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The voice of school principals represents the principals' thoughts and experiences because of their as teachers' evaluator. It provides principals' perception on making sense the teacher evaluation. In qualitative research, voice can provide the truth and meaning of principals' experience in teachers evaluation. Their voices in the qualitative interviews are recorded and transcribed into words (Jackson and Mazzei, 2009 and Charteris and Smardon, 2018). By listening to the voices of principals in five provinces in Indonesia, this study, a qualitative research, intends to explore the principals' sensemaking in teacher evaluation.

This study adopted a qualitative approach, as it was principally concerned with capturing participants' direct experiences in their natural setting as both the teachers' evaluator and school leader (Patton, 2002). The qualitative interview and content analysis were used in this study. The qualitative interview is a type of conversation used to explore informants' experiences and interpretations; in this study, the headmaster (Mishler, 1986; Spradley, 1979 in Hatch, 2002). Researchers used the interviews to uncover the structure of meaning used by principals in making sense the policies that determine teacher evaluations and that are used to carry out evaluations within principal's local authority. The implicit structure can be discovered from direct observation, and the qualitative interviews can bring this meaning to the surface (Hatch, 2002). Therefore, by applying the qualitative interviews, it is expected that information or “unique” interpretations from the principal can be obtained (Stake, 2010). Content analysis is a research technique for making valid conclusions from oral texts into a research context. This analysis can provide new insights, improve researchers' understanding of certain phenomena, or inform other practical actions through the use of verbal data collected in the form of answers to open interview questions (Krippendorff, 2004).

There are three important findings relating to principals' sensemaking of teachers' evaluation; they are teachers' length of service, principals' perceptions of teacher evaluations and consistency in teacher performance improvement. The principals' perception greatly influences their beliefs and sensemaking of teacher evaluation. In essence, teacher evaluation has not been used to identify high-quality teachers. Principals focus more on the improvement of teachers' welfare than teacher actual performance.

Future research should explore principals' attitude toward the stakeholders when student achievement is not in line with the consistent increase in teachers' performance ratings. And, it is also necessary to investigate the policy makers response to see the consistent improvement in teacher's evaluation is not in line with student achievement. Finally, how to eliminate the culture of joint responsibility without causing frictions in the school environment.

The authors hereby declare that this submission is their own work, and to the best of their knowledge, it contains no materials previously published or written by another person, or substantial proportions of material that have been accepted for the award of any other degree or diploma any other publishers.

Early identification and separation of suspected Covid-19 patients at triage is vital to prevent disease transmission in healthcare settings. Triaging is a complex and context-specific process to implement especially where resources are scarce and health systems are fragile. The need to allocate these resources in a consistent, transparent, and equitable manner during the covid-19 pandemic is underpinned by ethical principles among which are utilitarianism and egalitarianism. Considerations of social identities such as age, gender, social class, and medical criteria such as comorbidities and frailty may lead to explicit and implicit bias and attendant discrimination. Theoretical constructs such as narrow social utility and reciprocity may be invoked to justify the prioritisation of healthcare workers (HCWs) infected with Covid-19 despite the pitfalls in the underlying assumptions. As no single framework exists to comprehensively guide the Covid-19 triage process, the establishment of institutional recommendations and policies within which are embedded safety nets for managing the physical, mental, and emotional fallouts on HCWs is critical.

This paper aims to investigate the impact of governance quality on total unemployment in general and female unemployment in particular in the Middle East and North Africa (MENA) region, comparing the post-Arab Spring period to the pre-Arab Spring era.

A fixed-effects model was used to analyze data from 15 MENA countries from 2002 to 2019.

Our results generally indicate that following the Arab Spring, an enhancement in governance quality is linked with a reduction in unemployment in the MENA region, specifically in the Levant and GCC regions, with this reducing effect being stronger for female unemployment compared to total unemployment. Yet, this trend does not hold in North Africa, where government improvements do not result in better employment.

This study uniquely uncovers the different effects of governance quality on unemployment across sub-regions and sheds light on its significant implications on female unemployment. The findings offer valuable insights for policymakers interested in the relationship between governance quality and economic outcomes in the region.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-12-2022-0826

This study aims to answer pertinent questions related to the quality of the organisational learning capability measurement model.

A time-separated design informed data collection. The organisational learning capability was exposed to classical higher-order and bifactor confirmatory factor analyses. Multigroup confirmatory factor analysis facilitated measurement invariance testing. This study assessed the predictive validity of the organisational learning capability subscales using hierarchical regression analysis.

This study replicated the second-order organisational learning capability model with four subscales. Bifactor modelling confirmed the multidimensionality of the organisational learning capability. The organisational learning capability was invariant between gender groups. The organisational learning capability subscales accounted for a significant variance in innovative work behaviour.

The organisational learning capability exhibits robust properties, making it a plausible option for monitoring the quality of organisational learning. Organisations must appreciate the quality of this dynamic capability and leverage it to generate new sources of value.

This study fills a critical gap in organisational learning-related capabilities in sub-Saharan African contexts, providing a base to influence innovation-related trajectories positively.