This research aims to measure the perceptions of business English teachers regarding the effectiveness of the proposed communication, collaboration, critical thinking, and creativity (4Cs) teaching model. Furthermore, it also identifies some of the gaps that emerged while applying the 4Cs model, and finally recommends deliberate instructional steps for using the model. The participants in the study are 140 Business English teachers at an academic institution in the eastern part of Saudi Arabia. The study is driven by the belief that educators in this field need to create modern language instruction involving the 21st century 4Cs: communication, collaboration, critical thinking, and creativity by the intervention of carefully planned objectives, varied activities, varieties of teaching methodologies, technological tools and materials, interaction patterns, teachers’ professional development and students’ awareness and cultural background. Using two questionnaires, the study gauged EFL teachers’ perceptions of the application of a specially developed 4Cs framework for Business English, to ensure that the students enrolled in these courses are fit to take on the role of global citizens. Findings show that teachers are positive about the appropriateness of applying the framework in the context of 21st century skills, and a viable degree of effectiveness in a learning environment. Participant teachers who applied this approach using the conceptualized paradigm in teaching Business English recommend its efficacy due to relevant pedagogical implications and practical principles that were discovered. The study concludes with six principles that can be directly used to ensure that the 4Cs which are a necessity in the 21st education system is integrated by educators in English language teaching (ELT) instruction.

This research aimed to discover the implementation of e-leadership for school principals during the COVID-19 pandemic and its effect on school performance through changes in teacher behavior. Quantitative research was used where it involved 8 public high schools with 150 respondents. The results showed that: (1) the implementation of e-leadership for school principals during the COVID-19 pandemic was at a very high level for the dimensions of the vision of continuous learning and professional development of teachers, and at a high level for the dimensions of classroom supervision and teacher performance assessment; (2) none of the independent variables have a correlation with the dependent variable greater than >0.50. The correlation between the independent variable and the dependent variable is at a simple stage for teacher behavior and a low stage for teacher performance; (3) the result of measurement model test with Confirmatory Factor Analysis (CFA) shows that the loading factor of each indicator is greater than 0.60, which means that the indicators are valid for measuring the variable; (4) the results of the structural model test show that the principal’s e-leadership variable, scientific competence (pedagogical knowledge and pedagogical content knowledge), personality competence and e-skills have a positive and significant effect on teacher behavior with a value of ***p = < 0.05. Teacher performance also has a positive and significant effect with a value of ***p = < 0.05 which makes H-1–H-9 accepted. Proportionally, e-leadership remains the main variable compared to other variables which gives the largest contribution to improving teacher performance through changes in teacher behavior by (0.280), scientific competence variables (pedagogical knowledge and content knowledge) and teacher personality, respectively, contribute to improved performance through changes in teacher behavior of (0.083) and (0.152). The e-skill competency variable of teachers contributes to increased performance through changes in teacher behavior of (0.177). The practical implication of this research is that principals need to change their roles and leadership styles from conventional to electronic-based learning leadership styles to realize effective online learning.