Search Results (3,140)

School leadership practices may influence teachers’ motivation and professional engagement, which, in turn, may affect overall school performance. This study explores how secondary school teachers and deputy head teachers perceive head teachers’ leadership practices and how these practices are understood to influence teacher motivation and professional engagement. Drawing on a qualitative design, data were collected through semi-structured interviews with 12 teachers and six deputy head teachers from six government secondary schools in Kabwe District, Zambia. A qualitative approach enabled an in-depth exploration of leadership perceptions across participants from multiple school contexts. Data were analysed using thematic analysis to identify patterns in leadership practices described by participants. The findings indicate that participants frequently described leadership practices aligned with delegation, mentorship, and open communication, shaped by contextual and organisational factors. However, these practices were not consistently experienced across all school contexts. Participants also described the presence of democratic and autocratic leadership practices. Participants perceived participatory and supportive leadership practices as contributing to their motivation and professional engagement. However, participants from several schools reported that autocratic leadership practices continued to shape decision-making, largely due to contextual, institutional, and workload-related constraints. The study highlights the importance of understanding leadership as contextually negotiated and relationally enacted. It contributes to African educational leadership research by demonstrating how leadership practices are experienced and interpreted within specific school contexts and emphasising the value of examining leadership beyond a single theoretical model. The implications of these findings for school leadership practice, policy development, and international educational leadership research are discussed. Full article

While there has been a recent focus on reforming kindergarten curricula to emphasize a play-based learning (PBL) approach, a lingering dichotomy remains between play-based learning and pedagogical instruction aimed at academic preparation. Early music education is a critical component of the current policy emphasis on arts education and PBL, yet there is scarce research on play-based pedagogy in music education, particularly regarding children’s engagement and the applied instructional models. This study investigates how instructional practices affect children’s behavioral and emotional engagement in musical play. Data were collected at two Hong Kong kindergartens (K1–K3) using classroom observations and the Engagement Check II (ECII) tool. Thematic content analysis revealed three instructional approaches: teacher-directed routines with minimal aspects of play, guided play within structured musical contexts, and open-ended, child-initiated musical play. Analysis of the ECII data revealed high levels of behavioral engagement, with guided-play contexts yielding higher levels of behavioral and emotional engagement compared to highly teacher-directed instructional approaches. Differences in engagement levels during musical play were revealed to be correlated with age. This study highlights the need for culturally responsive music teacher training, supportive school culture, and aligned curriculum and policy implementation. Full article

Digitalisation continues to shape debates in mathematics education, yet its classroom enactment remains uneven, particularly in rural and under-resourced school contexts. This study examined how mathematics teachers perceive and experience digitalisation, focusing on digital competence, barriers to integration, and readiness to adopt technology. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, the study employed a qualitative design based on interviews with practising teachers. The findings show that digitalisation was constrained by limited awareness of mathematics-specific digital tools, uneven confidence and competence in their use, and structural barriers such as inadequate infrastructure, poor connectivity, and restricted access to devices. Although some teachers recognised the value of digital tools and expressed willingness to use them, this did not consistently translate into meaningful classroom practice. The study argues that digitalisation in mathematics education extends beyond the availability of technology and requires teacher competence, pedagogical readiness, institutional support, and equitable resourcing. Overall, the findings show that digitalisation in the participating rural schools remains emergent, uneven, and shaped by both teacher-related and structural conditions. Full article

Accurate and interpretable learning diagnosis is increasingly required in AI-enabled educational assessment. Existing cognitive diagnostic models typically represent item attributes with a binary Q-matrix and infer mastered or not mastered knowledge states. Although polytomous extensions allow graded mastery, item attributes rarely encode theory-aligned cognitive-process demands, which limits pedagogical interpretation of diagnosed profiles. This study aims to operationalize revised Bloom’s taxonomy at the exercise–knowledge level by constructing an Exercise–Knowledge–Cognition tensor and to develop RLDM-EKC as a DINA-type cognitive diagnosis model that infers ordered knowledge–cognition profiles. The model defines EKC-based ideal responses, estimates slip and guess parameters with an Expectation–Maximization procedure, and derives learner profiles using Maximum A Posteriori inference with uncertainty summaries. We validate the approach on synthetic data and on TIMSS 2007 Grade 4 mathematics data, comparing against classical CDMs including DINA, PA-DINA, and pG-DINA. In simulation, RLDM-EKC attains a PMR of 81.7% and an AAMR of 91.6%, and in empirical data, it yields theory-aligned multi-level cognitive profiles with transparent uncertainty reporting. These properties support actionable, human-in-the-loop feedback for teachers and learners under realistic deployment constraints. Full article

