral Sciences (2025-10-19). https://doi.org/10.3390/bs15101419. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 9c967da55dba6f0a043978845686b0b99d93b63096fdef68632a68bbcbbfc359

Commissioning brief — not a completed article

045

Relationships and organizational trust · Source 2025 · CC BY 4.0

The Influence of Servant Leadership on the Professional Well-Being of Kindergarten Teachers: A Moderated Mediation Model ↗

Dongqing Yu; Wenxin Yue; Shuang Hao; Dengyin Li; Qiurong Wu. Behavioral Sciences · 2025-10-17 · 10.3390/bs15101412

Proposed future-school inquiry

Which concrete working conditions would make relational leadership usable during technological and organizational change?

Translate relational leadership into observable arrangements of support, voice and accountability.

Attribution, evaluation brief & source evidence

Observe changes in support and discretion alongside outcomes; test rival explanations and subgroup differences.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Dongqing Yu; Wenxin Yue; Shuang Hao; Dengyin Li; Qiurong Wu. The Influence of Servant Leadership on the Professional Well-Being of Kindergarten Teachers: A Moderated Mediation Model. Behavioral Sciences (2025-10-17). https://doi.org/10.3390/bs15101412. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 21985f6d60ad13d8265438a12ae49cc983b574cb5e8c6bbf8249b0bd90b1820c

Commissioning brief — not a completed article

046

Learner protection and belonging · Source 2025 · CC BY 4.0

The impact of authentic leadership on the work engagement of primary and secondary school teachers: The serial mediation role of school climate and teacher efficacy ↗

Yanhong Shao; Wenxuan Jiang; Ningjun Wang; Chao Zhang; Lili Zhang. PLOS One · 2025-05-23 · 10.1371/journal.pone.0320839

Proposed future-school inquiry

How can school leadership preserve belonging and safety while expanding students’ digital and public-facing work?

Connect digital learning and future readiness to safety, belonging and accessible human support.

Attribution, evaluation brief & source evidence

Evaluate a bounded school process with safeguarding routes; distinguish research information from individual clinical advice.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Yanhong Shao; Wenxuan Jiang; Ningjun Wang; Chao Zhang; Lili Zhang. The impact of authentic leadership on the work engagement of primary and secondary school teachers: The serial mediation role of school climate and teacher efficacy. PLOS One (2025-05-23). https://doi.org/10.1371/journal.pone.0320839. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: PLOS. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 6965597b6623f60e39858cb6e1ba6af041c407c7da00d3f02bab735e8ec16d6b

Commissioning brief — not a completed article

047

Inclusion and public purpose · Source 2025 · CC BY 4.0

The relationship between inclusive leadership in sustainable education and teachers' subjective wellbeing in Türkiye: the mediating role of affective commitment ↗

Mehmet Nezir Çevik. Frontiers in Psychology · 2025-12-12 · 10.3389/fpsyg.2025.1689020

Proposed future-school inquiry

Whose authority, access or unpaid labor changes when this finding is translated into a future-school design?

Test whether participation changes whose judgments count and who can benefit.

Attribution, evaluation brief & source evidence

Co-design the evaluation with affected participants; report access and adverse effects without exposing individuals.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Mehmet Nezir Çevik. The relationship between inclusive leadership in sustainable education and teachers' subjective wellbeing in Türkiye: the mediating role of affective commitment. Frontiers in Psychology (2025-12-12). https://doi.org/10.3389/fpsyg.2025.1689020. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Frontiers Media SA. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 f70a6a7a9531731a4567b1a0e0dcc2b86bea20c46e781aa8d1cb0ef57166ef1c

Commissioning brief — not a completed article

048

Teacher agency and innovation · Source 2024 · CC BY 4.0

A dual mediation model of the association between principal inclusive leadership and teacher innovative behavior ↗

Yuangen Bao. Scientific Reports · 2024-05-29 · 10.1038/s41598-024-63332-0

Proposed future-school inquiry

What evidence would show that teacher agency improves the quality of learning work rather than only the quantity of projects?

Make disciplined experimentation possible without equating novelty with educational improvement.

Attribution, evaluation brief & source evidence

Prespecify a common independent task and review revisions, access, time and unintended effects.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Yuangen Bao. A dual mediation model of the association between principal inclusive leadership and teacher innovative behavior. Scientific Reports (2024-05-29). https://doi.org/10.1038/s41598-024-63332-0. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Nature Publishing Group. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Version: Journal article in Europe PMC · Type: research-article. Copyright notice: © The Author(s) 2024

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 6f7b36d5f961091fe0a0c0aec4475316e54af177e8e82a4042e29f4d4d7218db

Commissioning brief — not a completed article

049

Inclusion and public purpose · Source 2025 · CC BY 4.0

Can teacher ostracism be prevented? Exploring how empowering leadership can mitigate teacher ostracism through work engagement ↗

Alper Uslukaya. The British Journal of Educational Psychology · 2025-02-03 · 10.1111/bjep.12745

Proposed future-school inquiry

Whose authority, access or unpaid labor changes when this finding is translated into a future-school design?

Test whether participation changes whose judgments count and who can benefit.

Attribution, evaluation brief & source evidence

Co-design the evaluation with affected participants; report access and adverse effects without exposing individuals.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Alper Uslukaya. Can teacher ostracism be prevented? Exploring how empowering leadership can mitigate teacher ostracism through work engagement. The British Journal of Educational Psychology (2025-02-03). https://doi.org/10.1111/bjep.12745. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Wiley. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Version: Journal article in Europe PMC · Type: research-article. Copyright notice: © 2025 The Author(s). British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.

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Full-text XML SHA-256 8eaf4d6632e8653daa4c790fccc31ca1683fcd9645b2b4dca7f398b88f80a783

Commissioning brief — not a completed article

050

Relationships and organizational trust · Source 2025 · CC BY 4.0

Chain-mediated effects of servant leadership on the physical health of Chinese elementary school teachers ↗

Hongchao Wu; Ruiqi Zhou; Xiuhong Li; Lihui Yan; Congying Ma. Frontiers in Public Health · 2025-12-03 · 10.3389/fpubh.2025.1691696

Proposed future-school inquiry

Which concrete working conditions would make relational leadership usable during technological and organizational change?

Translate relational leadership into observable arrangements of support, voice and accountability.

Attribution, evaluation brief & source evidence

Observe changes in support and discretion alongside outcomes; test rival explanations and subgroup differences.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Hongchao Wu; Ruiqi Zhou; Xiuhong Li; Lihui Yan; Congying Ma. Chain-mediated effects of servant leadership on the physical health of Chinese elementary school teachers. Frontiers in Public Health (2025-12-03). https://doi.org/10.3389/fpubh.2025.1691696. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Frontiers Media SA. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 454aaebf926fdf729c37e6680f1f781b75f7ed20c60e85cc69327917306b0c1b

Commissioning brief — not a completed article

051

Community and school governance · Source 2023 · CC BY 4.0

Cross-Level Influence of Group-Focused Transformational Leadership on Organizational Citizenship Behavior among Chinese Secondary School Teachers ↗

Zhuotao Fang; Shun-Chi Yu. Behavioral Sciences · 2023-10-16 · 10.3390/bs13100848

Proposed future-school inquiry

How should a superintendent translate this source into a locally accountable experiment rather than a universal prescription?

Connect educational change to public explanation, shared evidence and the ability to correct course.

Attribution, evaluation brief & source evidence

Define a reversible implementation, responsible humans, review criteria and a route for affected people to contest decisions.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Zhuotao Fang; Shun-Chi Yu. Cross-Level Influence of Group-Focused Transformational Leadership on Organizational Citizenship Behavior among Chinese Secondary School Teachers. Behavioral Sciences (2023-10-16). https://doi.org/10.3390/bs13100848. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 378fdfd78d0fd6b2598d020daad6f66de3750eca6e966d4a2db19153e8e6d640

Commissioning brief — not a completed article

052

Community and school governance · Source 2026 · CC BY 4.0

Design and evaluation of leadership development program using co-creation approaches for an athlete leadership group among elite high school rugby teams ↗

Toshiaki Hirose; Yasutaka Ojio; David Lavallee; Naohiko Kohtake. Frontiers in Sports and Active Living · 2026-03-06 · 10.3389/fspor.2026.1770549

Proposed future-school inquiry

How should a superintendent translate this source into a locally accountable experiment rather than a universal prescription?

