Social Sciences › Education

Teacher Education and Leadership Studies

Works Count: 95383

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Description

This cluster of papers focuses on teacher professional development, qualitative research methods, teacher identity formation, educational leadership, technology integration in education, teacher efficacy, professional learning communities, school improvement, and reflective practice. It explores the challenges and strategies for improving teaching practices, fostering a supportive educational environment, and enhancing the effectiveness of professional development programs for educators.

Keywords

Teacher Professional Development; Qualitative Research Methods; Teacher Identity; Educational Leadership; Technology Integration; Teacher Efficacy; Professional Learning Communities; School Improvement; Reflective Practice; Culturally Responsive Teaching

The making of a teacher: teacher knowledge and teacher education

1991-09-01

Pamela L. Grossman

training of teachers has increasingly been the focus of critical inquiry in the field of education: What qualifications should be demanded of those entering the teaching profession? This book examines … training of teachers has increasingly been the focus of critical inquiry in the field of education: What qualifications should be demanded of those entering the teaching profession? This book examines this crucial issue with an in-depth comparison of the classroom approaches and effectiveness of two groups of secondary school English teachers. Three of the six teachers studied in this book are graduates of a professional education programme, the other three, while equally well versed in subject matter knowledge, entered teaching without professional training. book reveals that those with a teacher education background were flexible, open to innovative methods, and better able to comprehend the student's perspective. Those without such experience tended to rely on teaching techniques borrowed from undergraduate and graduate courses, or on memories of their own schooling. The Making of a Teacher is aimed at those curious about the theory and practice of classroom teaching and the role of pedagogical content knowledge. It should serve as a supplemental text in teaching methods and curriculum courses - not only in secondary English, but in other subject areas as well. book also offers useful insights in the areas of staff development and school improvement.

The Structuring of Pedagogic Discourse

2004-11-23

Basil Bernstein

This book represents part of an ongoing effort to understand the rules, practices, agencies and agents which shape and change the social construction of pedagogic discourse. It draws together and … This book represents part of an ongoing effort to understand the rules, practices, agencies and agents which shape and change the social construction of pedagogic discourse. It draws together and re-examines the findings of the author's earlier work.

Practice makes practice: a critical study of learning to teach

2003-11-01

Deborah P. Britzman

Changing teachers, changing times: teachers' work and culture in the postmodern age

1994-09-01

Andy Hargreaves

Understanding teaching teachers' coping strategies knowing teachers cultures of teaching collegiality, collaboration and control time for the teacher changing teachers. Understanding teaching teachers' coping strategies knowing teachers cultures of teaching collegiality, collaboration and control time for the teacher changing teachers.

Becoming Critical: Education, Knowledge, and Action Research

1988-01-01

George L. Newsome , Wilfred Carr , Stephen Kemmis

Constructing 21st-Century Teacher Education

2006-05-01

Linda Darling‐Hammond

Much of what teachers need to know to be successful is invisible to lay observers, leading to the view that teaching requires little formal study and to frequent disdain for … Much of what teachers need to know to be successful is invisible to lay observers, leading to the view that teaching requires little formal study and to frequent disdain for teacher education programs. The weakness of traditional program models that are collections of largely unrelated courses reinforce this low regard. This article argues that we have learned a great deal about how to create stronger, more effective teacher education programs. Three critical components of such programs include tight coherence and integration among courses and between course work and clinical work in schools, extensive and intensely supervised clinical work integrated with course work using pedagogies that link theory and practice, and closer, proactive relationships with schools that serve diverse learners effectively and develop and model good teaching. The article also urges that schools of education should resist pressures to water down preparation, which ultimately undermine the preparation of entering teachers, the reputation of schools of education, and the strength of the profession.

Pygmalion in the Classroom: Teacher Expectation and Pupils' Intellectual Development.

1969-04-01

Wilbur B. Brookover , Robert Rosenthal , Lenore Jacobson

The 'Pygmalion phenomenon' is the self-fulfilling prophecy embedded in teachers' expectations. Simply put, when teachers expect students to do well and show intellectual growth, they do; when teachers do not … The 'Pygmalion phenomenon' is the self-fulfilling prophecy embedded in teachers' expectations. Simply put, when teachers expect students to do well and show intellectual growth, they do; when teachers do not have such expectations, performance and growth are not encouraged and may in fact be discouraged in a variety of ways. Research suggests that our expectations strongly influence the performance of those around us from the members of our football team to the students in our classes. In the Oak School experiment, discussed in the book, teachers were led to believe that certain students selected at random were likely to be showing signs of a spurt in intellectual growth and development. At the end of the year, the students of whom the teachers had these expectations showed significantly greater gains in intellectual growth that did those in the control group. Reissue of a classic book. Original ISBN 0829031537. Printed 1968. Revised and expanded 1992.

Policies That Support Professional Development in an Era of Reform

2011-03-01

Linda Darling‐Hammond , Milbrey Wallin McLaughlin

Policies must keep pace with new ideas about what, when, and how teachers learn and must focus on developing schools' and teachers' capacities to be responsible for student learning. Policies must keep pace with new ideas about what, when, and how teachers learn and must focus on developing schools' and teachers' capacities to be responsible for student learning.

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Relationships of Knowledge and Practice: Teacher Learning in Communities

1999-01-01

Marilyn Cochran‐Smith , Susan L. Lytle

Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education

2009-12-30

Ken Zeichner

This article examines a variety of work currently going on across the country in newly created hybrid spaces to more closely connect campus courses and field experiences in university-based preservice … This article examines a variety of work currently going on across the country in newly created hybrid spaces to more closely connect campus courses and field experiences in university-based preservice teacher education. It is argued that the old paradigm of university-based teacher education where academic knowledge is viewed as the authoritative source of knowledge about teaching needs to change to one where there is a nonhierarchical interplay between academic, practitioner, and community expertise. It is argued that this new epistemology for teacher education will create expanded learning opportunities for prospective teachers that will better prepare them to be successful in enacting complex teaching practices.

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The differential antecedents of self-efficacy beliefs of novice and experienced teachers

2006-07-08

Megan Tschannen‐Moran , Anita Woolfolk Hoy

Teacher efficacy: A construct validation.

1984-08-01

Sherri Gibson , Myron H. Dembo

Seven strong claims about successful school leadership

2008-02-01

Kenneth Leithwood , Alma Harris , David Hopkins

This article provides an overview of the literature concerning successful school leadership. It draws on the international literature and is derived from a more extensive review of the literature completed … This article provides an overview of the literature concerning successful school leadership. It draws on the international literature and is derived from a more extensive review of the literature completed in the early stage of the authors' project. The prime purpose of this review is to summarise the main findings from the wealth of empirical studies undertaken in the leadership field.

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Elaborating a model of teacher professional growth

2002-11-01

David Clarke , Hilary Hollingsworth

School Teacher: A Sociological Study.

1976-06-01

Ronald G. Corwin , Dan C. Lortie

Upon its initial publication, many reviewers dubbed Dan C. Lortie's Schoolteacher the best social portrait of the profession since Willard Waller's The Sociology of Teaching. This new printing of Lortie's … Upon its initial publication, many reviewers dubbed Dan C. Lortie's Schoolteacher the best social portrait of the profession since Willard Waller's The Sociology of Teaching. This new printing of Lortie's classic - including a new preface bringing the author's observations up to date - is an essential view into the world and culture of a vitally important profession.

Educational Leadership

1999-07-01

Ann Weaver Hart

Changes in educational leadership and administration over the past decade and a half represent a shift from traditional, social science-based approaches to more cognitively based views of the field. In … Changes in educational leadership and administration over the past decade and a half represent a shift from traditional, social science-based approaches to more cognitively based views of the field. In addition, a heightened interest in the connections between the way educational leaders think and their actions has led to expanded emphasis on practice-based knowledge and in-service preparation programs for school leaders. In North America, where pre-service, formal training dominated, practice-based education, internships, and authentic evaluation received more emphasis. In the UK, where in-service professional development dominated, formal cognate learning is being enhanced. These developments suggest a broadening of approaches to educational leadership education stretching across the professional life of the practitioner.

