Purpose: This study attempted to expand the existing knowledge regarding school administrators’ effective and ineffective leadership behaviours and traits based on the perceptions of teacher respondents. Design/Methodology/Approach: The basic interpretive qualitative approach was adopted to scrutinize and discover the cultural attributions of the participating teachers. Research data were collected from 64 teachers working at a metropolitan city centre in mid-western Turkey. The respondents were asked to list the effective and ineffective characteristics of a school leader. Findings: A total of 379 expressions (249 effective, 130 ineffective) defining leader behaviours and traits were obtained. On average, there were 5.92 (SD: 2.06; min.=2, max.=9) expressions per participating teacher. We found seven effective leader behavioural themes with a total of 38 leader attributes and five ineffective leader behavioural themes with 27 leader attributes. Implications/Originality/Value: A seven-themed taxonomy of educational leadership behaviours was created. The results implied that communication skills and being an expert in the post are crucial as highlighted both by effective and ineffective leader attributes. The paper was concluded by offering some implications.

This study conducted a bibliometric analysis of studies on student outcomes in higher education from 1960 to 2020, providing a bibliometric content analysis of articles based on 52 Scopus-indexed higher education journals. Bibliometric analysis methodology was used, and Preferred Reporting Items for Systematic Reviews and Meta-analyses were employed to identify and select the 2,375 articles included in the sample. The trajectory of publications over time was also analyzed, and often-cited journals, authors, articles, and co-citations were identified. The topical foci of research on student outcomes were revealed, co-occurrence analysis was performed, and keyword co-occurrence maps are presented. Limitations, interpretation, implications, and recommendations were also made on the basis of the findings. Received: 12 September 2021Accepted: 18 August 2022

Purpose: The individuals’ workaholic tendencies are assumed to be reflected in their attitudes and behaviours in the workplace. Thus, the present study aimed to reveal the relationship between the workaholic tendencies of primary school teachers and their organizational commitment. Design/Methodology/Approach: A correlational survey model, among the quantitative research methodologies, was adopted in the study. The research sample consisted of 301 primary school teachers working in public primary schools in a metropolitan municipality city center in southeast Turkey. The research data were collected through the Organizational Commitment Scale and the Workaholism Battery. Findings: Affective commitment scores of the participating teachers are partially high while the normative commitment and continuance commitment scores are neutral. Regarding workaholism tendencies, e teachers have a high level of perception for enjoyment and work involvement through their drive perceptions are moderately high. Male teachers and those between 20-25 have higher workaholic tendencies of 38.9% grand total. The sub-dimensions of enjoyment and drive significantly predict affective and normative commitment while the work involvement sub-dimension of workaholism predicts continuance commitment. Implications/Originality/Value: The effects of workaholism should be considered for future practices and research aimed at teacher commitment to be carried out in educational settings.