Connect educational change to public explanation, shared evidence and the ability to correct course.

Attribution, evaluation brief & source evidence

Define a reversible implementation, responsible humans, review criteria and a route for affected people to contest decisions.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Toshiaki Hirose; Yasutaka Ojio; David Lavallee; Naohiko Kohtake. Design and evaluation of leadership development program using co-creation approaches for an athlete leadership group among elite high school rugby teams. Frontiers in Sports and Active Living (2026-03-06). https://doi.org/10.3389/fspor.2026.1770549. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Frontiers Media SA. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 ba0dcc87da5d84f920e8cb7251ffbb8dd4397b341d8391ee6a307c4b9b7f20bd

Commissioning brief — not a completed article

053

Community and school governance · Source 2023 · CC BY 4.0

Destructive Leadership and Turnover Intention among Chinese Rural Kindergarten Teachers: The Mediation of Ego Depletion and the Moderation of Kindergarten Affiliation ↗

Can He; Jie Xiong; Yue Zhang; Haiyuan Dou; Jiahui Du. International Journal of Environmental Research and Public Health · 2023-01-22 · 10.3390/ijerph20032030

Proposed future-school inquiry

How should a superintendent translate this source into a locally accountable experiment rather than a universal prescription?

Connect educational change to public explanation, shared evidence and the ability to correct course.

Attribution, evaluation brief & source evidence

Define a reversible implementation, responsible humans, review criteria and a route for affected people to contest decisions.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Can He; Jie Xiong; Yue Zhang; Haiyuan Dou; Jiahui Du. Destructive Leadership and Turnover Intention among Chinese Rural Kindergarten Teachers: The Mediation of Ego Depletion and the Moderation of Kindergarten Affiliation. International Journal of Environmental Research and Public Health (2023-01-22). https://doi.org/10.3390/ijerph20032030. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 9623e71c302a3f2e49376013227cc9b09f8fbe77c982a98e9bcc37ecfb42f460

Commissioning brief — not a completed article

054

Digital governance · Source 2025 · CC BY 4.0

Development and validation of a deep learning–based assessment tool for teacher leadership: A case study from Xinjiang, China ↗

Jianwei Dong; Xinya Chen; Chen Chen; Cheng Chen. PLOS One · 2025-09-02 · 10.1371/journal.pone.0331560

Proposed future-school inquiry

Which human decisions and learning goals should govern this technology rather than its novelty?

Require explainable adoption decisions and an audit of verification work.

Attribution, evaluation brief & source evidence

Compare a bounded pilot with existing practice; assess errors, access, net work and independent learning.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Jianwei Dong; Xinya Chen; Chen Chen; Cheng Chen. Development and validation of a deep learning–based assessment tool for teacher leadership: A case study from Xinjiang, China. PLOS One (2025-09-02). https://doi.org/10.1371/journal.pone.0331560. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: PLOS. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 70eb36841a43b19fbd39a1b689608dae70d3324c3a7c361af2e5aec859942def

Commissioning brief — not a completed article

055

Digital governance · Source 2026 · CC BY 4.0

Digital leadership as an environmental determinant of teachers’ cognitive and affective mechanisms in artificial intelligence adoption: an integrated UTAUT2–GETAMEL model ↗

Fatma Hümeyra Yücel. Frontiers in Psychology · 2026-06-03 · 10.3389/fpsyg.2026.1822713

Proposed future-school inquiry

Which human decisions and learning goals should govern this technology rather than its novelty?

Require explainable adoption decisions and an audit of verification work.

Attribution, evaluation brief & source evidence

Compare a bounded pilot with existing practice; assess errors, access, net work and independent learning.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Fatma Hümeyra Yücel. Digital leadership as an environmental determinant of teachers’ cognitive and affective mechanisms in artificial intelligence adoption: an integrated UTAUT2–GETAMEL model. Frontiers in Psychology (2026-06-03). https://doi.org/10.3389/fpsyg.2026.1822713. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Frontiers Media SA. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 b0d9205c59273e01db8de757fbbf5da691227e81c75b0181e8fdf246cc96c66a

Commissioning brief — not a completed article

056

Learner protection and belonging · Source 2022 · CC BY 4.0

Effects of community youth teams facilitating participatory adolescent groups, youth leadership activities and livelihood promotion to improve school attendance, dietary diversity and mental health among adolescent girls in rural eastern India (JIAH trial): A cluster-randomised controlled trial ↗

Proposed future-school inquiry

How can school leadership preserve belonging and safety while expanding students’ digital and public-facing work?

Connect digital learning and future readiness to safety, belonging and accessible human support.

Attribution, evaluation brief & source evidence

Evaluate a bounded school process with safeguarding routes; distinguish research information from individual clinical advice.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Komal Bhatia; Suchitra Rath; Hemanta Pradhan; Subhashree Samal; Andrew Copas; Sumitra Gagrai; Shibanand Rath; Raj Kumar Gope; Nirmala Nair; Prasanta Tripathy; Kelly Rose-Clarke; Audrey Prost. Effects of community youth teams facilitating participatory adolescent groups, youth leadership activities and livelihood promotion to improve school attendance, dietary diversity and mental health among adolescent girls in rural eastern India (JIAH trial): A cluster-randomised controlled trial. SSM - Population Health (2022-12-27). https://doi.org/10.1016/j.ssmph.2022.101330. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Elsevier. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

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Full-text XML SHA-256 88c4df56a0117b9a76bb9dc3b0ac491c5bc6020d3266b8ac8bc64783b4f0d722

Commissioning brief — not a completed article

057

Professional capacity · Source 2024 · CC BY 4.0

Engagement in Transformational Leadership by Teachers Influences the Levels of Self-Esteem, Motor Self-Efficacy, Enjoyment, and Intention to Be Active in Physical Education Students ↗

Carolina Sánchez-García; Rafael E Reigal; Jacobo Hernández-Martos; Antonio Hernández-Mendo; Veronica Morales-Sánchez. Sports · 2024-07-15 · 10.3390/sports12070191

Proposed future-school inquiry

What support would allow teachers to exercise informed judgment when the curriculum and tools change?

Connect leadership behaviors to the professional capacity needed for unfamiliar learning work.

Attribution, evaluation brief & source evidence

Check instrument fit and implementation before testing outcomes; separate correlated constructs from causal mechanisms.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Carolina Sánchez-García; Rafael E Reigal; Jacobo Hernández-Martos; Antonio Hernández-Mendo; Veronica Morales-Sánchez. Engagement in Transformational Leadership by Teachers Influences the Levels of Self-Esteem, Motor Self-Efficacy, Enjoyment, and Intention to Be Active in Physical Education Students. Sports (2024-07-15). https://doi.org/10.3390/sports12070191. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

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Full-text XML SHA-256 518d5a67ed4e69fc11f67b78daefccab70edf33be36834c1c06cd4291ab27fb5

Commissioning brief — not a completed article

058

Inclusion and public purpose · Source 2024 · CC BY 4.0

Enhancing Inclusive Teaching in China: Examining the Effects of Principal Transformational Leadership, Teachers’ Inclusive Role Identity, and Efficacy ↗

Dongsheng Wang; Liang Huang; Xianhan Huang; Meng Deng; Wanying Zhang. Behavioral Sciences · 2024-02-23 · 10.3390/bs14030175

Proposed future-school inquiry

Whose authority, access or unpaid labor changes when this finding is translated into a future-school design?

Test whether participation changes whose judgments count and who can benefit.

Attribution, evaluation brief & source evidence

Co-design the evaluation with affected participants; report access and adverse effects without exposing individuals.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Dongsheng Wang; Liang Huang; Xianhan Huang; Meng Deng; Wanying Zhang. Enhancing Inclusive Teaching in China: Examining the Effects of Principal Transformational Leadership, Teachers’ Inclusive Role Identity, and Efficacy. Behavioral Sciences (2024-02-23). https://doi.org/10.3390/bs14030175. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

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Full-text XML SHA-256 0da2e23d3bca82e3a1e9f3eda6a40fa4728abc7a2e102fd6e532ba0036aab2e7

Commissioning brief — not a completed article

059

Professional capacity · Source 2023 · CC BY 4.0

Exploring Prajnamitra Maitreya Buddhists School Pekanbaru: Do leadership, work environment, and organisational culture influence the teachers’ competence and work performance? ↗

Fazal Mohamed Mohamed Sultan; Gunasegaran Karuppannan; Nyoto; Herni Lestari. PLOS ONE · 2023-05-16 · 10.1371/journal.pone.0282941

Proposed future-school inquiry

What support would allow teachers to exercise informed judgment when the curriculum and tools change?