Understanding teacher identity: an overview of issues in the literature and implications for teacher education

2009-05-27

Catherine Beauchamp , Lynn Thomas

While literature on teaching emphasizes the importance of identity in teacher development, understanding identity and the issues related to it can be a challenging endeavour. This article provides an overview … While literature on teaching emphasizes the importance of identity in teacher development, understanding identity and the issues related to it can be a challenging endeavour. This article provides an overview of the issues revealed in recent discussions of teacher identity: the problem of defining the concept; the place of the self, and related issues of agency, emotion, narrative and discourse; the role of reflection; and the influence of contextual factors. A particular focus is placed on identity in pre‐service teachers and new practitioners. Implications of an understanding of these issues for programmes of teacher education are highlighted.

Learning Lessons: Social Organization in the Classroom

1979-11-01

Darnell F. Hawkins , Hugh Mehan

Perceived Problems of Beginning Teachers

1984-06-01

Simon Veenman

Perceived problems of beginning teachers in their first years of teaching are reviewed. Studies from different countries are included. Issues such as the reality shock and changes in behaviours and … Perceived problems of beginning teachers in their first years of teaching are reviewed. Studies from different countries are included. Issues such as the reality shock and changes in behaviours and attitudes are considered also. The eight problems perceived most often are classroom discipline, motivating students, dealing with individual differences, assessing students’ work, relationships with parents, organization of class work, insufficient and/or inadequate teaching materials and supplies, and dealing with problems of individual students. There is a great correspondence between the problems of elementary and secondary beginning teachers. Issues such as person-specific and situation-specific differences, views of the principals, problems of experienced teachers, and job satisfaction of beginning teachers are discussed also. Three frameworks of teacher development are presented which provide conceptualizations of individual differences among beginning teachers. Finally, forms of planned support for beginning teachers are noted. Research using an interactionistic model for the explanation of behaviour is needed.

Reconsidering research on teachers’ professional identity

2004-02-01

Douwe Beijaard , Paulien C. Meijer , Nico Verloop

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Professional Growth Among Preservice and Beginning Teachers

1992-06-01

Dona M. Kagan

I began this review with three objectives: (a) to determine whether recent learning-to-teach studies form a coherent body of literature, (b) to use any common themes that emerged from these … I began this review with three objectives: (a) to determine whether recent learning-to-teach studies form a coherent body of literature, (b) to use any common themes that emerged from these studies to construct a model of professional growth for novice and beginning teachers, and (c) to draw inferences from the model concerning the nature of preservice teacher education programs likely to promote growth by capitalizing on naturally occurring processes and stages. I review 40 learning-to-teach studies published or presented between 1987 and 1991: 27 deal with preservice teachers, 13 with first-year or beginning teachers. All were naturalistic and qualitative in methodology. Studies within each of those divisions are clustered and summarized according to major themes that emerged from findings. The model I ultimately infer from the 40 studies confirms, explicates, and integrates Fuller’s ( Fuller & Bown, 1975 ) developmental model of teacher concerns and Berliner’s (1988) model of teacher development based on cognitive studies of expertise. Preservice and first-year teaching appears to constitute a single developmental stage during which novices accomplish three primary tasks: (a) acquire knowledge of pupils; (b) use that knowledge to modify and reconstruct their personal images of self as teacher; and (c) develop standard procedural routines that integrate classroom management and instruction. In general, preservice programs fail to address these tasks adequately.

The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types

2008-09-24

Viviane Robinson , Claire Lloyd , Kenneth J. Rowe

Purpose: The purpose of this study was to examine the relative impact of different types of leadership on students' academic and nonacademic outcomes. Research Design: The methodology involved an analysis … Purpose: The purpose of this study was to examine the relative impact of different types of leadership on students' academic and nonacademic outcomes. Research Design: The methodology involved an analysis of findings from 27 published studies of the relationship between leadership and student outcomes. The first meta-analysis, including 22 of the 27 studies, involved a comparison of the effects of transformational and instructional leadership on student outcomes. The second meta-analysis involved a comparison of the effects of five inductively derived sets of leadership practices on student outcomes. Twelve of the studies contributed to this second analysis. Findings: The first meta-analysis indicated that the average effect of instructional leadership on student outcomes was three to four times that of transformational leadership. Inspection of the survey items used to measure school leadership revealed five sets of leadership practices or dimensions: establishing goals and expectations; resourcing strategically; planning, coordinating, and evaluating teaching and the curriculum; promoting and participating in teacher learning and development, and ensuring an orderly and supportive environment. The second meta-analysis revealed strong average effects for the leadership dimension involving promoting and participating in teacher learning and development and moderate effects for the dimensions concerned with goal setting and planning, coordinating, and evaluating teaching and the curriculum. Conclusions and Implications for Research and Practice: The comparisons between transformational and instructional leadership and between the five leadership dimensions suggested that the more leaders focus their relationships, their work, and their learning on the core business of teaching and learning, the greater their influence on student outcomes. The article concludes with a discussion of the need for leadership research and practice to be more closely linked to the evidence on effective teaching and effective teacher learning. Such alignment could increase the impact of school leadership on student outcomes even further.

Teacher professional development in Teaching and Teacher Education over ten years

2010-09-25

Beatrice Ávalos

The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children

1988-09-01

Lisa Delpit

Lisa Delpit uses the debate over process-oriented versus skills-oriented writing instruction as the starting-off point to examine the "culture of power" that exists in society in general and in the … Lisa Delpit uses the debate over process-oriented versus skills-oriented writing instruction as the starting-off point to examine the "culture of power" that exists in society in general and in the educational environment in particular. She analyzes five complex rules of power that explicitly and implicitly influence the debate over meeting the educational needs of Black and poor students on all levels. Delpit concludes that teachers must teach all students the explicit and implicit rules of power as a first step toward a more just society. This article is an edited version of a speech presented at the Ninth Annual Ethnography in Education Research Forum, University of Pennsylvania,Philadelphia, Pennsylvania, February 5-6, 1988.

Professional Development and Teacher Change

2002-08-01

Thomas R. Guskey

This article describes a model of teacher change originally presented nearly two decades ago (Guskey, 1986) that began my long and warm friendship with Michael Huberman. The model portrays the … This article describes a model of teacher change originally presented nearly two decades ago (Guskey, 1986) that began my long and warm friendship with Michael Huberman. The model portrays the temporal sequence of events from professional development experiences to enduring change in teachers' attitudes and perceptions. Research evidence supporting the model is summarized and the conditions under which change might be facilitated are described. The development and presentation of this model initiated a series of professional collaborations between Michael and myself, and led to the development of our co-edited book, Professional Development in Education: new paradigms and practices (Guskey & Huberman, 1995), which was named 'Book of the Year' by the National Staff Development Council in 1996.

Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures

2009-04-01

Laura M. Desimone

The author suggests that we apply recent research knowledge to improve our conceptualization, measures, and methodology for studying the effects of teachers’ professional development on teachers and students. She makes … The author suggests that we apply recent research knowledge to improve our conceptualization, measures, and methodology for studying the effects of teachers’ professional development on teachers and students. She makes the case that there is a research consensus to support the use of a set of core features and a common conceptual framework in professional development impact studies. She urges us to move away from automatic biases either for or against observation, interviews, or surveys in such studies. She argues that the use of a common conceptual framework would elevate the quality of professional development studies and subsequently the general understanding of how best to shape and implement teacher learning opportunities for the maximum benefit of both teachers and students.

What Makes Professional Development Effective? Results From a National Sample of Teachers

2001-01-01

Michael S. Garet , Andrew C. Porter , Laura M. Desimone +2 more

This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers’ … This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers’ learning. Results, based on ordinary least squares regression, indicate three core features of professional development activities that have significant, positive effects on teachers’ self-reported increases in knowledge and skills and changes in classroom practice: (a) focus on content knowledge; (b) opportunities for active learning; and (c) coherence with other learning activities. It is primarily through these core features that the following structural features significantly affect teacher learning: (a) the form of the activity (e.g., workshop vs. study group); (b) collective participation of teachers from the same school, grade, or subject; and (c) the duration of the activity.

Toward a Theory of Culturally Relevant Pedagogy

1995-09-01

Gloria Ladson‐Billings

In the midst of discussions about improving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation. This article attempts to challenge … In the midst of discussions about improving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation. This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalytic or macroanalytic perspectives. Rather, the article attempts to build on the work done in both of these areas and proposes a culturally relevant theory of education. By raising questions about the location of the researcher in pedagogical research, the article attempts to explicate the theoretical framework of the author in the nexus of collaborative and reflexive research. The pedagogical practices of eight exemplary teachers of African-American students serve as the investigative “site.” Their practices and reflections on those practices provide a way to define and recognize culturally relevant pedagogy.

