This study aimed to examine the impact of digital leadership among school principals and evaluate the mediating effect of Professional Learning Communities (PLCs) on enhancing teachers’ innovation skills for sustainable technology integration, both in traditional classroom settings and e-learning environments. Employing a quantitative approach with a regression design model, Structural Equation Modelling (SEM) and Partial Least Squares (PLS-SEM) were utilized in this research. A total of 257 teachers from 7 excellent senior high schools in Makassar city participated in the study, responding to the questionnaires administered. The study findings indicate that while principal digital leadership does not directly influence teachers’ innovation skills in technology integration, it directly impacts Professional Learning Communities (PLCs). Moreover, PLCs themselves have a significant influence on teachers’ innovation skills in technology integration. The structural model presented in this study illustrates a noteworthy impact of principal digital leadership on teachers’ innovation skills for technology integration through Professional Learning Communities (PLCs), with a coefficient value of 47.4%. Principal digital leadership is crucial in enhancing teachers’ innovation skills for sustainable technology integration, primarily by leveraging Professional Learning Communities (PLCs). As a result, principals must prioritize the creation of supportive learning environments and implement programs to foster teachers’ proficiency for sustainable technology integration. Additionally, teachers are encouraged to concentrate on communication, collaboration, and relationship-building with colleagues to exchange insights, address challenges, and devise solutions for integrating technology, thereby contributing to sustained school improvement efforts. Finally, this research provides insights for school leaders, policymakers, and educators, emphasizing the need to leverage PLCs to enhance teaching practices and student outcomes, particularly in sustainable technology integration.

Real estate appraisal standards provide guidelines for the preparation of reliable valuations. These standards emphasize the central role of market data collection in market-oriented valuation methodologies such as the Market Comparison Approach (MCA), which is the most commonly used. The objective of this study is to highlight the difficulties in data finding, as well as the gap between the standards and the actual appraisal practices in Italy. Thus, a detailed comparison was made between the real estate data considered necessary by the standards and those ones reasonably detectable by appraisers, showing that some important market information is not reachable due to legal, technical and economic factors. Finally, a case study is presented in which the actual appraisal of a residential property is schematically described to support what is claimed with the research question and thus the degree of uncertainty around an estimate judgment.

Purpose: This study explores the impact of quality of life (QoL) on the happiness of female healthcare professionals, focusing on the moderating roles of family dynamics and education. Method: A descriptive and exploratory design was used with data from 503 female healthcare professionals. Various quantitative analyses, including regression and correlation, were conducted using SPSS and AMOS. Findings: The study found a positive relationship between QoL and happiness. Family dynamics and education significantly moderated this relationship, highlighting the influence of these factors on happiness levels. Implications: The research offers insights into the well-being of female healthcare professionals and calls for policies that support QoL through flexible work arrangements and wellness programs, considering diverse family structures and educational backgrounds. Originality: This study provides a focused analysis of the role of family and education in shaping the relationship between QoL and happiness for female healthcare professionals.

The issue of policy changes to support teacher professional development is an important factor shaping the career trajectory, efficacy, and ultimately the success of Junior Reserve Officer Training Corps (JROTC) instructors and the performance of the secondary students they serve and whose lives they affect. Although a rich body of research associated with policies regarding teacher preparation and professional development exists, a more closely related area of research focused specifically on the policies regarding preparation and professional development of JROTC instructors is limited. This lack of research presents a unique opportunity to explore the experiences of JROTC instructors and their perspectives on policies affecting teacher preparation and professional development. This qualitative exploratory single-case study can help to advance understanding of the complexities and nuances of teacher preparation and professional development policies supporting the JROTC instructors serving in high schools across the United States and overseas. One-on-one interviews with 14 JROTC personnel who had completed required teacher preparation requirements and professional development initiatives were conducted. Data analysis revealed 11 themes. Recommendations for improving policies concerning JROTC instructor preparation and professional development, including placing greater emphasis on the unique requirements, as well as suggestions for future research, are provided.

The purpose of the work is to study the transformation processes of constructing professional identity under the influence of new information technologies and to consider the evolution of views on the processes of scientific and practical understanding of new media resources in the context of the development of convergent journalism as a phenomenon of the modern information society. It was established based on the conducted research that the values and beliefs of journalists, reflecting the process of professional self-identification, are forming in the process of choosing certain options among a variety of alternatives and transforming further under the current conditions of the information and communication environment. In the process of the study, the article identifies the features, content, and main trends in the transformational processes of professional identity and professional culture of journalists in the context of technological changes in the media industry. The dynamics of the development of media convergence are shown from the point of view of the mutual influence of traditional and new media and the tendency of improving their technological and dialogue features and capabilities in content creation and broadcasting. An assessment is made of the degree of adaptation of regional media to modern conditions of the information and communication environment in the context of organizational, professional, and communicative convergence.

Accounting education highly affects the level of Professional Accounting Education offered in a country by academic institutions, thus determining the job market competitiveness of accounting professionals. The purpose of this paper is to determine the relationship between accounting education and accounting practices in Sri Lanka. The data for this study is obtained through a well-structured questionnaire among the Finance Managers of listed companies in the Colombo Stock Exchange (CSE). The sample size of the study was 165 Finance Managers, and of them, 122 responded to the questionnaire. This study is significant to the Sri Lankan context due to scant research in the respective research area. The results depict a moderating positive relationship, while effectiveness of accounting education determines the role and performance of accounting professionals in Sri Lanka.