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Pedagogical leadership (PL) has been regarded as the best leadership style in the education sector. Thus, the aim of this study was to develop and validate a pedagogical leadership scale (PLS).

Two distinct approaches (inductive and deductive) were utilized. First, a review of the literature was conducted, and then qualitative data were collected through interviews, and their responses were categorized into 40 items. These items were thematized using exploratory factor analysis (EFA) by involving 300 participants. To examine the fitness of the scale, the researchers conducted a confirmatory factor analysis (CFA) with 470 participants.

EFA discovered a total variance of 64.766% for four factors. In CFA, RMSEA, NFI, RFI, NNFI, CFI, GFI and AGFI values were accepted. The highest correlation was found among constructs of PL. Path analysis revealed PL affected social, professional, intellectual and academic capitals. The correlations between the PLS and psychological empowerment demonstrated the theoretically predicted relationships with these variables. Thus, with the initial evidence of a valid and reliable PLS, a pool of 32 items under 4 factors (social, academic, professional and intellectual capital) were developed.

Despite the management of childhood education requiring the practice of PL, it is underexplored in childhood schools, particularly to our knowledge, no studies have been conducted to develop and confirm the PLS in Ethiopia.

The paper aims to develop a coherent understanding of literacy assessment, one that draws on current conceptualising of assessment generally while accounting for the complexity of literacy and literacy development. It responds to The Foundation for Learning Literacy Touchstone #8, offering a view of assessment as an “eco-system” comprising national, system, school and classroom sites and argues for recognition of the crucial place of teachers’ expertise and professional judgement.

The paper reports on action-oriented research in which upper primary teachers worked with an education academic to improve writing pedagogy in their classroom practice. Part of a larger project which took a genre-based, disciplinary literacy approach, the paper focuses on five year five teachers who collaboratively designed and implemented a literature study in each of their classrooms. Data collected included planning documents, exemplar texts, student work samples, teacher reflections and interviews and student interviews. Data were mapped against the teachers’ goals with respect to genre and literary concepts and analysed for key concepts related to current conceptualisations of assessment.

The paper offers insights into the interconnection between curriculum, pedagogy and assessment. It demonstrates how the teacher–participants planned for literacy and content and how they drew on formative assessment at different points of the teaching–learning cycle to support students to successfully complete a culminating writing task. In doing so, it demonstrates the expertise of the teachers in weaving together formative and summative assessment as well as the complexity of literacy assessment that cannot be captured entirely in one-shot assessments or diagnostic tests. Such complexity requires the richness possible when curriculum, pedagogy and assessment are aligned, as is evident in the case study.

The action research approach offers opportunities to develop deep understandings of the site but cannot be generalised to other sites. However, the detail with which we describe the practices means aspects of the study may be recognisable as like those in other sites.

The paper brings together a range of disparate literacy assessment practices in a coherent and accessible way that policymakers, schools and teachers will find generative. It will be useful for preservice teachers who often witness a range of practices in schools and wonder how they fit together. It also offers a means of communicating with media and other commentators about literacy and literacy assessment in an educative way.

The paper fulfils an identified need for a coherent approach which brings together the many practices and tools that currently exist in systems, schools and classrooms.

The environmental dimension of sustainable tourism (ST) has become more important than its economic and social dimension in time. In addition, with the increase in the importance given to the environment in destinations, it has been seen as a necessity to measure the environmental attitudes of the local people, as well as their ecological awareness and environmentally friendly tourism behaviors. Therefore, it is aimed to detect the effects of local people's environmental attitudes and their ecological awareness on environmentally friendly tourism behavior within the context of ST. In line with the determined purpose, a field study was conducted in Nevşehir/Türkiye, known as the core Cappadocia, and data were collected from 404 people through questionnaires utilizing the convenience sampling method. Path analysis was performed to detect the effects between the related variables. The research found that environmental attitudes and ecological awareness have a significant positive effect on environmentally friendly tourism behavior. In summary, it was detected that the positive environmental attitude and the high level of ecological awareness of the local people in the Cappadocia Region significantly affect their tendency to exhibit environmentally friendly tourism behavior.

The purpose of this study is to revisit the conventional wisdom about a key contribution [i.e. strengths, weaknesses, opportunities, threats (SWOT) analysis] in the field of strategic management. The societal context and the role of academics, consultants and executives is taken into account in the emergence of SWOT analysis during the 1960–1980 period as a pivotal development within the broader context of the satisfactory, opportunities, faults, threats (SOFT) approach. The authors report on both the content and the approach, so that other scholars seeking to invigorate indigenous theories and/or underreported strategy practices will thrive.

Applying a historiographic approach, the authors introduce an evidence-based methodology for interpreting historical sources. This methodology incorporates source criticism, triangulation and hermeneutical interpretation, drawing upon insights from robust evidence through three iterative stages.

The underreporting of the SOFT approach/SWOT analysis can be attributed to several factors, including strategy tools being integrated into planning frameworks rather than being published as standalone materials; restricted circulation of crucial long-range planning service/theory and practice of planning reports due to copyright limitations; restricted access to the Stanford Research Institute Planning Library in California; and the enduring popularity of SOFT and SWOT variations, driven in part by their memorable acronyms.

In the spirit of a renaissance in strategic planning research, the authors unveil novel theoretical and social connections in the emergence of SWOT analysis by combining evidence from both theory and practice and delving into previously unexplored areas.

Caution is advised for scholars who examine the discrete time frame of 1960–1980 through mere bibliometric techniques. This study underscores the risks associated with gathering incomplete and/or inaccurate data, emphasizing the importance of triangulating evidence beyond scholarly databases. The paradigm shift of strategic management research due to the advent of large language models poses new challenges and the risk of conserving and perpetuating academic urban legends, myths and lies if training data is not adequately curated.

Drawing from social contagion theory, this study aims to clarify whether consumers become motivated to help a brand and its community when observing other members contributing to society. The authors also analyzed the boundary conditions and mechanisms of this process.

A mixed-method approach was used to test hypotheses. Study 1 collected survey data from Chinese automobile brand communities, which were analyzed by using partial least squares structural equation modeling. Study 2 conducted an experiment with a fictional Chinese smartphone brand community.

Results showed that brand community social responsibility influenced brand community citizenship behavior but did not directly influence brand citizenship behavior. Collective self-esteem respectively mediated the relationships between brand community social responsibility and both brand community citizenship behavior and brand citizenship behavior. Additionally, a sequential mediation mechanism was identified, where collective self-esteem and brand community citizenship behavior functioned as the first and second mediators. Furthermore, membership duration positively moderated the relationship between brand community social responsibility and collective self-esteem and moderated the mediation effects.

Brand community managers should conduct various social responsibility activities to elicit community and brand citizenship behaviors by cultivating ethical awareness. These activities should be tailored to the membership duration.

To the best of the authors’ knowledge, this study is the first to explore how brand community social responsibility cultivates community and brand citizenship behavior. It is also based on social contagion theory to demonstrate the sequential mediation mechanism.