Professional Development and Teacher Learning: Mapping the Terrain

2004-11-01

Hilda Borko

Teacher professional development is essential to efforts to improve our schools. This article maps the terrain of research on this important topic. It first provides an overview of what we … Teacher professional development is essential to efforts to improve our schools. This article maps the terrain of research on this important topic. It first provides an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning. It then suggests some important directions and strategies for extending our knowledge into new territory of questions not yet explored.

Teacher pedagogical beliefs: The final frontier in our quest for technology integration?

2005-12-01

Peggy A. Ertmer

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Knowledge and Teaching:Foundations of the New Reform

1987-04-01

Lee S. Shulman

Lee S. Shulman builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes, "by the … Lee S. Shulman builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes, "by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past." To articulate and justify this conception, Shulman responds to four questions: What are the sources of the knowledge base for teaching?In what terms can these sources be conceptualized? What are the processes of pedagogical reasoning and action? and What are the implications for teaching policy and educational reform? The answers — informed by philosophy, psychology, and a growing body of casework based on young and experienced practitioners — go far beyond current reform assumptions and initiatives. The outcome for educational practitioners, scholars, and policymakers is a major redirection in how teaching is to be understood and teachers are to be trained and evaluated. This article was selected for the November 1986 special issue on "Teachers, Teaching,and Teacher Education," but appears here because of the exigencies of publishing.

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Teacher Turnover and Teacher Shortages: An Organizational Analysis

2001-01-01

Richard M. Ingersoll

Contemporary educational theory holds that one of the pivotal causes of inadequate school performance is the inability of schools to adequately staff classrooms with qualified teachers. This theory also holds … Contemporary educational theory holds that one of the pivotal causes of inadequate school performance is the inability of schools to adequately staff classrooms with qualified teachers. This theory also holds that these school staffing problems are primarily due to shortages of teachers, which, in turn, are primarily due to recent increases in teacher retirements and student enrollments. This analysis investigates the possibility that there are other factors—those tied to the organizational characteristics and conditions of schools—that are driving teacher turnover and, in turn, school staffing problems. The data utilized in this investigation are from the Schools and Staffing Survey and its supplement, the Teacher Followup Survey conducted by the National Center for Education Statistics. The results of the analysis indicate that school staffing problems are not primarily due to teacher shortages, in the technical sense of an insufficient supply of qualified teachers. Rather, the data indicate that school staffing problems are primarily due to excess demand resulting from a "revolving door"—where large numbers of qualified teachers depart their jobs for reasons other than retirement. Moreover, the data show that the amount of turnover accounted for by retirement is relatively minor when compared to that associated with other factors, such as teacher job dissatisfaction and teachers pursuing other jobs. The article concludes that popular education initiatives, such as teacher recruitment programs, will not solve the staffing problems of such schools if they do not also address the organizational sources of low teacher retention.

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Teacher Efficacy: Its Meaning and Measure

1998-06-01

Megan Tschannen‐Moran , Anita Woolfolk Hoy , Wayne K. Hoy

The theoretical and empirical underpinnings of teacher efficacy are examined to bring coherence to the construct and its measurement. First, we explore the correlates of teacher efficacy revealed using various … The theoretical and empirical underpinnings of teacher efficacy are examined to bring coherence to the construct and its measurement. First, we explore the correlates of teacher efficacy revealed using various instruments and search for patterns that suggest a better understanding of the construct. Next, we introduce a model of teacher efficacy that reconciles two competing conceptual strands found in the literature. Then we examine implications of the research on teacher efficacy for teacher preparation and suggest strategies for improving the efficacy of inservice teachers. Finally, we propose new directions for research in light of the proposed model.

Toward a Theory of Instruction

1966-11-01

Michael T. McGuire

Theory in Practice: Increasing Professional Effectiveness

1976-01-01

Philip J. Runkel , Chris Argyris , Donald A. Schön

Perface. One: Theory. 1. Theories of Action. 2. Evaluating Theories of Action. Two: Action. 3. Diagnosing Theories-in-Use. 4. Model I. 5. Model II. 6. Transition from Model I to Model … Perface. One: Theory. 1. Theories of Action. 2. Evaluating Theories of Action. Two: Action. 3. Diagnosing Theories-in-Use. 4. Model I. 5. Model II. 6. Transition from Model I to Model II. 7. Learining Model-II Behavior. Three: Practice. 8. Issues in Professional Education. 9. Implications for Professional Competence and Practice. 10. Redesigning Professional Education. NotesReferencesIndex.

From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching

2001-08-01

Sharon Feiman‐Nemser

This paper was written to stimulate discussions and debate about what a professional learning continuum from initial preparation through the early years of teaching could be like. Drawing on a … This paper was written to stimulate discussions and debate about what a professional learning continuum from initial preparation through the early years of teaching could be like. Drawing on a broad base of literature, the author proposes a framework for thinking about a curriculum for teacher learning over time. The paper also considers the fit (or misfit) between conventional approaches to teacher preparation, induction and professional development and the challenges of learning to teach in reform-minded ways and offers examples of promising programs and practices at each of these stages. The paper is organized around three questions: (a) What are the central tasks of teacher preparation, new teacher induction, and early professional development? (b) How well do conventional arrangements address these central tasks? (c) What are some promising programs and practices at each stage in the learning to teach continuum that promote standards-based teaching and enable teachers to become active participants in school reform?

Culturally responsive teaching: theory, research, and practice

2000-11-01

Educational Leadership

2004-06-01

James P. Spillane

Educational Leadership

2003-12-01

James P. Spillane

Culturally responsive teaching: theory, research, and practice

2011-01-01

Educational Research: An Introduction

1984-10-01

Neville Bennett , Walter R. Borg , Meredith D. Gall

Learning as Transformation: Critical Perspectives on a Theory in Progress

2001-09-01

National Association for the Education of Young Children

2016-01-01

Anne G. Dorsey , Stacie G. Goffin , Marcy Guddemi +4 more

Öğretmen kimliği, öğretmen öz-yeterliği ve öğretmen liderliği arasındaki ilişkinin okul türüne ve yerine göre incelenmesi

2025-06-25

Derya Güvercin , Gökhan Arastaman | Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi

Bu çalışmanın amacı öğretmen özyeterliği ve öğretmen kimliğinin öğretmen liderliğini ne ölçüde yordadağını tespit etmek ve söz konusu değişkenlerin okul türü ve görev yeri bağlamında anlamlı farklılık gösterip göstermediğini ortaya … Bu çalışmanın amacı öğretmen özyeterliği ve öğretmen kimliğinin öğretmen liderliğini ne ölçüde yordadağını tespit etmek ve söz konusu değişkenlerin okul türü ve görev yeri bağlamında anlamlı farklılık gösterip göstermediğini ortaya koymaktır. Veriler İstanbul ilindeki resmi liselerde görev yapan 407 öğretmenden elde edilmişir. Veriler, betimsel istatistikler, normallik testi, DFA analizi, çoklu korelasyon, One-way Manova ve çok değişkenli regresyon analizi ile test edilmiştir. Elde edilen bulgulara göre, öğretmen liderliği ile öğretmen kimliği ve öğretmen özyeterliği arasında orta düzeyde pozitif bir ilişki bulunmaktadır. Öğretmen özyeterlik algıları ile öğretmen kimlik algılarında okul türüne göre anlamlı farklılık bulunmaktadır. Görev yeri değişkeninde ise öğretmen liderliği, öğretmen özyeterliği ve öğretmen kimliği puanlarına göre anlamlı bir fark saptanmamıştır. Çok değişkenli regresyon analizi sonuçlarına göre ise öğretmen özyeterlili ve öğretmen kimliğinin öğretmen liderliğinin anlamlı bir yordayıcısı olduğu sonucuna varılmıştır. Araştırmanın bulguları öğretmen yetiştirme ve okul yöneticisi seçiminde hem eğitim yöneticileri hem de politika yapıcılar açısından faydalı olabilecek veriler sunmaktadır.