Connect leadership behaviors to the professional capacity needed for unfamiliar learning work.

Attribution, evaluation brief & source evidence

Check instrument fit and implementation before testing outcomes; separate correlated constructs from causal mechanisms.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Fazal Mohamed Mohamed Sultan; Gunasegaran Karuppannan; Nyoto; Herni Lestari. Exploring Prajnamitra Maitreya Buddhists School Pekanbaru: Do leadership, work environment, and organisational culture influence the teachers’ competence and work performance?. PLOS ONE (2023-05-16). https://doi.org/10.1371/journal.pone.0282941. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: PLOS. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 6354d7188eb6406658c74ef8ad681b84231de053bf2e21e64d8790bc3e06f401

Commissioning brief — not a completed article

060

Relationships and organizational trust · Source 2023 · CC BY 4.0

How Emotional Contagion among Teachers Affects the Relationship between Transformational Leadership and Team Cohesion ↗

Giulia Paganin; Lorenzo Avanzi; Dina Guglielmi; Carlos-María Alcover; Greta Mazzetti. Behavioral Sciences · 2023-08-16 · 10.3390/bs13080685

Proposed future-school inquiry

Which concrete working conditions would make relational leadership usable during technological and organizational change?

Translate relational leadership into observable arrangements of support, voice and accountability.

Attribution, evaluation brief & source evidence

Observe changes in support and discretion alongside outcomes; test rival explanations and subgroup differences.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Giulia Paganin; Lorenzo Avanzi; Dina Guglielmi; Carlos-María Alcover; Greta Mazzetti. How Emotional Contagion among Teachers Affects the Relationship between Transformational Leadership and Team Cohesion. Behavioral Sciences (2023-08-16). https://doi.org/10.3390/bs13080685. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 2d9ef08baedfbe8ace9c69b4750f23eb7f22dab4bf87b8da288fe58ec4ceb130

Commissioning brief — not a completed article

061

Teacher agency and innovation · Source 2026 · CC BY 4.0

How Transformational Leadership Shapes Teachers’ Innovative Behavior: A Serial Mediation Model of Creative Growth Mindset and Work Engagement ↗

Yilin Shen; Yi Li; Kaili Tang; Jia Wu; Qianfeng Li; Shaobei Xiao. Behavioral Sciences · 2026-08-03 · 10.3390/bs16081321

Proposed future-school inquiry

What evidence would show that teacher agency improves the quality of learning work rather than only the quantity of projects?

Make disciplined experimentation possible without equating novelty with educational improvement.

Attribution, evaluation brief & source evidence

Prespecify a common independent task and review revisions, access, time and unintended effects.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Yilin Shen; Yi Li; Kaili Tang; Jia Wu; Qianfeng Li; Shaobei Xiao. How Transformational Leadership Shapes Teachers’ Innovative Behavior: A Serial Mediation Model of Creative Growth Mindset and Work Engagement. Behavioral Sciences (2026-08-03). https://doi.org/10.3390/bs16081321. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 2c65d5f1b99d3a73fc1209eb5a563dc680a2bdcc7eba0c437521bbaa0214f6a4

Commissioning brief — not a completed article

062

Teacher agency and innovation · Source 2025 · CC BY 4.0

How do various leadership practices affect professional learning communities? The mediating role of principals’ perceived trust by teachers ↗

Xiaobo Gu; Zhihui Liu; Zhenyuan Hang. PLOS One · 2025-05-06 · 10.1371/journal.pone.0323055

Proposed future-school inquiry

What evidence would show that teacher agency improves the quality of learning work rather than only the quantity of projects?

Make disciplined experimentation possible without equating novelty with educational improvement.

Attribution, evaluation brief & source evidence

Prespecify a common independent task and review revisions, access, time and unintended effects.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Xiaobo Gu; Zhihui Liu; Zhenyuan Hang. How do various leadership practices affect professional learning communities? The mediating role of principals’ perceived trust by teachers. PLOS One (2025-05-06). https://doi.org/10.1371/journal.pone.0323055. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: PLOS. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 d7600563942315c78410b816bdfdc32e0f015c8145448f25e86470344bd4d5d0

Commissioning brief — not a completed article

063

Teacher agency and innovation · Source 2026 · CC BY 4.0

How paternalistic leadership influences teachers' resistance to STEM reform: the mediating role of teachers' STEM literacy and the moderating role of work engagement ↗

Yao Zhang; Dongchen Zhao. Frontiers in Psychology · 2026-02-23 · 10.3389/fpsyg.2026.1726148

Proposed future-school inquiry

What evidence would show that teacher agency improves the quality of learning work rather than only the quantity of projects?

Make disciplined experimentation possible without equating novelty with educational improvement.

Attribution, evaluation brief & source evidence

Prespecify a common independent task and review revisions, access, time and unintended effects.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Yao Zhang; Dongchen Zhao. How paternalistic leadership influences teachers' resistance to STEM reform: the mediating role of teachers' STEM literacy and the moderating role of work engagement. Frontiers in Psychology (2026-02-23). https://doi.org/10.3389/fpsyg.2026.1726148. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Frontiers Media SA. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 4cc77c9eb34ec513c37768ea15b71a748eb412b05318d362e69d1290c67e9edc

Commissioning brief — not a completed article

064

Relationships and organizational trust · Source 2026 · CC BY 4.0

How perceived overqualification affects work engagement among new-generation teachers: the mediating role of harmonious work passion and moderating role of humble leadership ↗

Li Jiang; Xiaoli Xie. Frontiers in Psychology · 2026-09-03 · 10.3389/fpsyg.2026.1911357

Proposed future-school inquiry

Which concrete working conditions would make relational leadership usable during technological and organizational change?

Translate relational leadership into observable arrangements of support, voice and accountability.

Attribution, evaluation brief & source evidence

Observe changes in support and discretion alongside outcomes; test rival explanations and subgroup differences.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Li Jiang; Xiaoli Xie. How perceived overqualification affects work engagement among new-generation teachers: the mediating role of harmonious work passion and moderating role of humble leadership. Frontiers in Psychology (2026-09-03). https://doi.org/10.3389/fpsyg.2026.1911357. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Frontiers Media SA. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 4943a28e1eaed9b98fee13854ec348794402a1d656f6f8d1548b076639b3feaa

Commissioning brief — not a completed article

065

Professional capacity · Source 2026 · CC BY 4.0

How transformational leadership is associated with primary and secondary school teachers’ social–emotional competence: a multiple mediation analysis ↗

Qilan Li; Jinwei Tu; Biao Zeng. Frontiers in Psychology · 2026-06-03 · 10.3389/fpsyg.2026.1777257

Proposed future-school inquiry

What support would allow teachers to exercise informed judgment when the curriculum and tools change?

Connect leadership behaviors to the professional capacity needed for unfamiliar learning work.

Attribution, evaluation brief & source evidence

Check instrument fit and implementation before testing outcomes; separate correlated constructs from causal mechanisms.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Qilan Li; Jinwei Tu; Biao Zeng. How transformational leadership is associated with primary and secondary school teachers’ social–emotional competence: a multiple mediation analysis. Frontiers in Psychology (2026-06-03). https://doi.org/10.3389/fpsyg.2026.1777257. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Frontiers Media SA. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 ab2d9320a2d715ab063bbdbc47219e66b451a6e61c098bc25673ca887bd5b677

Commissioning brief — not a completed article

066

Professional capacity · Source 2026 · CC BY 4.0

Leadership Competence and Psychosocial Safety Climate Implementation in an Evolving School Work Environment ↗

Stefano Cataloni; Darryl Forsyth; David Brougham; Kaye Thorn. International Journal of Environmental Research and Public Health · 2026-04-29 · 10.3390/ijerph23050573

Proposed future-school inquiry

What support would allow teachers to exercise informed judgment when the curriculum and tools change?

