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This study aimed to determine the degree of practicing authentic leadership among public-school leaders from teachers’ viewpoint while also revealing whether statistically significant differences exist between the respondents’ means of the degree of authentic leadership practice due to number of years of service, specialization, and/or scholastic stage. A descriptive-analytical approach was adopted. The study population consisted of teachers. A stratified random sample of 351 female teachers was chosen. The questionnaire used consisted of four main axes that included the four authentic leadership elements: self-awareness, relational transparency, the internalized moral perspective, and balanced processing. The results indicated a high degree of the practice of the four dimensions of authentic leadership among the leaders as well as the presence of statistically significant differences between teachers’ mean responses about the degree of authentic leadership practice among the leaders of public-schools due to the number of years of service in favor of the teachers whose years of service ranged between 5 and 10 years as well as academic level in favor of intermediate school teachers. The researchers also offer several recommendations.   Keywords: Authentic leadership; school principals; practice leadership;

This study investigates the responses of teachers in an Arabic school in west London to the introduction of a new school-mandated curriculum: the International Baccalaureate (IB). The study focuses on seven teachers in the major subject areas of English, science, maths, Arabic language, Islamic studies, ICT and French language. As a result, this study found it necessary to employ qualitative research methodology using in-depth interviews to gain an understanding of teachers within the context of their practice. This research provides a basis for analysing how teachers experience and understand change. The research revealed a phenomenological perspective of teachers' actions. Analysis of the data is organised into four main categories: teaching career for participants; teachers' views about IB; introducing the IB to the school and the future of the IB in the school. The findings suggest that change does not result because it is mandated by central management, but certain factors-such as school-based support, perception of autonomy, collaboration, participation in curriculum development, professional development, academic preparation and experience-influence teachers' response to change. When these factors are evident, teachers respond favourably to change. Implications of these conclusions are discussed as are further questions and opportunities for further research.

The success of schools depends on effective recruitment and selection of school leaders. The present study sought to understand the processes of recruiting and selecting public school leaders in Saudi Arabia from their perspectives. Interview data were collected from 39 high school leaders in the Eastern province in Saudi Arabia. The results of the study indicated that the school leadership recruitment and selection processes in Saudi Arabia consist of few linear steps where the ministry engages in an effort to attract candidates from internal resources, followed by initial screening, and a formal interview to select the candidate from the pool. The analysis also revealed several challenges involved in the recruitment and selection processes of prospective candidates. Based on the findings of this study, schools are currently struggling to recruit qualified candidates that commensurate the mission and the needs of our schools. Therefore, we recommend providing appropriate budget, resources, and training to human resource staff to effectively communicate with prospective candidates, identify the type of candidates and design recruitment and selection strategy accordingly.   Keywords: Recruitment, selection, school leaders, human resources, Saudi Arabia.