Professional Support and Teacher Identity in Tanzania: Education Sector Development Evidenced‐Based Practices

2025-06-24

Godlove Lawrent | Psychology in the Schools

ABSTRACT This study sought to gain insights into how diverse contexts in which teachers interacted with, especially when the Tanzania's expansion policy was in progress shaped and reshaped their perceived … ABSTRACT This study sought to gain insights into how diverse contexts in which teachers interacted with, especially when the Tanzania's expansion policy was in progress shaped and reshaped their perceived professionalism. A qualitative case study was adopted to obtain a holistic overview of the phenomena under exploration. Thirty‐six participants from four newly built secondary schools in the country took part in my study. Data were gathered through document analysis, as well as semi‐structured individual and focus group interviews. Inductive analysis of data was then undertaken to understand the study topic from the participants’ perspectives and experiences. To achieve this, the transcripts were read regularly, and the segments of text were then coded to identify categories and/or broader themes. It was revealed that limited attention to the quality of teaching improvement eroded the social positioning of teachers in terms of their enthusiasm to teach, their perceptions around their teaching competencies, and their sense of trust. The study argues that devising teaching environments conducive to developing teacher professionalism before enacting educational policies is important.

Pathways to secondary school principalship: Enablers and challenges

2025-06-24

Craig Morrison , Meredith Raukura , Kate Thornton | The New Zealand Annual Review of Education

A recent Education Review Office (ERO) report on preparation and support for new principals in Aotearoa New Zealand revealed that they are not always well prepared for aspects of their … A recent Education Review Office (ERO) report on preparation and support for new principals in Aotearoa New Zealand revealed that they are not always well prepared for aspects of their role (ERO, 2023). Three key drivers for preparation were found to be previous leadership experience, participation in post-graduate study related to school leadership, and coaching and mentoring support. While this report focused on both primary and secondary principals in their first 5 years as principals, two other recent qualitative studies have looked specifically at pathways to principalship in secondary settings. The first study involving interviews with eight recently appointed principals, highlighted the importance of career choices, postgraduate study, targeted professional learning and development (PLD), exposure to elements of a principal’s role, and mentoring. The second study explored the enablers and challenges experienced by five female principals of co-educational schools. Aspects that were identified as both challenges and enablers in this study included the attitudes, beliefs, and perceptions of principals and others, the support and encouragement received, mentoring and PLD experiences, and work life balance. This article will draw on the findings of the two studies and the ERO report to highlight the challenges in current principal preparation in the secondary sector and make recommendations for aspiring leaders considering principalship, current principals and Boards of Trustees, and policy makers.

Interplay between Principals’ Autocratic Leadership Style and Teachers’ Levels of Job Commitment in Public Secondary Schools in Kitui County, Kenya

2025-06-24

Dorcus Nthenya Kimuyu , Susan Chepkonga , Jeremiah M. Kalai | East African Journal of Education Studies

Job commitment is critical for enhanced learning outcomes. The purpose of this study was to investigate the interplay of principals’ autocratic leadership style on teachers’ levels of job commitment in … Job commitment is critical for enhanced learning outcomes. The purpose of this study was to investigate the interplay of principals’ autocratic leadership style on teachers’ levels of job commitment in public secondary schools in Kitui County. Through examining the impact of autocratic leadership on teacher job commitment, this study will provide crucial insights for improving leadership practices that enhance teacher morale and enthusiasm and ultimately strengthen the quality of education, which is a global concern. The study was guided by Adorno et al. (1950). This study employed a convergent Parallel Mixed Methods Research Design whereby descriptive and phenomenology research designs were used. The target population was 410 public secondary schools, translating to 410 principals, 410 deputy principals, and 2417 teachers. Taro Yamane's formula was used to get a sample of 243 schools. The principals in these schools were automatically included in the study, hence purposive sampling. The formula was also used to get a sample of 343 teachers who were purposively sampled from the schools. The study used questionnaires to collect data from teachers and principals, while interview guides were used to collect data from deputy principals. Descriptive and inferential statistics were analysed using SPSS Version 28. A pilot was conducted to test the validity and reliability of research instruments. The statistics included descriptive and inferential statistics. Findings were presented in graphs, tables, and narratives. Results show that; autocratic leadership has a strong effect on affective commitment (M = 3.14, SD = 0.94, F (4,304) = 4.346, p = .000) and a strong impact on continuance commitment (M = 4.23, SD = 0.90, F (4,304) = 4.872, p = .000). Results further show that autocratic leadership does not significantly impact normative commitment (M = 2.52, SD = 0.99, F (4,304) = 1.137, p = .311). The study recommends that the Ministry of Education and the Teachers Service Commission should increase the number of quality assurance officers to ensure regular supervision of teachers and principals should be flexible and blend their leadership style with modern, transformative, and democratic style, which has a more positive impact on teacher job commitment.

Insights from the Frontlines: Evaluating Recent Teacher Preparation Graduates’ Satisfaction with their Pedagogical Content Knowledge

2025-06-23

Emily García , William R. Norris | Journal of Agricultural Education

The lack of educator retention is one of the most significant threats to agricultural education’s impact. With approximately 41% of educators exiting the profession in their first five years of … The lack of educator retention is one of the most significant threats to agricultural education’s impact. With approximately 41% of educators exiting the profession in their first five years of employment, many agricultural educators report experiencing difficulty teaching agriculture curriculum. Furthermore, many agricultural educators report difficulty taking the content knowledge they have developed and incorporating it into their instruction. This study aimed to assess early-career agricultural educator’s satisfaction with the pedagogical content knowledge they developed through their teacher preparation program. We utilized a phenomenological case study design to describe the lived experiences of the participating educators. We conducted fifteen semi-structured interviews with early-career educators to execute the study’s research objective. Upon the completion of the interviews, we believed that saturation had been met. We used an inductive coding process followed by open, axial, and theoretical coding to develop the themes and subthemes of this study. Overall, we found that the participating educators were satisfied with the pedagogical content knowledge they received from their teacher preparation program but felt they could have benefited from improvements to the curriculum. The main suggestions were to incorporate courses to help preservice teachers develop more pedagogical content knowledge, utilize FFA and SAE as teaching tools, and evaluate teacher preparation degree plans to ensure they meet students’ needs. Additionally, the participants recommended incorporating more early field experiences into the required degree plan to facilitate growth. We also recommend conducting qualitative and quantitative studies to further evaluate the pedagogical content knowledge development of preservice and early-career educators.

The role of student–teacher college practicum experience on teaching self-efficacy, belief in the profession, and intention to teach in Kazakhstan

2025-06-23

Assylbek Zhamalashov , Matthew Courtney , Aliya Olzhayeva +2 more | Asia Pacific Education Review

Teaching Effectiveness

2025-06-23

Jodi Pilgrim , Brenda Morton | Routledge eBooks

Preparing for Teaching Effectiveness

2025-06-23

Jodi Pilgrim , Brenda Morton | Routledge eBooks

Empowering Future Educators: Understanding Pre-service Teachers’ Self-efficacy in Instruction and Classroom Management

2025-06-23

Grace Yeboah , Grace Aba Mensah , Abraham Gyamfi +1 more | Advances in Research

Introduction: Classroom management decision difficulty is consistently reported among the top reasons given by both novice and experienced teachers in the teaching profession. To achieve positive learning, we must understand … Introduction: Classroom management decision difficulty is consistently reported among the top reasons given by both novice and experienced teachers in the teaching profession. To achieve positive learning, we must understand the issues related to teacher self-efficacy that may influence classroom management decisions. Aim: This study investigated pre-service teachers' self-efficacy in making classroom management decisions as they progressed through the professional development sequence. Methodology: Quantitative descriptive research methodology was employed. The Proportional stratified sampling technique was used to select 225 students across colleges and programs. Questionnaires were administered for data collection in this study. Means and standard deviations were used to analyse the data. Findings: Findings indicated that pre-service teachers have higher levels of classroom management decision self-efficacy and instructional self-efficacy. Conclusion: The practical implication is that this study highlights the importance of building and maintaining self-efficacy through teacher preparation programs and ongoing professional development in Ghana's educational institutions, thereby enhancing the quality of teaching and ultimately benefiting students' academic experiences.