Connect leadership behaviors to the professional capacity needed for unfamiliar learning work.

Attribution, evaluation brief & source evidence

Check instrument fit and implementation before testing outcomes; separate correlated constructs from causal mechanisms.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Stefano Cataloni; Darryl Forsyth; David Brougham; Kaye Thorn. Leadership Competence and Psychosocial Safety Climate Implementation in an Evolving School Work Environment. International Journal of Environmental Research and Public Health (2026-04-29). https://doi.org/10.3390/ijerph23050573. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 c974a26ee30bce04eedc149f806a7536253476d585d029a65adc00bd1b9f88d4

Commissioning brief — not a completed article

067

Community and school governance · Source 2020 · CC BY 4.0

Leadership and Conflict Management Style Are Associated with the Effectiveness of School Conflict Management in the Region of Epirus, NW Greece ↗

Elisavet Chandolia; Sophia Anastasiou. European Journal of Investigation in Health, Psychology and Education · 2020-02-14 · 10.3390/ejihpe10010034

Proposed future-school inquiry

How should a superintendent translate this source into a locally accountable experiment rather than a universal prescription?

Connect educational change to public explanation, shared evidence and the ability to correct course.

Attribution, evaluation brief & source evidence

Define a reversible implementation, responsible humans, review criteria and a route for affected people to contest decisions.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Elisavet Chandolia; Sophia Anastasiou. Leadership and Conflict Management Style Are Associated with the Effectiveness of School Conflict Management in the Region of Epirus, NW Greece. European Journal of Investigation in Health, Psychology and Education (2020-02-14). https://doi.org/10.3390/ejihpe10010034. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 4eb891693656d5be6ef87e9e514d11af39a8dc6123b08c8414bd1007d8761818

Commissioning brief — not a completed article

068

Professional capacity · Source 2022 · CC BY 4.0

Leading the charge in the education sector: development and validation of the School Implementation Leadership Scale (SILS) ↗

Aaron R Lyon; Catherine M Corbin; Eric C Brown; Mark G Ehrhart; Jill Locke; Chayna Davis; Elissa Picozzi; Gregory A Aarons; Clayton R Cook. Implementation Science : IS · 2022-07-19 · 10.1186/s13012-022-01222-7

Proposed future-school inquiry

What support would allow teachers to exercise informed judgment when the curriculum and tools change?

Connect leadership behaviors to the professional capacity needed for unfamiliar learning work.

Attribution, evaluation brief & source evidence

Check instrument fit and implementation before testing outcomes; separate correlated constructs from causal mechanisms.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Aaron R Lyon; Catherine M Corbin; Eric C Brown; Mark G Ehrhart; Jill Locke; Chayna Davis; Elissa Picozzi; Gregory A Aarons; Clayton R Cook. Leading the charge in the education sector: development and validation of the School Implementation Leadership Scale (SILS). Implementation Science : IS (2022-07-19). https://doi.org/10.1186/s13012-022-01222-7. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: BMC. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Version: Journal article in Europe PMC · Type: research-article. Copyright notice: © The Author(s) 2022

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Full-text XML SHA-256 0da078fcbb2b5ec309fe42fecbb76e810f3e1e1ee59d4183c8f3c280b13073ba

Related notices are present; consult the linked metadata and original journal before adaptation.

Commissioning brief — not a completed article

069

Distributed authority · Source 2026 · CC BY 4.0

Longitudinal associations among team orientation, leadership, and teamwork behaviors in community-based school management ↗

Takuya Yoshida; Hiroyuki Yoshizawa; Ryosuke Asano. PLOS One · 2026-08-27 · 10.1371/journal.pone.0357007

Proposed future-school inquiry

When responsibilities are distributed, do educators gain usable authority or additional unresourced work?

Connect shared authority to real resources, protected time and responsibility.

Attribution, evaluation brief & source evidence

Specify decision rights before a phased pilot; track workload, collaboration quality and independently rated outcomes.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Takuya Yoshida; Hiroyuki Yoshizawa; Ryosuke Asano. Longitudinal associations among team orientation, leadership, and teamwork behaviors in community-based school management. PLOS One (2026-08-27). https://doi.org/10.1371/journal.pone.0357007. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: PLOS. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 c150e49b5354481d169c12dc89d1e50542db604e41b9cd2590449c42ddfa7286

Commissioning brief — not a completed article

070

Sustainable work · Source 2021 · CC BY 4.0

Organizational and social work environment factors, occupational balance and no or negligible stress symptoms among Swedish principals – a cross-sectional study ↗

Carita Håkansson; Ulf Leo; Anna Oudin; Inger Arvidsson; Kerstin Nilsson; Kai Österberg; Roger Persson. BMC Public Health · 2021-04-26 · 10.1186/s12889-021-10809-6

Proposed future-school inquiry

Can a future-of-work intervention reduce demands without shifting unpaid repair work to another group?

Treat workload redesign as an institutional choice rather than an individual resilience obligation.

Attribution, evaluation brief & source evidence

Measure complete work cycles and distributional effects; retain a comparison and a stopping rule.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Carita Håkansson; Ulf Leo; Anna Oudin; Inger Arvidsson; Kerstin Nilsson; Kai Österberg; Roger Persson. Organizational and social work environment factors, occupational balance and no or negligible stress symptoms among Swedish principals – a cross-sectional study. BMC Public Health (2021-04-26). https://doi.org/10.1186/s12889-021-10809-6. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: BMC. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 864a67b893d93886c6c642f1de70dca2fab40f1ad4cdbe3782252344cdf3d91b

Commissioning brief — not a completed article

071

Relationships and organizational trust · Source 2026 · CC BY 4.0

Paternalistic leadership and work engagement: the roles of knowledge sharing and supervisor support among calligraphy teachers in Hebei primary schools ↗

Yu Yang; Lydia Yoke Yean Foong; Xiangna Zhang; Baihui Wang; Fan Yang. Frontiers in Psychology · 2026-07-20 · 10.3389/fpsyg.2026.1821998

Proposed future-school inquiry

Which concrete working conditions would make relational leadership usable during technological and organizational change?

Translate relational leadership into observable arrangements of support, voice and accountability.

Attribution, evaluation brief & source evidence

Observe changes in support and discretion alongside outcomes; test rival explanations and subgroup differences.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Yu Yang; Lydia Yoke Yean Foong; Xiangna Zhang; Baihui Wang; Fan Yang. Paternalistic leadership and work engagement: the roles of knowledge sharing and supervisor support among calligraphy teachers in Hebei primary schools. Frontiers in Psychology (2026-07-20). https://doi.org/10.3389/fpsyg.2026.1821998. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Frontiers Media SA. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 76198c422189b8f88ecc5bceab815083206133ba7eb6c9e0f9f080116f087d1e

Commissioning brief — not a completed article

072

Inclusion and public purpose · Source 2025 · CC BY 4.0

Performing womanhood in schools: a feminist phenomenological investigation of female teachers’ psycho-social health experiences and implications for educational leadership in Turkey ↗

Engin İŞ. Frontiers in Psychology · 2025-12-03 · 10.3389/fpsyg.2025.1692323

Proposed future-school inquiry

Whose authority, access or unpaid labor changes when this finding is translated into a future-school design?

Test whether participation changes whose judgments count and who can benefit.

Attribution, evaluation brief & source evidence

Co-design the evaluation with affected participants; report access and adverse effects without exposing individuals.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Engin İŞ. Performing womanhood in schools: a feminist phenomenological investigation of female teachers’ psycho-social health experiences and implications for educational leadership in Turkey. Frontiers in Psychology (2025-12-03). https://doi.org/10.3389/fpsyg.2025.1692323. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Frontiers Media SA. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 4a48ac416491feec6ab7c8879702bcd5ee8958c53911e9ec7b67a62d6635e658

Commissioning brief — not a completed article

073

Community and school governance · Source 2023 · CC BY 4.0

Relationship between Principals’ Leadership Styles and Teachers’ Behavior ↗

Kazi Enamul Hoque; Zarin Tasnim Raya. Behavioral Sciences · 2023-01-28 · 10.3390/bs13020111

Proposed future-school inquiry

How should a superintendent translate this source into a locally accountable experiment rather than a universal prescription?