Education for Sustainable Development promotes educational approaches that integrate scientific knowledge, experiential learning, and critical reflection to address complex socio-environmental challenges. Within this framework, school gardens have been recognized as learning environments that foster interdisciplinary teaching, environmental awareness, and socio-emotional development. However, their integration into formal curricula remains limited due to structural constraints and insufficient teacher preparation. This study evaluated the implementation of a university–school partnership intervention model aimed at strengthening teacher training for the pedagogical integration of school gardens in basic education in Veracruz, Mexico. A sequential exploratory mixed-methods design was applied, combining an initial diagnostic survey with a subsequent intervention and evaluative phase. In the diagnostic phase, 71 teachers from preschool, primary, and secondary education participated in a survey to identify training needs and perceptions regarding the educational use of school gardens. Subsequently, 34 teachers participated in agroecological and pedagogical training workshops and evaluated a didactic guide designed to facilitate curricular integration. The results revealed high teacher motivation to implement school gardens despite limited institutional infrastructure. Participation in the training program strengthened teachers’ pedagogical capacities and promoted the use of school gardens as interdisciplinary learning environments. The findings suggest that structured university–school collaboration models can support sustainability-oriented teacher training and facilitate the integration of experiential learning into formal education. Full article

A cross-sectional study was conducted with student teachers from four Education Degree Colleges located in Upper and Lower Myanmar. Drawing on the positive psychology framework, the predictive role of character strengths in flourishing was examined by integrating strengths self-efficacy (SSE) and resilience as parallel mediators. Participants (n = 1251, M_age = 20.84 years, SD = 1.28) were selected using stratified random sampling and completed four validated measures: VIA-72, SSE Scale, Connor–Davidson Resilience Scale 25, and Flourishing Scale. Correlational analyses revealed significant moderate positive associations between study variables. Using structural equation modeling, the results showed a direct predictive effect of character strengths on SSE, resilience, and flourishing. In addition, SSE and resilience partially mediated the relationship between character strengths and flourishing. Importantly, the indirect pathway through resilience was stronger than the SSE, indicating that the ability to adapt to challenges plays an essential role in linking character strengths with the flourishing of student teachers in the Myanmar Teacher Education setting, which practices a competency-based curriculum. Overall, supporting the strengths-based literature, the parallel mediational model of SSE and resilience contributes to a better understanding of how character strengths explain flourishing. The implications for Teacher Education and directions for future research are discussed. Full article

Reflective practice is an essential component of initial teacher education (ITE) programs in Australia that supports the development of preservice teachers’ responsive decision-making, planning, and ongoing professional growth. Yet, many preservice teachers continue to produce reflections that are descriptive, superficial, or disconnected from evidence of their practice. In response to this challenge, this study examines how mentor teachers support preservice teachers’ professional learning through reflection on video captures of their own teaching. Applying a qualitative study design, data collected using online surveys with mentor teachers indicate that retrospective video analysis enables mentors to identify pedagogically significant moments for reflection that support evidence-based dialogue. Video functions as a teaching microscope, requiring mentors to adjust the focus, direct preservice teachers’ attention, and scaffold their interpretation of what is observed. However, practical and systemic barriers significantly impact sustained implementation. This study highlights the potential of teacher mentors’ use of retrospective video analysis in ITE to enhance preservice teachers’ reflective practice, offering insights into how this approach can be effectively incorporated and scaled. Full article

This study examines how first-year Initial Teacher Education (ITE) students navigate early career development through critical turning points, the articulation of personal values, and the development of resilience. While teacher identity and professional formation have been explored conceptually, there remains limited empirical insight into students’ lived experiences at this formative stage. Adopting a qualitative design, in-depth interviews were conducted with 21 first-year ITE students from three UK universities, representing diverse cultural backgrounds and entry pathways, at the end of their first academic year. Data were analysed using a general inductive approach. Four interconnected themes emerged: clarifying purpose through critical turning points, negotiating tensions between personal values and institutional expectations, building resilience through community and reflective practice, and articulating meaning through spiritual perspectives in early teacher development. The findings demonstrate that formative experiences are not isolated events but are embedded within broader developmental trajectories shaped by relational support and opportunities for meaning-making. The study contributes to wider debates on early professional identity formation by offering an integrated, empirically grounded account of how purpose, values, and resilience interact to shape sustainable career pathways. Implications are discussed for ITE programme design and for supporting early-career development in the teaching profession and beyond. Full article

