Search Results (237)

This article presents a case of strategic and participatory institutional innovation in higher education, focused on developing teacher digital competence (TDC) as a key enabler of sustainable digital transformation. In response to the post-pandemic challenges faced by the National University of Cuyo (UNCuyo), a large and multi-campus public university in Argentina, the European CUTE methodology was adapted and implemented to align professional development with institutional planning. Grounded in the DigCompEdu framework, this action-oriented process moved beyond individual initiatives to create a coordinated, multi-level strategy involving educators, department leaders, and university authorities. Through a research-based design that included context analysis, participatory diagnosis, and co-designed interventions, the project built a shared understanding of digital teaching needs and institutional readiness. The implementation highlights how locally adapted frameworks, collaborative structures, and iterative decision-making can drive meaningful change across a complex university system. This case contributes to the international conversation on how higher education institutions can operationalize innovation at scale by investing in teacher competence, inclusive processes, and strategic alignment. Lessons learned from this experience are relevant for universities seeking to build institutional capacity for digital transformation in diverse educational contexts with potential downstream benefits for student learning and inclusion. Full article

It is well-established that principal leadership significantly influences student learning in developed countries, yet much less is known about how leadership practices manifest in complex systems like China’s, where rapid modernization intersects with deep-rooted educational traditions. In particular, Chinese principals face multiple challenges in balancing the implementation of educational reform policies, high parental expectations, and their own educational ideology, all within limited resources. The current study examines these challenges in Shenzhen, a city which typically manifests them through its rapid development. Specifically, we took a phenomenographic approach and interviewed the principals and staff from five prestigious primary schools to extract the key components behind the diverse school leaders’ styles and practices. Results showed that, the Chinese leadership practice model consists of five key components: mission setting, infrastructure reconstruction, teacher development, learning improvement, and educators’ networking. Although the first four components in this model align with established theories in developed countries, networking was identified as a distinctive and critical element for securing resources and fostering collaboration. These findings may broaden the scope of leadership theories and underscore the need to contextualize leadership practices based on local challenges and dynamics. It also offers practical insights for school leaders on navigating challenges to improve teacher and student outcomes. Full article

In this research report, we consider how to empower K-8 teachers as mathematics instructional leaders to initiate and sustain improvements within their schools, as a practical and sustainable model of enacting change in mathematics education more broadly by developing leadership from within. We share the theoretical framework and findings from a 5-year National Science Foundation project. We utilized a longitudinal mixed methods approach, collecting data on teachers’ knowledge, instructional practices, leadership practices, and self-perception of growth throughout the project, triangulated with focus group data from teachers’ school administrators and project leaders and logs of leadership activities. Findings indicate positive changes in teachers’ knowledge and practices and in their role as instructional leaders in their schools, districts, and the mathematics education community. We conclude by sharing factors that appeared to support teachers’ growth as instructional leaders and implications for practice and research. Full article

Paraprofessionals play a crucial role in supporting both teachers and students within a classroom, even though the specifics of their duties vary. While their responsibilities involve supporting student achievement, research has shed light that many paraprofessionals feel unprepared for their responsibilities in the classroom. This study aimed to address a gap in the existing literature by exploring how a professional development program that mirrors the trainings special education teachers receive would impact paraprofessionals and help them feel more prepared for their responsibilities in the classroom. Employing a generic qualitative methodology, this study sought to capture the experiences of 43 paraprofessionals. Data collection involved an online open-ended questionnaire at the start and conclusion of the school year. The study’s outcomes revealed five patterns in the data: (a) paraprofessionals struggled with collaborating with classroom teams at the start of the school year, (b) paraprofessionals struggled with managing student behavior at the start of the school year, (c) professional development was helpful to most of the paraprofessionals, (d) professional development led to better preparedness to address challenging behavior, and (e) professional development led to better preparedness to address the instructional needs of students with disabilities. Following a thorough analysis and synthesis, these patterns were condensed into two general themes: the importance of professional development for paraprofessionals and the importance of presenting the professional development that teachers receive on a continuous basis to paraprofessionals as well. These findings are significant for school leaders and educators, as they highlight the importance of providing professional development to paraprofessionals while supporting students with disabilities. Full article

In this paper, we argue that what is sometimes at fault for the poor attendance and lack of engagement in schools observed from historically marginalized families is a missed opportunity to increase understanding or cultural relevance on the part of schools. In this paper, we use the construct of “counter stories” which has the potential to change the script on the instrumentalist demands of quantity versus quality in parent engagement. By providing examples of what we consider “quality” engagement techniques via the staff’s interpretation of their roles within one demographically rich early learning center, the strategies used to engage parents are documented. Counter-stories of practice show family-centrism as interpreted by school leaders. By describing one community context and its practices of building relationships with newcomer families, relationally driven parent engagement techniques are revealed. The authors highlight how inquiry-based methods surpass the generic approaches described in policy. When parent engagement “arises” from within parents’ motivations and informs authentic knowing (by teachers and school leaders), community systems are elevated. Professionals’ decisions about children and community groups that are informed by families’ knowledge are consequently meaningful and authentic. Full article