Connect educational change to public explanation, shared evidence and the ability to correct course.

Attribution, evaluation brief & source evidence

Define a reversible implementation, responsible humans, review criteria and a route for affected people to contest decisions.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Kazi Enamul Hoque; Zarin Tasnim Raya. Relationship between Principals’ Leadership Styles and Teachers’ Behavior. Behavioral Sciences (2023-01-28). https://doi.org/10.3390/bs13020111. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 1d115a6014c4c748060b8b27165a9601ba7d2244d5685345cfb2591cbfd44735

Commissioning brief — not a completed article

074

Community and school governance · Source 2024 · CC BY 4.0

Revisiting Louis Fry’s spiritual leadership model in confessional school teachers using structural equation modeling (SEM) ↗

Lorena Martinez-Soto; Flor Ontiveros Ramírez; Iván Dario Toro Jaramillo; Nelly Rosario Moreno-Leyva. PLOS ONE · 2024-09-17 · 10.1371/journal.pone.0299671

Proposed future-school inquiry

How should a superintendent translate this source into a locally accountable experiment rather than a universal prescription?

Connect educational change to public explanation, shared evidence and the ability to correct course.

Attribution, evaluation brief & source evidence

Define a reversible implementation, responsible humans, review criteria and a route for affected people to contest decisions.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Lorena Martinez-Soto; Flor Ontiveros Ramírez; Iván Dario Toro Jaramillo; Nelly Rosario Moreno-Leyva. Revisiting Louis Fry’s spiritual leadership model in confessional school teachers using structural equation modeling (SEM). PLOS ONE (2024-09-17). https://doi.org/10.1371/journal.pone.0299671. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: PLOS. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 796e9a36491b2c1d40818d7b574b3423cd79abd3b5e04df3c25a44770df6b53b

Commissioning brief — not a completed article

075

Sustainable work · Source 2024 · CC BY 4.0

Servant Leadership and Teachers’ Emotional Exhaustion—The Mediation Role of Hindrance Stress and Depersonalization ↗

Hongchao Wu; Jun Zhao; Shaoping Qiu; Xiuhong Li. Behavioral Sciences · 2024-11-25 · 10.3390/bs14121129

Proposed future-school inquiry

Can a future-of-work intervention reduce demands without shifting unpaid repair work to another group?

Treat workload redesign as an institutional choice rather than an individual resilience obligation.

Attribution, evaluation brief & source evidence

Measure complete work cycles and distributional effects; retain a comparison and a stopping rule.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Hongchao Wu; Jun Zhao; Shaoping Qiu; Xiuhong Li. Servant Leadership and Teachers’ Emotional Exhaustion—The Mediation Role of Hindrance Stress and Depersonalization. Behavioral Sciences (2024-11-25). https://doi.org/10.3390/bs14121129. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

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Full-text XML SHA-256 b3fd1886a1da732bcc48dfb1acbd04315b7572c5578c302d7bbe3653b6a015d1

Commissioning brief — not a completed article

076

Community and school governance · Source 2024 · CC BY 4.0

Stance of numerous leadership styles and their effect on teaching to sustain academic performance at the high school level ↗

Samra Maqbool; Hafiz Muhammad Ihsan Zafeer; Sufyan Maqbool; Pingfei Zeng; Zineb Draissi; Saima Javed. Heliyon · 2024-08-17 · 10.1016/j.heliyon.2024.e36438

Proposed future-school inquiry

How should a superintendent translate this source into a locally accountable experiment rather than a universal prescription?

Connect educational change to public explanation, shared evidence and the ability to correct course.

Attribution, evaluation brief & source evidence

Define a reversible implementation, responsible humans, review criteria and a route for affected people to contest decisions.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Samra Maqbool; Hafiz Muhammad Ihsan Zafeer; Sufyan Maqbool; Pingfei Zeng; Zineb Draissi; Saima Javed. Stance of numerous leadership styles and their effect on teaching to sustain academic performance at the high school level. Heliyon (2024-08-17). https://doi.org/10.1016/j.heliyon.2024.e36438. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Elsevier. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

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Full-text XML SHA-256 441fcb14e2923de77d33ff8ab9e5969b0dbe29406a20355ee3d376fc77d35c32

Commissioning brief — not a completed article

077

Distributed authority · Source 2025 · CC BY 4.0

Teachers’ Perceptions of Shared Leadership and Their Relationship with Organizational Attractiveness and Identification: A Structural Equation Modeling Approach ↗

Nesip Demirbilek. Journal of Intelligence · 2025-11-05 · 10.3390/jintelligence13110141

Proposed future-school inquiry

When responsibilities are distributed, do educators gain usable authority or additional unresourced work?

Connect shared authority to real resources, protected time and responsibility.

Attribution, evaluation brief & source evidence

Specify decision rights before a phased pilot; track workload, collaboration quality and independently rated outcomes.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Nesip Demirbilek. Teachers’ Perceptions of Shared Leadership and Their Relationship with Organizational Attractiveness and Identification: A Structural Equation Modeling Approach. Journal of Intelligence (2025-11-05). https://doi.org/10.3390/jintelligence13110141. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

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Full-text XML SHA-256 4c139fd95a96f72206a0ae1fbe5cd943e824be8e3afaeb05e617d4585e856661

Commissioning brief — not a completed article

078

Community and school governance · Source 2024 · CC BY 4.0

The Development of a New Model of Educational Leadership: Leadership for Teacher Flourishing ↗

Katy Granville-Chapman; Matthew T Lee; James Ritchie-Dunham. Humanistic Management Journal · 2024-06-14 · 10.1007/s41463-024-00181-z

Proposed future-school inquiry

How should a superintendent translate this source into a locally accountable experiment rather than a universal prescription?

Connect educational change to public explanation, shared evidence and the ability to correct course.

Attribution, evaluation brief & source evidence

Define a reversible implementation, responsible humans, review criteria and a route for affected people to contest decisions.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Katy Granville-Chapman; Matthew T Lee; James Ritchie-Dunham. The Development of a New Model of Educational Leadership: Leadership for Teacher Flourishing. Humanistic Management Journal (2024-06-14). https://doi.org/10.1007/s41463-024-00181-z. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Springer Science and Business Media LLC. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

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Full-text XML SHA-256 61b7d96ba7e4345e78eb98e38476bee726da8a18c219145719cbaf123ef55dd0

Commissioning brief — not a completed article

079

Teacher agency and innovation · Source 2026 · CC BY 4.0

The Multilevel Effects of Principals’ Servant Leadership on Kindergarten Teachers’ Job Crafting: The Mediating Role of Organizational Identification ↗

Xiaoqing Lin; Runkai Jiao; Feifei Li. Behavioral Sciences · 2026-02-27 · 10.3390/bs16030329

Proposed future-school inquiry

What evidence would show that teacher agency improves the quality of learning work rather than only the quantity of projects?

Make disciplined experimentation possible without equating novelty with educational improvement.

Attribution, evaluation brief & source evidence

Prespecify a common independent task and review revisions, access, time and unintended effects.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Xiaoqing Lin; Runkai Jiao; Feifei Li. The Multilevel Effects of Principals’ Servant Leadership on Kindergarten Teachers’ Job Crafting: The Mediating Role of Organizational Identification. Behavioral Sciences (2026-02-27). https://doi.org/10.3390/bs16030329. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

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Full-text XML SHA-256 bc7506ec7242f134014371313dc4f49313fdb62021ad2eaeaa43c4d0a581064a

Commissioning brief — not a completed article

080

Relationships and organizational trust · Source 2025 · CC BY 4.0

The Narrow Corridor of Heartfelt Leadership: Social and Emotional Leadership Practices in Bureaucratic School Cultures ↗

Sevgi Yıldız. Behavioral Sciences · 2025-09-26 · 10.3390/bs15101316

Proposed future-school inquiry

Which concrete working conditions would make relational leadership usable during technological and organizational change?

Translate relational leadership into observable arrangements of support, voice and accountability.