Beyond Evaluation: Cultural Reflexivity and Pedagogical Identity in Metaevaluating Pre-Service Teacher Planning

2025-06-22

Judith Jaqueline Maldonado Rivera | Journal of Posthumanism

In the metaevaluation of lesson planning in pre-service teacher education, this study puts planning on the line as a pedagogical act that is indicative of the epistemological stances and ethical … In the metaevaluation of lesson planning in pre-service teacher education, this study puts planning on the line as a pedagogical act that is indicative of the epistemological stances and ethical commitments of a teacher. Leverag-ing 947 genuine lesson plans as dataset, the study is designed in a methodo-logical nature which is a combination of descriptive analysis and advanced statistics modeling. A 14-item rubric (based on national standards and evalu-ative theory) was employed to evaluate the coherence, inclusiveness, and methodological quality of the plans. Descriptive findings indicated con-sistent strengths in the objective clarity category and consistent weaknesses across the categories of curriculum adaptation and impact evaluation. The study uncovered latent cognitive patterns and three types of emerging plan-ning activities (i.e., strategically coherent, pedagogically fragile, transitional) through Principal Component Analysis (PCA) and K-Means clustering. By recognizing lesson planning as an act shaped by sociocultural identity, ethi-cal reasoning, and epistemic diversity, this research situates metaevaluation within broader cultural and pedagogical ecologies. These results fill crucial gaps in the literature in the form of a data-grounded, typological model of formative assessment, and pave the ways for new AI-guided feedback sys-tems. The study reconceptualizes metaevaluation to be a critical reflexive process and a site for transformative learning, contributing to broadening theoretical concepts as well as practical tools for teacher education.

Instructional Leadership and Teachers' Instructional Practices: A Serial Mediation by Teacher Autonomy and Collective Teacher Innovativeness

2025-06-22

Kamuran Demir , Mahmut Kalman | European Journal of Education

ABSTRACT Instructional leadership is one of the most studied school leadership models in educational leadership and management (EDLM) because of its potential to influence the fulfilment of the core mission … ABSTRACT Instructional leadership is one of the most studied school leadership models in educational leadership and management (EDLM) because of its potential to influence the fulfilment of the core mission of schooling, that is, student learning. This study investigated the serial mediating effect of teacher autonomy and collective teacher innovativeness in the relationship between instructional leadership and teachers' instructional practices. The study was conducted using a cross‐sectional correlational research design, with 554 teachers working in public middle schools, high schools, and art and science centres in a large province in southeastern Türkiye. Results indicated moderate positive relationships between principal instructional leadership, teacher autonomy, teacher collective innovativeness, and teacher instructional practices. Teacher autonomy and collective teacher innovativeness had serial mediating effects in the relationship between instructional leadership and teachers' instructional practices. The study showed that principals' instructional leadership can contribute more to teachers' instructional practices by supporting teacher autonomy and teachers' collective innovativeness in the Turkish educational context.

Constructing professional identities: the role of school climate in early-career university teachers

2025-06-22

Erguvan Uras Eren , Derin Atay | Asian-Pacific Journal of Second and Foreign Language Education

<scp>STEM</scp> Teacher Leadership Explored Through the Lenses of Advocacy, Equity, and Identity

2025-06-22

Brett Criswell , Wendy Smith | School Science and Mathematics

Pre‐service mathematics teachers' professional identities: A systematic literature review

2025-06-21

Annette Mitiche | Review of Education

Abstract In response to teacher shortages, short‐track teacher education programmes have been established for those with academic degrees in mathematics, who often bring their prior professional identities into teacher education. … Abstract In response to teacher shortages, short‐track teacher education programmes have been established for those with academic degrees in mathematics, who often bring their prior professional identities into teacher education. Given the limited time available to pre‐service teachers, teacher education becomes critical in challenging individuals from diverse backgrounds, supporting them to shape their professional identities in teaching mathematics. Exploring methods and the conceptualisation of identity in research, along with the contributions of major findings from research, is important for providing insights into teacher education. This systematic literature review on pre‐service mathematics identity analyses the methods, conceptualisations, and major findings of 20 studies selected from the Educational Research Complete and ERIC EBSCO databases. A multistep selection process identified research studies from the databases, employing a meta‐analytical (PRISMA) flowchart, followed by thematic analysis. The studies are mostly small‐scale and present diverse conceptualisations of identity. Major findings suggest that professional identity development among pre‐service mathematics teachers encompasses several fundamental aspects. These include attitudes toward teaching and learning mathematics, personal beliefs about the role of a teacher, and considerations of various pedagogical strategies involving teaching approaches. Furthermore, the results show that development of teachers' identities in the context of mathematics education is influenced by a complex interplay of these foundational elements. Understanding, recognising and challenging these aspects of a mathematics teacher's identity is crucial for preparing future mathematics teachers to meet the diverse needs of students and navigate the challenges of the teaching profession. Context and implications Rationale for this study: This study systematically reviews research on pre‐service mathematics teacher identity, analysing conceptualisations, research methods, and key findings. Why the new findings matter: Understanding pre‐service mathematics teachers' professional identity development is essential for effective teacher education, encompassing attitudes, beliefs, and pedagogical strategies. Implications for educational researchers and policy makers: The study highlights that pre‐service teachers' identity development is shaped by foundational factors such as attitudes, beliefs, pedagogical considerations, and interactions with others in varying contexts. These elements are crucial for supporting and challenging pre‐service teachers as they navigate their development within a limited timeframe. Moving forward, teacher education programmes should integrate both precise definitions and flexible frameworks to better address the diverse backgrounds and needs of pre‐service mathematics teachers, fostering their growth and professional identity.

What is school culture? Proposing a new, integrative model

2025-06-21

Maia Bloomfield Cucchiara , Joanne W. Golann , David Diehl | Theory and Research in Education

For decades, the term ‘school culture’ has been widely used in scholarly, policy, and popular discussions of education, school reform, and school leadership. Yet, school culture remains an abstract term, … For decades, the term ‘school culture’ has been widely used in scholarly, policy, and popular discussions of education, school reform, and school leadership. Yet, school culture remains an abstract term, and different definitions abound. Moreover, important research on aspects of the school environment often does not fall under the purview of school culture research. Drawing from recent work in organizational sociology and cultural sociology, we develop a model that is both more expansive and more specified, accounting for different sources (formal, informal, environmental) and forms (meanings, practices) of school culture. This model views school culture as not only official and top-down but also as emergent and situated and highlights the role of alignment across key elements of a school’s culture. Examples from two very different schools – a ‘no excuses’ charter middle school and a ‘progressive’ high school – illustrate elements of the model and patterns of alignment/misalignment. This model can aid scholars, policymakers, and practitioners interested in understanding and, ultimately, improving school culture.

Prospects for secondary school teacher leadership in teaching and professional development in Tanzania

2025-06-21

Rehema Japhet Mwakabenga | Teacher Development

Retrieving Schwab’s practical in Shulman’s signature pedagogies: unpacking the moral dimension in Singapore’s educational leadership development

2025-06-20

Juin Ee Teo | London Review of Education

Looking at school leadership development in Singapore through Shulman’s signature pedagogies, I found two limitations in the framework. First, the conception of pedagogy as ‘forms of teaching and learning’ does … Looking at school leadership development in Singapore through Shulman’s signature pedagogies, I found two limitations in the framework. First, the conception of pedagogy as ‘forms of teaching and learning’ does not support adequate consideration of wider cultural influences on leadership development. Second, the framework’s focus on how novice practitioners are prepared for their ‘new professions’ does not readily support nuanced consideration of the need for professional unlearning by experienced educators who have developed leadership (dis)abilities on the job. At the same time, a scan of literature on signature pedagogies in leadership development reveals a tendency to either apply Shulman’s ideas generally as a descriptive construct, or more specifically as an analytical framework for articulating the surface, deep and implicit structures of signature pedagogies. I contend that the broader nature of Shulman’s framework as morally committed deliberative curriculum inquiry seems underexplored. I address this gap by retrieving Joseph Schwab’s language of the practical in Shulman’s signature pedagogies. Schwab was Shulman’s esteemed teacher. I show how this retrieval enriches the signature pedagogies framework for better application on school leadership development, and how the implicit structure of Singapore’s pedagogy for school leadership development entails provoking shifts in mindsets from a smaller focus on ‘leading in my school’ towards the bigger perspective of ‘leading in a wider ecosystem of schools’. The enriched language of signature pedagogies to include consideration of cultural values and what counts as educational leadership can be put to work for critical reflection on existing and alternative pedagogical forms in diverse contexts.