Teachers’ readiness in bilingual early childhood education is increasingly recognized as a multidimensional construct shaped by both professional and language-related factors. However, existing research has typically examined these factors separately, with limited evidence on how they combine across teacher groups, particularly in minority-language contexts. This study examined teachers’ readiness to deliver state-language instruction to dual language learners (DLLs) in Hungarian-medium kindergartens in Slovakia. A total of 313 kindergarten teachers participated in the study. Data were collected through a survey assessing multiple dimensions of readiness. Principal component analysis and confirmatory factor analysis supported a six-factor model comprising professional preparation, teacher competencies, challenge management, instructional aids use, professional needs, and Slovak language use outside kindergarten. Latent profile analysis identified three readiness profiles (low, moderate, and high), reflecting differences in overall preparedness. Background characteristics, particularly age, teaching experience, and language-related factors, were significantly associated with higher readiness. Teachers who used Slovak more frequently in everyday contexts showed higher readiness. Mediation analysis indicated that language proficiency and preferred language use did not mediate the relationship between teaching experience and teachers’ readiness, but functioned as independent predictors. These findings highlight the joint importance of professional and language-related factors in shaping teachers’ readiness and offer implications for teacher education and policy in bilingual early childhood settings. Full article

Inclusive education (IE) aims to promote meaningful participation and a sense of belonging for all learners. However, limited research has examined how students with learning difficulties (LDs) experience inclusion in everyday school life. This study explored how primary school students with mild LDs perceive their participation, relationships with teachers and peers, and the role of inclusive classes (ICs) within mainstream Greek primary education. A qualitative design was adopted, and data were collected through semi-structured interviews with ten Grade 6 students receiving support through ICs. Transcripts were analyzed using thematic analysis. Findings indicated that participation was associated with perceived competence in academic tasks, with language-based activities frequently described as cognitively demanding and stressful. Belonging was predominantly felt through peer acceptance and supportive teacher practices rather than solely through classroom placement. The ICs were perceived as providing individualized support and emotional safety, although some ambivalence regarding withdrawal from the mainstream classroom was reported. Students stressed the need for flexible assessment and clearer instructional guidance to enhance fairness and participation. Overall, the findings show that inclusion is experienced as a dynamic interaction between academic accessibility, interpersonal relationships, and supportive learning environments. They also underline the importance of incorporating student voice into inclusive practice. Full article

Sustainable pedagogical reform requires more than teacher preparedness; it depends on how school leaders interpret and coordinate the conditions that enable change. This focus is particularly critical in contexts where Problem-Based Learning (PBL) is introduced within predominantly traditional, exam-oriented pedagogical environments, requiring careful consideration of leadership’s perception of system-level readiness to support such shifts. This study investigates how Chinese K–12 school leaders conceptualize readiness for institution-wide implementation of PBL. Using Q methodology with 42 school leaders, four distinct leadership logics were identified: leadership-mediated cultural readiness through recognition, belief-driven pedagogical practice, externally anchored system-level readiness, and experientially grounded cultural readiness. These viewpoints reveal different ways leaders prioritize cultural alignment, belief formation, structural coordination, and experiential learning when organizing reform conditions. Despite these differences, participants showed several areas of shared positioning, particularly around coordination, expertise-based responsibility distribution, evaluation alignment, and adaptive responses to reform conditions. The findings extend change readiness research beyond teacher-focused perspectives by demonstrating how leaders interpret readiness as a multidimensional and system-level phenomenon. By illuminating distinct leadership logics for coordinating reform within centralized governance contexts, this study highlights the importance of aligning beliefs, professional relationships, institutional structures, and student learning improvement goals to support sustainable pedagogical transformation. Full article

Educational trajectories developed by students throughout their schooling are shaped by experiences across multiple domains, where learning opportunities coexist with factors that may hinder academic achievement and the development of successful trajectories. The aim of this study was to analyze the personal, family, school, and contextual factors associated with educational trajectories and academic achievement among primary and secondary school students. A systematic review of the literature was conducted based on quantitative longitudinal studies published between 2022 and 2025 and identified through the Web of Science, Scopus, and Education Resources Information Center databases. The results indicate that educational trajectories linked to academic achievement tend to begin in primary education and show relative stability throughout secondary education, with variations over time associated with the interaction of individual, family, school, and contextual factors. These findings have practical implications for behaviorally informed interventions aimed at strengthening self-regulation, teacher support, socioemotional competencies, and family engagement to promote more equitable academic pathways. Overall, the evidence underscores the need to implement comprehensive and differentiated educational interventions articulated across multiple levels to reduce inequalities and foster sustainable academic development. Full article