Attribution, evaluation brief & source evidence

Observe changes in support and discretion alongside outcomes; test rival explanations and subgroup differences.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Sevgi Yıldız. The Narrow Corridor of Heartfelt Leadership: Social and Emotional Leadership Practices in Bureaucratic School Cultures. Behavioral Sciences (2025-09-26). https://doi.org/10.3390/bs15101316. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

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Full-text XML SHA-256 9ebc17cea09c7337363707081e6a82846147e29e1ebe6c3f67f93e39116c7eb6

Commissioning brief — not a completed article

081

Teacher agency and innovation · Source 2025 · CC BY 4.0

The influence of resonant leadership on teachers’ innovative behavior: The mediating mechanism of information processing models ↗

Yuangen Bao. PLOS One · 2025-04-11 · 10.1371/journal.pone.0321763

Proposed future-school inquiry

What evidence would show that teacher agency improves the quality of learning work rather than only the quantity of projects?

Make disciplined experimentation possible without equating novelty with educational improvement.

Attribution, evaluation brief & source evidence

Prespecify a common independent task and review revisions, access, time and unintended effects.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Yuangen Bao. The influence of resonant leadership on teachers’ innovative behavior: The mediating mechanism of information processing models. PLOS One (2025-04-11). https://doi.org/10.1371/journal.pone.0321763. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: PLOS. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 63d1d2d55b7e8911d5f3f972512d0eb0d1770330ceaaba4e1a140e7cf21ad629

Commissioning brief — not a completed article

082

Professional capacity · Source 2025 · CC BY 4.0

The relationship between principals’ pedagogical leadership practices and teachers’ job performance: the role of sociodemographic characteristics ↗

Kelemu Zelalem Berhanu. BMC Psychology · 2025-01-30 · 10.1186/s40359-025-02415-7

Proposed future-school inquiry

What support would allow teachers to exercise informed judgment when the curriculum and tools change?

Connect leadership behaviors to the professional capacity needed for unfamiliar learning work.

Attribution, evaluation brief & source evidence

Check instrument fit and implementation before testing outcomes; separate correlated constructs from causal mechanisms.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Kelemu Zelalem Berhanu. The relationship between principals’ pedagogical leadership practices and teachers’ job performance: the role of sociodemographic characteristics. BMC Psychology (2025-01-30). https://doi.org/10.1186/s40359-025-02415-7. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: BMC. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

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Full-text XML SHA-256 8cb8f6d748cbb3f19906110b174d472665e5d45ddf96018a804ea6d7735e1bd6

Commissioning brief — not a completed article

083

Community and school governance · Source 2026 · CC BY 4.0

Transformative educational leadership as organizational practice: a practice theory perspective on reconfiguring teacher agency and professional culture in schools ↗

Nur Efendi; Muh Ibnu Sholeh; Nurul Indana; Fahrur Rosikh; Choiruddin; Nur ‘Azah; Sholihan; Imro'atus Solikah; Riyanto. Frontiers in Sociology · 2026-08-07 · 10.3389/fsoc.2026.1847035

Proposed future-school inquiry

How should a superintendent translate this source into a locally accountable experiment rather than a universal prescription?

Connect educational change to public explanation, shared evidence and the ability to correct course.

Attribution, evaluation brief & source evidence

Define a reversible implementation, responsible humans, review criteria and a route for affected people to contest decisions.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Nur Efendi; Muh Ibnu Sholeh; Nurul Indana; Fahrur Rosikh; Choiruddin; Nur ‘Azah; Sholihan; Imro'atus Solikah; Riyanto. Transformative educational leadership as organizational practice: a practice theory perspective on reconfiguring teacher agency and professional culture in schools. Frontiers in Sociology (2026-08-07). https://doi.org/10.3389/fsoc.2026.1847035. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Frontiers Media SA. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

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Full-text XML SHA-256 5b7e1bcdd7b14e66bdac2abb9561785c5ae05d90721684fa2eba737e2e76f2da

Commissioning brief — not a completed article

084

Teacher agency and innovation · Source 2026 · CC BY 4.0

Understanding teachers' curriculum leadership: a field-mediator mechanism ↗

Yi Wan. Frontiers in Psychology · 2026-04-28 · 10.3389/fpsyg.2026.1663486

Proposed future-school inquiry

What evidence would show that teacher agency improves the quality of learning work rather than only the quantity of projects?

Make disciplined experimentation possible without equating novelty with educational improvement.

Attribution, evaluation brief & source evidence

Prespecify a common independent task and review revisions, access, time and unintended effects.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Yi Wan. Understanding teachers' curriculum leadership: a field-mediator mechanism. Frontiers in Psychology (2026-04-28). https://doi.org/10.3389/fpsyg.2026.1663486. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Frontiers Media SA. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 e70d921200f86e2cf5d11cfdec6a71771a311892c2b4ecd22ad7e16e5b1065f9

Commissioning brief — not a completed article

085

Digital governance · Source 2026 · CC BY 4.0

Unraveling Reading Achievement Through Educational Leadership, School Actions to Sustain Learning, Digital Self-Efficacy, and ICT-Related Factors: A Multilevel Mediation Analysis of PISA 2022 Türkiye Data ↗

Nermin Er Aydemir; Ahmet Şahin. Journal of Intelligence · 2026-07-03 · 10.3390/jintelligence14070137

Proposed future-school inquiry

Which human decisions and learning goals should govern this technology rather than its novelty?

Require explainable adoption decisions and an audit of verification work.

Attribution, evaluation brief & source evidence

Compare a bounded pilot with existing practice; assess errors, access, net work and independent learning.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Nermin Er Aydemir; Ahmet Şahin. Unraveling Reading Achievement Through Educational Leadership, School Actions to Sustain Learning, Digital Self-Efficacy, and ICT-Related Factors: A Multilevel Mediation Analysis of PISA 2022 Türkiye Data. Journal of Intelligence (2026-07-03). https://doi.org/10.3390/jintelligence14070137. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

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Full-text XML SHA-256 0fe6b1c92076dcfef146541db6a2311acee3ffc86657a3e751012390de88cef8

Commissioning brief — not a completed article

086

Teacher agency and innovation · Source 2024 · CC BY 4.0

A Systematic Review of Research Patterns and Trends in Early Childhood Education Teacher Well-Being from 1993 to 2023: A Trajectory Landscape ↗

Xinlin Li; Lutong Zhang; John Chi-Kin Lee; Junjun Chen. Behavioral Sciences · 2024-12-10 · 10.3390/bs14121179

Proposed future-school inquiry

What evidence would show that teacher agency improves the quality of learning work rather than only the quantity of projects?

Make disciplined experimentation possible without equating novelty with educational improvement.

Attribution, evaluation brief & source evidence

Prespecify a common independent task and review revisions, access, time and unintended effects.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Xinlin Li; Lutong Zhang; John Chi-Kin Lee; Junjun Chen. A Systematic Review of Research Patterns and Trends in Early Childhood Education Teacher Well-Being from 1993 to 2023: A Trajectory Landscape. Behavioral Sciences (2024-12-10). https://doi.org/10.3390/bs14121179. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 ac5deee415655e2836506e3940bae47b6a57d72cbb168100da3e4196be898634

Commissioning brief — not a completed article

087

Relationships and organizational trust · Source 2021 · CC BY 4.0

An intervention to improve teacher well-being support and training to support students in UK high schools (the WISE study): A cluster randomised controlled trial ↗

Proposed future-school inquiry

Which concrete working conditions would make relational leadership usable during technological and organizational change?

Translate relational leadership into observable arrangements of support, voice and accountability.

Attribution, evaluation brief & source evidence

Observe changes in support and discretion alongside outcomes; test rival explanations and subgroup differences.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Judi Kidger; Nicholas Turner; William Hollingworth; Rhiannon Evans; Sarah Bell; Rowan Brockman; Lauren Copeland; Harriet Fisher; Sarah Harding; Jillian Powell; Ricardo Araya; Rona Campbell; Tamsin Ford; David Gunnell; Simon Murphy; Richard Morris. An intervention to improve teacher well-being support and training to support students in UK high schools (the WISE study): A cluster randomised controlled trial. PLoS Medicine (2021-11-11). https://doi.org/10.1371/journal.pmed.1003847. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: PLOS. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 2c0ea2d2836beee00abb6851ba3ebd79857948a9deebce264a6e46f1d004d4a1

Commissioning brief — not a completed article

088

Learner protection and belonging · Source 2019 · CC BY 4.0

Child-to-Parent Violence: Attitude towards Authority, Social Reputation and School Climate ↗

Gonzalo Del Moral; Cristian Suárez-Relinque; Juan E Callejas; Gonzalo Musitu. International Journal of Environmental Research and Public Health · 2019-07-05 · 10.3390/ijerph16132384

Proposed future-school inquiry

How can school leadership preserve belonging and safety while expanding students’ digital and public-facing work?