There is a lack of studies comparing PE teachers’ reflections on the role of sport in different regions. Using Kirk’s conceptualization of the role of sport, this qualitative comparative study aimed to explore and compare fifth-grade physical education (PE) teachers’ perceptions and experiences related to PE teaching in Finland and in the Kurdistan region of Iraq (KRI). In-depth interviews were conducted with eight Finnish and six KRI teachers, and the data were analyzed using the NVivo qualitative analysis program. The results showed that the Finnish teachers’ reflections were classified into four themes: joy and competence rather than sport, sport and curriculum, the status of sport in society and prerequisites for physical activities and sport. The KRI teachers’ reflections were also classified into four themes: sport as an aim in PE, the teacher as a model and leader of the sport, sport raising one’s status and PE being not only about sport. The role of sport in PE was recognized by teachers from both regions, although from different perspectives. The Finnish teachers made a clear distinction between PE and sport. The KRI teachers perceived PE and sport almost as one, in the belief that PE primarily teaches pupils about sport and that sport itself is a central goal. Both groups of teachers aimed to enhance their pupils’ well-being and encourage a physically active lifestyle through PE. The KRI teachers believed that engaging students in sports would promote these aims, whereas Finnish teachers saw sport as just one of many components needed to achieve these objectives. The Finnish teachers emphasized the national PE curriculum guiding their work, while the KRI teachers had no standardized PE curriculum in primary school. This comparative study highlights the importance of implementing a well-structured PE curriculum in primary schools in the KRI. Further studies should examine how the implementation of such a curriculum will affect KRI teachers’ teaching and the role of sport in PE. Full article

This study examines the challenges that general education teachers face in implementing inclusive education for students with intellectual disabilities in Qatar. Employing a mixed-methods approach, quantitative data were collected from 255 teachers via a structured questionnaire, complemented by qualitative insights from semi-structured interviews with five participants. The findings indicate that teachers encounter moderate to high levels of difficulty, particularly in areas related to the school environment and the availability of educational resources. Significant demographic differences were observed, with male teachers and those working in primary schools reporting greater perceived barriers. Thematic analysis revealed six key factors influencing teachers’ perceptions: student diversity, instructional practices, teacher preparedness, school culture and environment, family and community involvement, and logistical challenges. Despite national policy support for inclusive education, the study reveals ongoing deficits in teacher training, institutional backing, and resource provision. These findings underscore the complex intersection of individual, institutional, and societal factors shaping inclusive education efforts. The study offers valuable insights for localizing inclusive education efforts in Qatar and similar contexts, with implications for educators, policymakers, and educational leaders committed to fostering equitable learning environments. Full article

School refusal, sometimes called school can’t, is a growing problem in Australia and around the world. It has coincided with a period of distrust in schools and a sense that schools are not serving the needs of their communities. One approach that can bridge the gap between schools and their communities is Familycentric schooling. This approach involves bringing families into the classroom and working with parents as leaders alongside teachers. This paper examined submissions to a parliamentary inquiry into homeschooling after a period of school can’t. These families reported they wanted to support their children, but the school was not welcoming. The paper finds that Familycentric schooling, with its approach of welcoming parent knowledge in the classroom and working alongside professionals to support young people in their learning and engagement in school, could be a solution to prevent school can’t and encourage young people to reengage with school. It suggests that the role of schools has changed and that Familycentric schooling may help schools adapt to the needs of twenty-first century parents. Full article

Mental illness relapse among teachers presents a growing public health concern, particularly in under-resourced settings, where social and structural factors often go unaddressed. This study aimed to explore challenges outside the workplace that contribute to mental illness relapse among public school teachers in Limpopo Province and how they cope with them. Guided by the Stress-Vulnerability Model, a qualitative explorative phenomenological design was employed. Fourteen participants with a documented history of existing mental illness and mental illness relapse were purposively selected across four different hospitals. The data were collected through in-depth, face-to-face semi-structured interviews until data saturation was reached. The interviews were audio-recorded, transcribed verbatim, and analysed using Tesch’s open coding method. The findings revealed unstable home environments, community-level stigma, inadequate institutional support, and systemic barriers to mental healthcare access. Moreover, the participants rely on family members for support and on spiritual practices to cope, highlighting gaps in formal support systems. Addressing these overlooked challenges is critical to reducing relapse resulting from social and systematic challenges, promoting mental health equity, and sustaining teacher resilience in underserved communities. This study calls for collaborative efforts from policymakers, educational institutions, healthcare providers, and community leaders, including faith-based organisations, to develop integrated mental health strategies. Such strategies can promote mental health equity, reduce stigma, and support sustainable teacher well-being in vulnerable communities. Full article

