PurposeThis study aims to examine the influence of transformational leadership and mindfulness on lecturers' commitment to teaching entrepreneurship with mediating effect of readiness for change in polytechnics.Design/methodology/approachThe study used the cross-sectional survey method. The sample participants were 171 lecturers from polytechnics. Data were analysed by using partial least squares–structural equation modelling (PLS-SEM) approach.FindingsFindings indicated that readiness for change mediated the relationship between transformational leadership and commitment to teaching entrepreneurship. Transformational leadership and mindfulness had no significant influence on commitment to teaching entrepreneurship. Readiness for change did not mediate the relationship between mindfulness and commitment to teaching entrepreneurship.Practical implicationsHigher education should be aware of the importance of lecturers' readiness for change. This is because readiness for change is the mediator of the relationship between transformational leadership and commitment to teaching entrepreneurship.Originality/valueThe study sheds light on the explanation of mediating effect of readiness for change to influence the relationship between transformational leadership and lecturers' commitment to teaching entrepreneurship in the Malaysian polytechnic context.

The ignorance of the role of middle leaders as a ‘key broker’ between school principals and teachers in the literature has motivated this study to investigate the effects of middle leaders’ learning-centred leadership on teacher professional learning through teacher mastery goals and their self-efficacy with the moderating effect of the quality of communication between middle leaders and teachers. A total of 453 data were collected from 24 primary and secondary school teachers in six districts in Kedah. This study employed partial least squares structural equation modelling approach. Findings revealed that learning-centred leadership has a significant and positive effect on teacher professional learning. Teacher mastery goals and teacher self-efficacy have significant mediating effects on teacher professional learning. The effect of learning-centred leadership on teacher professional learning is stronger when the levels of quality of communication between leaders and teachers are higher compared to their counterparts. Hence, future principal preparation programmes should equip future principals with the knowledge of learning-centred leadership that could facilitate teacher learning happening and flourishing.

Background/purpose -Research on teaching entrepreneurship which concentrates on the lecturers' perspective has been underexplored. This study aims to report on an explanatory sequential mixed-methods study that was conducted with a quantitative survey of the influence of mindfulness on Malaysian polytechnic lecturers' commitment to teaching entrepreneurship through readiness for change as a mediator. It also aims to report on the qualitative reasons behind the quantitative results. Materials/methods -Survey data were collected from 171 lecturers teaching entrepreneurship or subjects embedded with the elements of entrepreneurial skills. This explanatory sequential mixed-methods study employed Partial Least Squares Structural Equation Modeling to analyze the quantitative data, followed by nine semi-structured interviews which were then thematically analysed.Results -Findings revealed that mindfulness did not directly influence the commitment to teaching entrepreneurship. Nevertheless, readiness for change mediated the relationship between mindfulness and commitment to teaching entrepreneurship. Conclusion -The qualitative interview data provided insight that lecturers' working attitude is an important factor to enhancing the quality of teaching entrepreneurship. Implications and recommendations for future studies are also presented.