Professional Growth through Critical Friendship in Self-Studies

2025-06-20

Serap SARIÇELIK , Ahmet Şaban | HAYEF Journal of Education

Attracting and Retaining a Culturally Diverse Teaching Workforce

2025-06-20

Sun Yee Yip | Routledge eBooks

Novice Teachers' Critical Incidents and Motivation to Choose Teaching Professions: A Study of Teacher Professional Identity Construction

2025-06-20

Natalia Destiana Putri , Concilianus Laos Mbato , Ouda Teda Ena | Pedagogy Journal of English Language Teaching

Novice teachers, who are in the initial stages of their career as educators, may exhibit a propensity for uncertainty regarding the execution of their professional responsibility. This is particularly dependent … Novice teachers, who are in the initial stages of their career as educators, may exhibit a propensity for uncertainty regarding the execution of their professional responsibility. This is particularly dependent on their motivation and experiences accrued throughout their teaching journey. Consequently, novice teachers must engage in reflective practices concerning their professional experiences which involve their beliefs, motivations, and significant incidents that shape their professional identity development. This study involved three EFL novice teachers in elementary schools who are in their first year of teaching. This is a qualitative study that employed the Critical Incident Technique to gather and analyze the data following the five steps proposed by Hughes, William Son, & Lloyd (2007). The data were obtained using questionnaires and semi-structured interviews which were conducted online. Findings reveal that female novice teachers are more intrinsically motivated, driven by their interest in English and teaching, whereas male novice teacher is primarily motivated by his educational background and the prestige of the profession. Although all participants encountered similar critical incidents related to student behavior, teaching ability, classroom management, and teacher-teacher relationships, their responses varied. One participant viewed these challenges as opportunities for growth, while others felt demotivated, particularly when teaching elementary school students. The future career trajectories of novice teachers in education may be influenced by their reflections on these experiences.

Developing Secondary Mathematics Teacher Leaders: A Multi-Year Curriculum for Inservice Teacher Excellence

2025-06-20

Jeremy Zelkowski , Bryan P. Bergeron , Jim Gleason +2 more | Education Sciences

In response to systemic inequities in mathematics education, we developed and evaluated a five-year, multi-phase curriculum model to cultivate effective secondary mathematics teacher leaders. Supported by NSF Noyce Master Teacher … In response to systemic inequities in mathematics education, we developed and evaluated a five-year, multi-phase curriculum model to cultivate effective secondary mathematics teacher leaders. Supported by NSF Noyce Master Teacher Fellowships, the APLUS in MATH (APLUS in Math: Alabama Practitioner Leaders for Underserved Schools in Mathematics) program engaged 22 inservice teachers through graduate coursework, National Board Certification preparation, and leadership project development. Using a mixed-methods design, we analyzed data from classroom observations (MCOP2), National Board Certification assessments, course performance ratings, and teacher leadership project proposals. Results indicate significant improvements in instructional practices, content knowledge, and leadership readiness. Findings underscore the importance for sustained, structured professional development to prepare teachers as instructional experts and change agents in high-need educational contexts.

Literature Review Designs in Practice: Graduate Students’ Perspectives from a Teacher Education Program

2025-06-20

C. Fernandez | Internet Reference Services Quarterly

Professional Development Programs and Teachers’ Attrition in Selected Government-Aided Secondary Schools in Mukono District, Uganda

2025-06-19

Ssebugwaawo Hakiim | International Journal For Multidisciplinary Research

The study examined the relationship between professional development programs and teachers’ attrition in selected government-aided secondary schools in Mukono district, Uganda. The study was directed with three specific study objectives; … The study examined the relationship between professional development programs and teachers’ attrition in selected government-aided secondary schools in Mukono district, Uganda. The study was directed with three specific study objectives; i) To examine the relationship between mentoring programs and teachers’ attrition, ii) To examine the relationship between career advancement opportunities and teachers’ attrition, and iii) To examine the relationship between evaluation & feedback mechanism and teachers’ attrition in selected government-aided secondary schools in Mukono district. The study considered a correlational research design combined with both quantitative and qualitative methods. A sample size of 60 respondents was taken into consideration comprising of school administrators and teachers from 3 selected government-aided secondary schools in Mukono district. Descriptive analysis and correlation analysis were utilized to give answers to the study phenomenon. The study exposed that there is a statistically strong negative and significant relationship between mentoring programs and teachers’ attrition in selected government-aided secondary schools in Mukono district. The study also exposed that there is a statistically strong negative and significant relationship between career advancement opportunities and teachers’ attrition in selected government-aided secondary schools in Mukono district. Further, the study exposed that there is a statistically strong negative and significant relationship between evaluation & feedback mechanism and teachers’ attrition in selected government-aided secondary schools in Mukono district. Therefore, the study concludes that professional development programs such as mentoring programs, career advancement opportunities, and evaluation & feedback mechanism have a statistically significant association with teachers’ attrition in that an increase in the different professional development programs resultantly lead to an enhancement in teachers’ attrition in selected government-aided secondary schools in Mukono district. The study recommends that secondary schools’ administrators should develop well-defined mentoring frameworks with clear objectives, timelines, and expectations, as well as pair experienced and high-performing teachers with new or struggling teachers to provide consistent guidance that may influence a reduction in teachers’ attrition in government-aided secondary schools in Mukono district.

Exploring Vocational Teachers’ Attitudes toward Academic Supervision: Does this Supervision Improve Their Pedagogical Competence?

2025-06-19

Saut Purba , Rosnelli , Kisno +3 more | Journal of Posthumanism

This article explores the impact of academic supervision on vocational teachers' attitudes and pedagogical competence. However, this study specifically investigates how it influences vocational teachers' attitudes toward pedagogical competence. The … This article explores the impact of academic supervision on vocational teachers' attitudes and pedagogical competence. However, this study specifically investigates how it influences vocational teachers' attitudes toward pedagogical competence. The research involved semi-structured interviews with 68 vocational teachers, examining various aspects of academic supervision, including subject mastery, understanding of student characteristics, evaluation skills, and technology integration. Thematic content analysis revealed positive effects on pedagogical growth, industry integration, and curriculum enhancement. Nevertheless, challenges such as generalized feedback, limited ICT support, and a need for specialized approaches to academic supervision were identified. The study concludes by emphasizing the necessity for tailored academic supervision frameworks in vocational education to address these issues effectively. It acknowledges research limitations, including a small sample size, and calls for further exploration of solutions. Academic supervision remains a vital tool in shaping vocational education and nurturing a skilled workforce, and by addressing its limitations, it can continue to transform education.

Effort Meets Rigor

2025-06-19

| IGI Global eBooks

Dr. Roni Ellington is a Professor of Mathematics Education and Advanced Studies: Leadership and Policy at Morgan State University, a public urban research university in Baltimore, Maryland. In this chapter, … Dr. Roni Ellington is a Professor of Mathematics Education and Advanced Studies: Leadership and Policy at Morgan State University, a public urban research university in Baltimore, Maryland. In this chapter, excerpts of the author's interview with Roni are featured in which she describes her education in the Washington, D.C. public schools during the 1970s. She began her middle school years in a lower tier mathematics class, but in eighth grade, she was placed in a more rigorous mathematics class due to a specific teacher who believed in her capabilities to engage with complex concepts and problem-solving. Roni also describes her “Transformative Framework for STEM Education,” which proposes a holistic approach to redesigning practices within institutions to more effectively forge equity and transformative pedagogy.

Exploring the Competencies of Principals in Managing Teachers’ Stress and Burnout in Selected Primary Schools of Chris Hani East Education District: A South African Context

2025-06-19

Mzoli Osborn Voyiya , Sanjay Balkaran , Berington Zanoxolo Gobingca | Journal of Education and Learning Technology

The purpose of this research was to explore the competencies of principals in managing teachers’ stress and burnout in selected primary schools in Chris Hani East Education District. A qualitative … The purpose of this research was to explore the competencies of principals in managing teachers’ stress and burnout in selected primary schools in Chris Hani East Education District. A qualitative research method was adopted. A case study research design was employed. A purposeful sampling method was used to select five principals to be participants, each representing conveniently sampled five primary schools based on their proximity to researchers. Upon the receipt of permission from Eastern Cape Department of Basic Education officials and principals, semi-structured interviews were conducted face-to-face to collect data from the participants to solicit in-depth relevant information regarding the phenomenon explored in this research. A thematic approach was used to analyse the collected data from five participating school principals. It emerged that principals, deputy principals and heads of departments are struggling to identify early, teachers suffering from stress, unable to avoid the causes of stress as a result of schools’ systematic challenges and are unable to cope with teachers’ stress. There are no psychological programmes in place in the majority of public rural schools to capacitate principals with remedial skills to deal with teachers experiencing stress. Principals and teachers should be trained by social workers and psychologists regularly to acquire some relevant psychological programmes and apply remedial skills and services to avoid the cause of teachers’ and learners’ stress. This research could contribute to motivating the Department of Basic Education officials to inculcate the skills to principals and teachers for early identification, monitoring and managing the phenomenon explored in this research. Keywords: Management, Stress, Primary School, Monitoring, School Stakeholders, Psychological Programmes and Services.