Leaders are critical players in determining how their employees behave in the workplace. Particularly in higher education, teachers are required to utilize psychological, social, and physical resources to perform their tasks. This, along with institutional limitations, renders the role of ethical leaders more critical for driving positive performance outcomes. In this context, the current study investigates the role of ethical leadership on innovative work behavior of university teachers in Turkey. To provide a better understanding, mediating effect of work engagement and the moderating impact of perceived organizational support are also analyzed. With a total of 211 surveys gathered in a cross-sectional manner and using partial least squares—structural equation modeling with Smart-PLS software—the hypotheses were tested. By embedding social exchange, self-determination, and organizational support theories, the current study highlights the importance of the unique characteristics of ethical leaders in academia as antecedents of innovation for teachers, implementing long-term positive changes in the faculty. When institutional support systems exist, faculty deans can trigger engagement by leveraging the facilities and initiatives of the university, ultimately enhancing the learning environment of students while tending to the wellbeing of academic staff. Full article

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. Full article

For educational leadership that promotes equity, there is evidence of successful leadership practices developed by educational leaders striving for social justice, such as the one planned by Leithwood. Furthermore, training programs for educational leaders seeking to replicate these practices have been dominated by training that encourages educational leaders to focus on learning outcomes without developing a critical–reflective dialogue with the school context, the diversity of educational institutions, and, consequently, with students and their families. In this sense, the objective of the research is to examine the interaction between community members such as directors, teachers and parents in eight educational institutions in the Peruvian jungle and propose a formative theoretical model based on critical and reflective dialogue, based on a review of various theories that have contributed to the formation of a dialogue grounded in indignation and questioning of the context. The methodology follows a mixed approach, with a sample of 136 teachers and 16 key informants, using a validated questionnaire and an in-depth interview as instruments. Data analysis showed low interaction between educational leaders and the community, a disconnect with the curricula, and a low sense of responsibility and commitment, reflected only in administrative compliance. Based on these results and the bibliographic review of general and specific theories, a theoretical model based on critical and reflective dialogue was designed to develop awareness and sensitivity toward education with social justice, for the development of successful educational leadership practices. Full article

The integration of artificial intelligence (AI) in education highlights the growing need for AI literacy among K–12 teachers, particularly to enable effective human–machine cooperation. This study investigates Saudi K–12 educators’ AI literacy competencies across four key dimensions: awareness, ethics, evaluation, and use. Using a survey of 426 teachers and analyzing the data through descriptive statistics and structural equation modeling (SEM), this study found high overall literacy levels, with ethics scoring the highest and use slightly lower, indicating a modest gap between knowledge and application. The SEM results indicated that awareness significantly influenced ethics, evaluation, and use, positioning it as a foundational competency. Ethics also strongly predicted both evaluation and use, while evaluation contributed positively to use. These findings underscore AI literacy skills’ interconnected nature and point to the importance of integrating ethical reasoning and critical evaluation into teacher training. This study provides evidence-based guidance for educational policymakers and leaders in designing professional development programs that prepare teachers for effective and responsible AI integration in K–12 education. Full article

The COVID-19 pandemic necessitated an urgent shift to emergency remote learning, significantly affecting the education of bilingual students. This study examines the use of technology-enhanced drama-based methods, specifically digital Readers Theater, as an emergency measure to enhance reading literacy and psychosocial support during the pandemic amid multiple concurrent crises. Using an action research approach, 37 Greek teachers implemented remote literacy activities involving digital drama in their virtual classrooms over a period of four weeks. Data were collected from semi-structured interviews, teachers’ reflective journals, and student participation and were analyzed through Ajzen’s Theory of Planned Behavior. The findings indicate that, despite technological challenges and adaptation difficulties, the creative use of digital drama activities contributed to improvements in students’ reading skills, motivation, and engagement. The intervention also fostered students’ emotional expression and social connection, contributing to their psychosocial support during the disruption. This study highlights the dual role of technology as both an enabler and a barrier, emphasizing the need for better digital infrastructure and comprehensive teacher training for effective emergency response. The results stress the value of technology-supported, arts-based approaches in maintaining student engagement and promoting bilingual literacy in crisis contexts. These findings provide useful guidance for teachers and school leaders on how to support students’ learning and well-being, both during crises and in everyday practice. Full article

Digital transformation is reshaping educational methods and necessitates new institutional, teaching, and learning approaches. In Romania’s secondary school system, this process is particularly complex due to infrastructural disparities, uneven digital competencies, and limited policy guidance. This study investigates the factors influencing Romanian secondary school teachers’ adoption of digital technologies, addressing a gap in the literature regarding localized teacher behavior within under-digitalized educational environments. Using the Technology Acceptance Model (TAM), this research explores perceived usefulness, perceived ease of use, behavioral intention, and perceived quality as determinants of digital adoption. The analysis was conducted on a sample of 430 teachers utilizing Partial Least Squares Structural Equation Modeling (PLS-SEM). The key findings reveal that behavioral intention strongly predicts actual usage (β = 0.791, p < 0.001), and perceived ease of use exerts a greater influence than perceived usefulness. Furthermore, perceived quality plays a modest but significant mediating role in enhancing digital engagement. These results suggest that user-friendly, intuitive technologies and targeted professional training are essential for sustained adoption. This study contributes to the field by offering a context-specific understanding of technology’s acceptance in Eastern European education and by extending the TAM framework through the integration of perceived quality. It provides actionable insights for policymakers and school leaders seeking to promote sustainable and inclusive digital transformation in schools. Full article