Education systems are increasingly expected to integrate sustainability-related competencies within formal curricula; however, practical models for embedding such competencies remain limited. This study examines how financial literacy can be operationalized as a transversal sustainability competence through a public–private partnership (PPP) model implemented in Romania between 2022 and 2025. Adopting a longitudinal single-case study design, the analysis combines program-level indicators with evaluation data across three implementation phases: pilot, structured regional expansion, and national consolidation. The findings indicate that financial literacy can be progressively integrated across disciplines through teacher-mediated approaches supported by continuous professional development, adaptable instructional resources, and balanced governance arrangements. The results further show that scaling occurs through multidimensional processes involving increasing pedagogical depth, sustained teacher engagement, and gradual institutional embedding. In this context, PPPs function as enabling governance mechanisms that facilitate resource mobilization and coordination while preserving pedagogical autonomy. The study contributes to the literature by conceptualizing financial literacy as a sustainability-relevant transversal competence, advancing understanding of ecosystem-based scaling in education, and providing a practice-oriented model for integrating such competencies within formal schooling systems. Full article

Laboratory courses in chemistry teacher education are commonly framed as spaces for mastering experimental procedures; however, they may also function as pedagogical environments where pre-service teachers begin integrating content knowledge (CK) with pedagogical knowledge (PK). Rather than measuring Pedagogical Content Knowledge (PCK) as an outcome, this comparative study examines how laboratory structures create opportunities for CK–PK integration and PCK-related reasoning in chemistry teacher education programs in Kazakhstan and Türkiye. A qualitative comparative case study design was employed. Data were collected through 60 h of in situ observations and semi-structured interviews with 46 third-year pre-service chemistry teachers at two public universities. The analysis focused on how laboratory organization, instructional facilitation, time allocation, assessment, and material resources shape conditions for analytical and reflective engagement. Findings identify four interrelated dimensions of laboratory affordances: structural organization, pedagogical facilitation, experiential engagement, and reflective regulation. Extended laboratory sessions and dedicated laboratory credits in the Turkish case supported sustained inquiry and reflection, whereas shorter, combined lecture–laboratory formats in the Kazakhstani case constrained extended pedagogical reasoning. The proposed Laboratory Affordance Model highlights how laboratory design influences early-stage PCK-related reasoning, offering implications for curriculum design and chemistry teacher education policy. Full article

This study examines the increasing concern regarding teacher job satisfaction, which has a direct impact on retention, instructional quality, and student outcomes. Traditionally, teacher satisfaction has been evaluated through questionnaires, which present limitations in terms of data efficiency and analyses. In this study, machine learning techniques were applied to data from the PISA 2022 teacher questionnaire in Morocco (N = 2998 lower-secondary teachers). Two multiclass classification targets were defined: overall job satisfaction (SATJOB_class) and satisfaction with the teaching profession (SATTEACH_class), each categorised into three balanced classes: low (<−0.5), medium (−0.5 to 0.5), and high (>0.5) classes. The methodology comprised four key stages. Initially, comprehensive pre-processing was conducted to address missing values, retaining features with fewer than 300 missing entries and applying mode imputation. Subsequently, nine classifiers, including logistic regression, K-nearest neighbours, multinomial naïve Bayes, support vector machine, decision tree, random forest, XGBoost, AdaBoost, and a feed-forward Artificial Neural Network, were evaluated using identical train/test splits and hyperparameter tuning. Third, the model performance was assessed using accuracy, precision, recall, and F1-score. Finally, the feature importance was derived from tree-based and permutation methods. The results indicated that XGBoost outperformed the other models for SATJOB_class with an accuracy (0.61), precision (0.62), recall (0.61), and F1-score (0.61), followed by Random Forest (accuracy = 0.59), Logistic Regression (accuracy = 0.59), and AdaBoost (accuracy = 0.59). For SATTEACH_class, Random Forest led with accuracy (0.59), followed closely by XGBoost (0.58), ANN (0.57), and AdaBoost (0.56). Key predictors of teacher job satisfaction included workload-related variables and school-environment factors, which consistently emerged as the most important features across the best-performing models. The methodology and open-source pipeline provide a reproducible framework for evidence-based interventions to improve teacher retention and instructional quality, offering valuable insights for policymakers and educational administrators. Full article