Supporting Intermediate-Phase Mathematics Teachers to Improve Learners’ Mathematics Performance through Continuous Professional Teacher Development

2025-06-19

Anthony Kambi Masha , Wendy Mashologu , Joseph Baidoo +4 more | Journal of Education and Learning Technology

South Africa’s education system, which experienced segregation during apartheid, has since adapted to democracy. However, mathematics teachers face challenges such as instructional approaches and a lack of understanding of abstract … South Africa’s education system, which experienced segregation during apartheid, has since adapted to democracy. However, mathematics teachers face challenges such as instructional approaches and a lack of understanding of abstract mathematical ideas. These issues can lead to poor performance and hinder scholastic achievement. Curriculum instruction and continuing professional teacher development (CPTD) are crucial for addressing these challenges. Addressing these issues requires a holistic approach, including instructional methods, assessment strategies, and support mechanisms tailored to students’ needs. This study investigated the relationship between CPTD and mathematics teaching effectiveness in the intermediate phase. Survey data from IPMTs in Chris Hani East showed a significant association between CPTD’s perceived importance and confidence in implementing effective teaching strategies. The results reject the null hypothesis that IPMTs do not require CPTD to improve productivity and mathematical performance. The study also found that all IPMTs, regardless of experience or confidence levels, can benefit from CPTD. The findings suggest that CPTD should be institutionalized as a mandatory component of teacher development programmes, and that professional development initiatives should build confidence in applying new strategies. The paper contributes to scholarship by informing policy-makers of the importance of CPTD to enhance the skills of mathematics teachers which in turn improves mathematical performance. Keywords: Continuing Professional Teacher Development, Mathematics, Support, Learning, Pupils, Outcomes

The relationship between learning centered leadership and students’ academic achievement in primary schools, Ethiopia

2025-06-19

Alem Amsalu Gashe , Belayneh Ayalew Bitew | Educational Research and Evaluation

Supporting Multilingual Students’ Mathematical Discourse Through Teacher Professional Development Grounded in Design-Based Research: A Conceptual Framework

2025-06-19

Margarita Jiménez-Silva , Robin Martin , Rachel Restani +2 more | Education Sciences

This conceptual paper presents a framework for supporting multilingual students’ mathematical discourse through teacher professional development grounded in design-based research (DBR). Drawing on sociocultural learning theory, the Integrated Language and … This conceptual paper presents a framework for supporting multilingual students’ mathematical discourse through teacher professional development grounded in design-based research (DBR). Drawing on sociocultural learning theory, the Integrated Language and Mathematics Project (ILMP) was co-developed with elementary educators to promote integrated instruction that simultaneously advances students’ mathematical understanding, language development, and cultural identity. The ILMP framework centers around three instructional pillars: attention to language, attention to mathematical thinking, and cultural responsiveness. Through collaborative inquiry cycles, educators engaged as learners, contributors, and designers of practice, iteratively enacting and reflecting on instructional strategies rooted in students’ linguistic and cultural assets. Teachers implemented discussion-rich mathematical tasks, supported by language scaffolds and culturally relevant contexts, to foster students’ mathematical reasoning and communication. This approach was particularly impactful for multilingual learners, whose language use and problem-solving strategies were both valued and elevated. This paper also discusses the opportunities and challenges of DBR and research–practice partnerships, including flexibility in implementation and navigating district-level priorities. Insights underscore the importance of practitioner agency, asset-based pedagogy, and the co-construction of professional learning. The ILMP framework offers a scalable, equity-oriented model for improving integrated language and mathematics instruction in diverse elementary classrooms and beyond.

Influence of Attitudes on the Autonomy of English as a Foreign Language Teachers

2025-06-19

Lina Qian , Xuewu Qin , Wei Zhan +1 more | Education Sciences

In applied linguistics, teacher professional development and teacher autonomy have long been hot research topics. However, little attention has been paid to the issue of what attitudes teachers hold toward … In applied linguistics, teacher professional development and teacher autonomy have long been hot research topics. However, little attention has been paid to the issue of what attitudes teachers hold toward their professional development. Furthermore, it remains unknown whether teacher autonomy is influenced by the aforementioned attitudes. Under this circumstance, the current study attempts to explore what attitudes English as a Foreign Language (EFL) teachers hold toward their professional development and whether such attitudes influence teacher autonomy. For this purpose, we investigated 14 EFL teachers, using classroom observation, stimulated recall interview and semi-structured interview, respectively. The collected data were analyzed in light of the grounded theory, which gave rise to three main findings. First, the participants’ autonomy was positively correlated with their attitudes toward professional development. Second, most of the participants held a negative attitude toward their professional development. Third, the participants held conflicting opinions about the influence of in-service training on professional development. These findings indicate that EFL teachers’ professional identity is positively correlated with teacher autonomy. Moreover, the findings call for effective measures to improve EFL teachers’ attitudes toward their professional identity.

Arbeid i skolers profesjonsfellesskap for å utvikle tilpasset opplæring: Hvordan fungerer utfordringer som drivkrefter i arbeidet?

2025-06-19

Vegard Alexander Olsen Yttergård | Nordisk tidsskrift for utdanning og praksis

Ambisjonen med tilpasset opplæring som overordnet prinsipp er å bidra til læring og utvikling for alle elever. Prinsippet reflekterer sentrale verdier i fellesskolen og ulike forståelser og tilnærminger til elevenes … Ambisjonen med tilpasset opplæring som overordnet prinsipp er å bidra til læring og utvikling for alle elever. Prinsippet reflekterer sentrale verdier i fellesskolen og ulike forståelser og tilnærminger til elevenes kunnskapsutvikling. Å omsette prinsippet i praksis viser seg å by på utfordringer for skolens aktører. I denne studien undersøker jeg arbeid med å utvikle tilpasset opplæring i skolers profesjonsfellesskap med føringer fra skoleeieren. Funn indikerer at utfordringer relatert til forståelser av prinsippet, ansvars- og oppgavefordeling og føringer fra skoleeieren kommer til uttrykk underveis i arbeidet. I studien belyser og diskuterer jeg utfordringene innenfor rammen av kulturhistorisk aktivitetsteori. Jeg viser hvordan utfordringene fungerer som drivkrefter som synes å virke læringsfremmende i profesjonsfellesskapenes arbeid, men også som krefter som kan bremse utviklingsarbeidet med tilpasset opplæring, eller gjøre at arbeidet og utviklingen i skolene stopper opp. ENGLISH ABSTRACT Work within schools’ professional learning communities to develop adapted education The ambition of adapted education as an overarching principle is to contribute to the learning and development of all students. The principle reflects central values in the inclusive school and various understandings and approaches to students’ knowledge development. However, the transformation from principle to practice presents challenges for school stakeholders. In this study, I examine the work of developing adapted education in schools’ professional communities with guidance from the school owner. Findings indicate that challenges related to understanding the principal, distribution of responsibilities and tasks, and guidance from the school owner are expressed during the work. In the study, I illuminate and discuss these challenges within the framework of cultural-historical activity theory. I show how the challenges function as driving forces that promote learning in the professional communities’ work but can also be forces that slow down the development work with adapted education or cause the work and development in schools to halt.