Connect digital learning and future readiness to safety, belonging and accessible human support.

Attribution, evaluation brief & source evidence

Evaluate a bounded school process with safeguarding routes; distinguish research information from individual clinical advice.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Gonzalo Del Moral; Cristian Suárez-Relinque; Juan E Callejas; Gonzalo Musitu. Child-to-Parent Violence: Attitude towards Authority, Social Reputation and School Climate. International Journal of Environmental Research and Public Health (2019-07-05). https://doi.org/10.3390/ijerph16132384. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 47e1beec7883554ae0a82dfd081512bfc135dd7f4f42e3d299238f01a308b5bf

Commissioning brief — not a completed article

089

Sustainable work · Source 2023 · CC BY 4.0

Does Accountability Aggravate the Risk of Teacher Burnout? Evidence from the Chinese Education System ↗

Guanyu Li; Kwok Kuen Tsang. Behavioral Sciences · 2023-09-15 · 10.3390/bs13090772

Proposed future-school inquiry

Can a future-of-work intervention reduce demands without shifting unpaid repair work to another group?

Treat workload redesign as an institutional choice rather than an individual resilience obligation.

Attribution, evaluation brief & source evidence

Measure complete work cycles and distributional effects; retain a comparison and a stopping rule.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Guanyu Li; Kwok Kuen Tsang. Does Accountability Aggravate the Risk of Teacher Burnout? Evidence from the Chinese Education System. Behavioral Sciences (2023-09-15). https://doi.org/10.3390/bs13090772. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 0aa35e0414c810970f3a6e337ec10aaac31cfca1cc52458ea860b2dfb080fb25

Commissioning brief — not a completed article

090

Learner protection and belonging · Source 2019 · CC BY 4.0

Effectiveness of the TEI Program for Bullying and Cyberbullying Reduction and School Climate Improvement ↗

Rosario Ferrer-Cascales; Natalia Albaladejo-Blázquez; Miriam Sánchez-SanSegundo; Irene Portilla-Tamarit; Oriol Lordan; Nicolás Ruiz-Robledillo. International Journal of Environmental Research and Public Health · 2019-02-16 · 10.3390/ijerph16040580

Proposed future-school inquiry

How can school leadership preserve belonging and safety while expanding students’ digital and public-facing work?

Connect digital learning and future readiness to safety, belonging and accessible human support.

Attribution, evaluation brief & source evidence

Evaluate a bounded school process with safeguarding routes; distinguish research information from individual clinical advice.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Rosario Ferrer-Cascales; Natalia Albaladejo-Blázquez; Miriam Sánchez-SanSegundo; Irene Portilla-Tamarit; Oriol Lordan; Nicolás Ruiz-Robledillo. Effectiveness of the TEI Program for Bullying and Cyberbullying Reduction and School Climate Improvement. International Journal of Environmental Research and Public Health (2019-02-16). https://doi.org/10.3390/ijerph16040580. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 c76ece7c8455471e98fbd521df592eed1efa99779f4097ead8eceb487c4bee9d

Commissioning brief — not a completed article

091

Learner protection and belonging · Source 2022 · CC BY 4.0

Effectiveness of universal school-based mindfulness training compared with normal school provision on teacher mental health and school climate: results of the MYRIAD cluster randomised controlled trial ↗

Proposed future-school inquiry

How can school leadership preserve belonging and safety while expanding students’ digital and public-facing work?

Connect digital learning and future readiness to safety, belonging and accessible human support.

Attribution, evaluation brief & source evidence

Evaluate a bounded school process with safeguarding routes; distinguish research information from individual clinical advice.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Willem Kuyken; Susan Ball; Catherine Crane; Poushali Ganguli; Benjamin Jones; Jesus Montero-Marin; Elizabeth Nuthall; Anam Raja; Laura Taylor; Kate Tudor; Russell M Viner; Matthew Allwood; Louise Aukland; Darren Dunning; Tríona Casey; Nicola Dalrymple; Katherine De Wilde; Eleanor-Rose Farley; Jennifer Harper; Verena Hinze; Nils Kappelmann; Maria Kempnich; Liz Lord; Emma Medlicott; Lucy Palmer; Ariane Petit; Alice Philips; Isobel Pryor-Nitsch; Lucy Radley; Anna Sonley; Jem Shackleford; Alice Tickell; MYRIAD Team; Sarah-Jayne Blakemore; Obioha C Ukoumunne; Mark T Greenberg; Tamsin Ford; Tim Dalgleish; Sarah Byford; J Mark G Williams. Effectiveness of universal school-based mindfulness training compared with normal school provision on teacher mental health and school climate: results of the MYRIAD cluster randomised controlled trial. Evidence-Based Mental Health (2022-07-12). https://doi.org/10.1136/ebmental-2022-300424. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: BMJ Publishing Group. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Version: Journal article in Europe PMC · Type: research-article. Copyright notice: © Author(s) (or their employer(s)) 2022. Re-use permitted under CC BY. Published by BMJ.

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Full-text XML SHA-256 a20b2c52b2d7ac0a0ec214a6bca27936bd4a14679e6043f26e3cb027fa652a6f

Commissioning brief — not a completed article

092

Digital governance · Source 2026 · CC BY 4.0

Human–Machine Collaboration Depth and Teacher Burnout: A Dual-Path Moderated Mediation Model of Empowerment and Depletion ↗

Xiaoyu Guo; Man Li; Xin Zhao. Behavioral Sciences · 2026-08-03 · 10.3390/bs16081324

Proposed future-school inquiry

Which human decisions and learning goals should govern this technology rather than its novelty?

Require explainable adoption decisions and an audit of verification work.

Attribution, evaluation brief & source evidence

Compare a bounded pilot with existing practice; assess errors, access, net work and independent learning.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Xiaoyu Guo; Man Li; Xin Zhao. Human–Machine Collaboration Depth and Teacher Burnout: A Dual-Path Moderated Mediation Model of Empowerment and Depletion. Behavioral Sciences (2026-08-03). https://doi.org/10.3390/bs16081324. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 e02ab2a211a2933c57cebd8008f5ad263109ebf951158bb7f4c935d0d35315cd

Commissioning brief — not a completed article

093

Learner protection and belonging · Source 2019 · CC BY 4.0

Investigation of the Impact of School Climate and Teachers’ Self-Efficacy on Job Satisfaction: A Cross-Cultural Approach ↗

Ioannis G Katsantonis. European Journal of Investigation in Health, Psychology and Education · 2019-10-14 · 10.3390/ejihpe10010011

Proposed future-school inquiry

How can school leadership preserve belonging and safety while expanding students’ digital and public-facing work?

Connect digital learning and future readiness to safety, belonging and accessible human support.

Attribution, evaluation brief & source evidence

Evaluate a bounded school process with safeguarding routes; distinguish research information from individual clinical advice.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Ioannis G Katsantonis. Investigation of the Impact of School Climate and Teachers’ Self-Efficacy on Job Satisfaction: A Cross-Cultural Approach. European Journal of Investigation in Health, Psychology and Education (2019-10-14). https://doi.org/10.3390/ejihpe10010011. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

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Commissioning brief — not a completed article

094

Learner protection and belonging · Source 2019 · CC BY 4.0

Mediating Processes in the Relations of Parental Monitoring and School Climate With Cyberbullying: The Role of Moral Disengagement ↗

Maria Giuseppina Bartolo; Anna Lisa Palermiti; Rocco Servidio; Pasquale Musso; Angela Costabile. Europe's Journal of Psychology · 2019-09-27 · 10.5964/ejop.v15i3.1742

Proposed future-school inquiry

How can school leadership preserve belonging and safety while expanding students’ digital and public-facing work?

Connect digital learning and future readiness to safety, belonging and accessible human support.