Using Photovoice to Collaboratively Make Sense of the Role of a Teacher

2025-06-18

Mindy M. Gold , Katherine Schwartz | The Educational Forum

Facilitating Techno-Cultural Inclusive Curriculum Design for Teacher Educators

2025-06-18

ZW Taylor , Chelseaia Charran | IGI Global eBooks

Although decades of scholarship have separately addressed the need for teachers to learn how to develop culturally responsive curriculum and integrate technology, no studies or guides have re-conceptualized these two … Although decades of scholarship have separately addressed the need for teachers to learn how to develop culturally responsive curriculum and integrate technology, no studies or guides have re-conceptualized these two fields as a synthesized model for inclusive curriculum design. As a result, this chapter provides a primer for educators seeking to develop culturally responsive, technologically inclusive curriculum: techno-cultural inclusive curriculum design. By embracing the chapter's tenets of techno-cultural inclusive curriculum design, educators at all levels will fully embrace individual student intersectionality across many minoritized identities (race, gender, disability, etc.), to ensure that the curriculum is inclusive in its content, design, and delivery.

Breaking the Status Quo: Poetic Self-Reflections in Teacher Preparation

2025-06-18

J. Scott Baker , Molly Beaton , Gary Green +3 more | The Educational Forum

An Exploratory Study of Simulations for Leadership Development in the Principal Pipeline

2025-06-18

M. Elizabeth Azukas , Sara Dexter , David Gibson | Education Sciences

This article examines the integration of digital simulations as a tool for strengthening leadership development across the four phases of the principal pipeline—recruitment, preparation, induction, and in-service professional development. Set … This article examines the integration of digital simulations as a tool for strengthening leadership development across the four phases of the principal pipeline—recruitment, preparation, induction, and in-service professional development. Set in the context of a partnership between a preparation program and district-based leadership development, the study investigated to what extent simulations could bridge gaps along the pipeline to create a more coherent and continuous approach to principal development. The findings suggest that sims help prospective leaders develop a more nuanced understanding of school leadership, enhance decision-making skills for candidates in preparation programs, and provide targeted support for new and experienced administrators.

Reflections on Maureen O'Hara's writings on education

2025-06-18

Maureen O’Hara , Keith Tudor | Routledge eBooks

“I would add”: Educational Leaders’ Understanding of SEL During a Statewide Community of Practice

2025-06-18

Nehal Eldeeb , Addison Duane , Jenna E. Greenstein +4 more | Educational Administration Quarterly

Purpose: Specific social and emotional learning (SEL) programs have been found to promote a myriad of positive outcomes, but definitions of the broader concept of SEL are varied in its … Purpose: Specific social and emotional learning (SEL) programs have been found to promote a myriad of positive outcomes, but definitions of the broader concept of SEL are varied in its practice and scholarly usage. It is unclear whether recent conceptual expansions of SEL to include Systemic and Transformative approaches shape the understanding of SEL among educational leaders. Communities of Practice (CPs) may serve as a dynamic knowledge source for revealing and shifting educator understanding of SEL. Thus, in the present study we asked: (1) How do educational leaders define SEL?; and (2) In what ways did definitions of SEL evolve over the course of CPs? Methods: We analyzed open-ended survey responses from educational leaders at county offices of education (N = 46; 76% White, 65% women) at two time points. At Time 1, leaders defined SEL. After six monthly statewide SEL CPs, they were given the opportunity to update their definition. To analyze the data, we engaged in reflexive thematic analysis. Findings : At Time 1, educational leaders emphasized popularized competency-based SEL definitions, emphasized skills rather than systems, and described SEL as an individualistic rather than a civic intervention. At Time 2, many educational leaders shifted their definitions towards more systemic thinking and included more elements of equity. Implications: Exploring educational leaders’ definitions of SEL, and any shifts, may inform approaches to building the capacity of educational leaders to provide SEL implementation support and using CPs for spreading and shaping the ideas of Systemic SEL and Transformative SEL.

Power Versus Accommodation in Curriculum, Instruction, and Assessment

2025-06-18

Joan Poliner Shapiro , Steven Jay Gross , Susan H. Shapiro +6 more | Routledge eBooks

Educational leadership for social justice: A systematic review of empirical evidence

2025-06-18

Youmen Chaaban , Khawla Badwan , Khalid Arar | Review of Education

Abstract Educational leadership for social justice is a recurrent educational theme and endeavour with significant implications for creating equitable and inclusive educational ecosystems where all children thrive. However, social justice … Abstract Educational leadership for social justice is a recurrent educational theme and endeavour with significant implications for creating equitable and inclusive educational ecosystems where all children thrive. However, social justice constitutes an ontological stance that is interpreted, practiced and conceptualised in different ways across various contexts. This article documents a systematic review of empirical studies, including 124 peer‐reviewed journal articles published between 2014 and 2024, which were identified through searches in four databases: SCOPUS, Web of Science, Lens and ERIC. The findings of this review reveal that case studies and qualitative approaches are the most frequently employed research designs, though the study contexts show a notable lack of geographical diversity. Emerging themes highlight the role of culturally responsive leadership, the influence of personal and professional identities in leadership, and the tensions principals navigate between policy mandates and social justice commitments. We conclude with a critical analysis of these findings, whereby limitations and paradoxes are identified, and ways forward are advanced for a socially just leadership. Context and implications Rationale for this study: This study synthesises empirical evidence on educational leadership for social justice, which typically addresses systemic inequities and advocates for culturally responsive and decolonial leadership approaches. Why the new findings matter: The findings highlight the common trends in empirical research on educational leadership for social justice in the past decade, and the major limitations and paradoxes in current research in this field. Implications for practitioners, policy makers and educators: The implications of this review for practitioners and policymakers lie in offering a critical synthesis of extant literature and nuanced understandings of the limitations and tensions that remain unpacked. Some of these implications speak directly to principal preparation providers, accentuating the need for continuous leadership development in ways that support raising critical consciousness and awareness among school principals, so they become better prepared to address the emergence of social injustice issues in their school communities. The review also highlights the need for situating social justice as part of principal preparation programmes.

Professional Directives and Personal Capacities for Culturally Responsive Instructors

2025-06-18

Milton A. Fuentes , Jeanett Castellanos , Joshua W. Madsen +2 more | IGI Global eBooks

In a time where higher education institutions seek to be more culturally responsive (CR), inclusive pedagogies are needed to respond to the diversification of higher education. Although faculty are seeking … In a time where higher education institutions seek to be more culturally responsive (CR), inclusive pedagogies are needed to respond to the diversification of higher education. Although faculty are seeking training, many institutions need specific systems, support services, and new practices that will assist in facilitating pedagogically inclusive practices. This chapter discusses the current practices, challenges, and culturally responsive teaching directives needed to foster inclusive learning spaces. Building on previous research and Muñiz's (2020) competencies, this chapter offers foundational directives and capacities on effective ways to adopt and implement inclusive practices. Specifically, the roles of positioning cultural competency with cultural humility, embracing cultural humility, understanding intersectionality, and adopting a liberatory pedagogy are explored. Offering details of important pillars to position culturally responsive teaching (CRT), the chapter offers a sample application to a key academic disposition, sense of belonging.

A narrative approach exploring schools of education in the contemporary university: the good, the bad, and everything in between

2025-06-17

Steven A. Stolz | Educational Review

Analyzing the Relative Effectiveness of Professional Development Activities and Dimensions for Elementary School Teachers of English as a Foreign Language

2025-06-17

Ping-Huang Sheu | International Journal of Educational Studies

This study employs correspondence analysis to examine how elementary school EFL teachers perceive the effectiveness of various professional development activities (PDA) in relation to key dimensions of teacher professional development … This study employs correspondence analysis to examine how elementary school EFL teachers perceive the effectiveness of various professional development activities (PDA) in relation to key dimensions of teacher professional development (TPD). Data were collected from 139 in-service English teachers in Taiwanese elementary schools through a structured questionnaire. The analysis revealed that EFL teachers’ perceptions varied notably based on their years of teaching experience and academic qualifications. While professional growth, subject-specific development, and curriculum and teaching consistently emerged as core PD dimensions across groups, novice teachers and those with bachelor’s degrees tended to favor a wider array of collaborative and reflective activities, such as teaching journals, teacher communities, and portfolios. In contrast, more experienced and master’s-level teachers demonstrated a preference for integrated, content-focused approaches, particularly workshops and observation linked to classroom management. Across all subgroups, seminars and collaborative teaching showed weaker associations with perceived effectiveness, particularly when linked to abstract or less actionable PD dimensions. These findings highlight the importance of tailoring TPD programs to align with EFL teachers’ developmental stages and academic backgrounds. Differentiated, targeted TPD design may enhance both relevance and impact in supporting EFL teacher growth and instructional quality.