Attribution, evaluation brief & source evidence

Evaluate a bounded school process with safeguarding routes; distinguish research information from individual clinical advice.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Maria Giuseppina Bartolo; Anna Lisa Palermiti; Rocco Servidio; Pasquale Musso; Angela Costabile. Mediating Processes in the Relations of Parental Monitoring and School Climate With Cyberbullying: The Role of Moral Disengagement. Europe's Journal of Psychology (2019-09-27). https://doi.org/10.5964/ejop.v15i3.1742. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: PsychOpen. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Version: Journal article in Europe PMC · Type: research-article. Copyright notice:

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Commissioning brief — not a completed article

095

Learner protection and belonging · Source 2021 · CC BY 4.0

Parental Warmth, Gratitude, and Prosocial Behavior among Chinese Adolescents: The Moderating Effect of School Climate ↗

Haocheng Luo; Qingqi Liu; Chengfu Yu; Yangang Nie. International Journal of Environmental Research and Public Health · 2021-06-30 · 10.3390/ijerph18137033

Proposed future-school inquiry

How can school leadership preserve belonging and safety while expanding students’ digital and public-facing work?

Connect digital learning and future readiness to safety, belonging and accessible human support.

Attribution, evaluation brief & source evidence

Evaluate a bounded school process with safeguarding routes; distinguish research information from individual clinical advice.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Haocheng Luo; Qingqi Liu; Chengfu Yu; Yangang Nie. Parental Warmth, Gratitude, and Prosocial Behavior among Chinese Adolescents: The Moderating Effect of School Climate. International Journal of Environmental Research and Public Health (2021-06-30). https://doi.org/10.3390/ijerph18137033. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

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Related notices are present; consult the linked metadata and original journal before adaptation.

Commissioning brief — not a completed article

096

Learner protection and belonging · Source 2022 · CC BY 4.0

Perceptions of School Climate and Internet Gaming Addiction among Chinese Adolescents: The Mediating Effect of Deviant Peer Affiliation ↗

Hongyu Zou; Yuting Deng; Huahua Wang; Chengfu Yu; Wei Zhang. International Journal of Environmental Research and Public Health · 2022-03-18 · 10.3390/ijerph19063604

Proposed future-school inquiry

How can school leadership preserve belonging and safety while expanding students’ digital and public-facing work?

Connect digital learning and future readiness to safety, belonging and accessible human support.

Attribution, evaluation brief & source evidence

Evaluate a bounded school process with safeguarding routes; distinguish research information from individual clinical advice.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Hongyu Zou; Yuting Deng; Huahua Wang; Chengfu Yu; Wei Zhang. Perceptions of School Climate and Internet Gaming Addiction among Chinese Adolescents: The Mediating Effect of Deviant Peer Affiliation. International Journal of Environmental Research and Public Health (2022-03-18). https://doi.org/10.3390/ijerph19063604. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

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Full-text XML SHA-256 612046c4b2e440cfbe992a4822e2cd4f069fcb57bbda50cd8278d3284e024ef5

Commissioning brief — not a completed article

097

Learner protection and belonging · Source 2026 · CC BY 4.0

Prevalence of mental health, mental well-being, and school connectedness in UK secondary school students in 2021/2022: Results from the South West - School Health Research Network pilot study ↗

Proposed future-school inquiry

How can school leadership preserve belonging and safety while expanding students’ digital and public-facing work?

Connect digital learning and future readiness to safety, belonging and accessible human support.

Attribution, evaluation brief & source evidence

Evaluate a bounded school process with safeguarding routes; distinguish research information from individual clinical advice.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Patricia N. Albers; Emily Widnall; Lorna Hatch; Georgina Hopkins; Catherine Sharp; Judi Kidger; Frank de Vocht; Eileen Kaner; Esther M. F. van Sluijs; Hannah Fairbrother; Russell Jago; Rona Campbell. Prevalence of mental health, mental well-being, and school connectedness in UK secondary school students in 2021/2022: Results from the South West - School Health Research Network pilot study. PLOS One (2026-08-28). https://doi.org/10.1371/journal.pone.0355874. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: PLOS. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

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Full-text XML SHA-256 89c14d7c7a4a8c07b2355e442e54ae43f7fab0b511c7c13e750a4228f795b005

Commissioning brief — not a completed article

098

Learner protection and belonging · Source 2017 · CC BY 4.0

School Bullying in Urban China: Prevalence and Correlation with School Climate ↗

Ziqiang Han; Guirong Zhang; Haibo Zhang. International Journal of Environmental Research and Public Health · 2017-09-25 · 10.3390/ijerph14101116

Proposed future-school inquiry

How can school leadership preserve belonging and safety while expanding students’ digital and public-facing work?

Connect digital learning and future readiness to safety, belonging and accessible human support.

Attribution, evaluation brief & source evidence

Evaluate a bounded school process with safeguarding routes; distinguish research information from individual clinical advice.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Ziqiang Han; Guirong Zhang; Haibo Zhang. School Bullying in Urban China: Prevalence and Correlation with School Climate. International Journal of Environmental Research and Public Health (2017-09-25). https://doi.org/10.3390/ijerph14101116. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 0309a25a708c4f2b846d78dbc00cc2faee1cb5659b5d1678ce17e031fda18188

Commissioning brief — not a completed article

099

Learner protection and belonging · Source 2021 · CC BY 4.0

School Climate and Responsibility as Predictors of Antisocial and Prosocial Behaviors and Violence: A Study towards Self-Determination Theory ↗

David Manzano-Sánchez; Alberto Gómez-Mármol; Alfonso Valero-Valenzuela; José Francisco Jiménez-Parra. Behavioral Sciences · 2021-03-17 · 10.3390/bs11030036

Proposed future-school inquiry

How can school leadership preserve belonging and safety while expanding students’ digital and public-facing work?

Connect digital learning and future readiness to safety, belonging and accessible human support.

Attribution, evaluation brief & source evidence

Evaluate a bounded school process with safeguarding routes; distinguish research information from individual clinical advice.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

David Manzano-Sánchez; Alberto Gómez-Mármol; Alfonso Valero-Valenzuela; José Francisco Jiménez-Parra. School Climate and Responsibility as Predictors of Antisocial and Prosocial Behaviors and Violence: A Study towards Self-Determination Theory. Behavioral Sciences (2021-03-17). https://doi.org/10.3390/bs11030036. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Multidisciplinary Digital Publishing Institute (MDPI). Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

Exact full-text license evidence Preserved rights snapshot Library record Current notice metadata License terms

Full-text XML SHA-256 40966cf7a2fbc8fb56d6daae703ae426f78d8aa9bfbb1a67b56d5fdd3a45c463

Commissioning brief — not a completed article

100

Learner protection and belonging · Source 2019 · CC BY 4.0

School Climate, Loneliness, and Problematic Online Game Use Among Chinese Adolescents: The Moderating Effect of Intentional Self-Regulation ↗

Chengfu Yu; Wentao Li; Qiao Liang; Xuelan Liu; Wei Zhang; Hong Lu; Kai Dou; Xiaodong Xie; Xiong Gan. Frontiers in Public Health · 2019-04-30 · 10.3389/fpubh.2019.00090

Proposed future-school inquiry

How can school leadership preserve belonging and safety while expanding students’ digital and public-facing work?

Connect digital learning and future readiness to safety, belonging and accessible human support.

Attribution, evaluation brief & source evidence

Evaluate a bounded school process with safeguarding routes; distinguish research information from individual clinical advice.

This source is evidence for a proposed inquiry. Its design, population and limitations must be assessed before making causal, cross-context or future-of-work claims. No new data or effect is implied.

Chengfu Yu; Wentao Li; Qiao Liang; Xuelan Liu; Wei Zhang; Hong Lu; Kai Dou; Xiaodong Xie; Xiong Gan. School Climate, Loneliness, and Problematic Online Game Use Among Chinese Adolescents: The Moderating Effect of Intentional Self-Regulation. Frontiers in Public Health (2019-04-30). https://doi.org/10.3389/fpubh.2019.00090. CC BY 4.0: https://creativecommons.org/licenses/by/4.0/. Original publisher: Frontiers Media SA. Reframing questions and evaluation proposals added for this programme; original findings and authorship remain unchanged. No endorsement is implied.

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Commissioning brief — not a completed article