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Competent teachers are attributed to student performance, school effectiveness, and the efficiency of an entire education system. Hence, this study compares the respondents' teaching proficiency across their profiles and correlates to their academic performance. The study utilized 30 pre-service secondary teachers of Eastern Samar State University Salcedo selected by complete enumeration, a descriptive comparative and correlational research design, and a questionnaire. Frequency, percentage, mean, and standard deviation were applied for descriptive analysis; t-test for comparison of respondents' teaching proficiency; and Pearson's correlation coefficient for the relationship between academic performance and teaching proficiency. The study revealed that respondents had a proficient teaching proficiency. Specifically, they were proficient in subject matter knowledge, lesson planning, classroom management, instructional strategies and motivation, communication skills, questioning skills, and professionalism. They have a very good academic performance in both professional education and major field of specialization. Furthermore, the study found no significant difference in the teaching proficiency across the respondents' sex and age. However, a significant relationship was found between academic performance and teaching proficiency. Based on the findings, it is recommended that remedial classes on contents, pedagogies, and principles be provided especially for those respondents with low academic performance, to improve their teaching proficiency.

How do teachers perceive and experience the impact of evaluation feedback across various domains of their work? This study investigates whether there are qualitatively distinct groups of teachers in the United States based on teacher perceived impact of evaluation feedback using the 2013 Teaching and Learning International Survey (TALIS 2013). Applying latent class analysis to the U.S. sample of lower-secondary school teachers (n=1,824), we find that there are four distinctive groups of teachers: Receptive (25%), Compliant (15%), Motivated (27%), and Indifferent (33%). Our analysis shows feedback sources and teacher beliefs about the evaluation's purpose are significant predictors of teacher class assignment. Finally, controlling for various individual and school-level characteristics, these teacher groups vary significantly in their intention to change school.

This study aims to reveal the mediating role of teachers' moral courage (MC) behaviours in the relationship between school principals' authentic leadership (AL) behaviours and teachers' positive psychological capital (PPC) according to the views of teachers working in primary and secondary schools. In this study "AL Questionnaire", "PC Scale" and "PMC (Professional Moral Courage) Scale" were used. 8665 teachers working in primary and secondary schools in Antalya city centre comprise the population of this study. The sample of the study consists of 474 teachers reached by using the convenient sampling method. Confirmatory Factor Analysis (CFA) and (Cronbach Alpha Coefficient) alpha coefficients were benefited from the validity and reliability analysis of the scales, and Spearman's Correlation Coefficient, which was used for data that were not normally distributed, was used to determine the relationships between the variables, and structural equation modelling (SEM) was used for mediating analysis. A low-level positive and significant relationship was found between school principals' authentic leadership behaviours and teachers' psychological capital and moral courage behaviours. Following the results of the Structural equation modelling (SEM) analysis, it has been determined that the moral courage behaviours of the teachers have a mediating role in the relationship between the authentic leadership behaviours of the school principals and the positive psychological capital of the teachers.

This study aims to assess and examine secondary school teachers' perceptions of school climate and job satisfaction in five diverse countries: Japan, Korea, Finland, the United States of America (USA), and Australia. It explores the impact of school climate on teachers' job satisfaction, a pivotal factor influencing teacher retention, mobility, and professional development. In order to improve teachers' skills and abilities in the classroom, improving teachers' job satisfaction and understanding the factors that influence it is highly critical. Utilizing secondary data from the Teaching and Learning International Survey (TALIS) 2018, this study provides valuable insights. The findings reveal that teachers in all five countries generally hold positive perceptions of school climates and report high job satisfaction. However, teachers in Japan and Korea express comparatively lower job satisfaction levels when contrasted with their counterparts in Finland, the USA, and Australia. Furthermore, their perceptions of school climate also rank lower. Consequently, this study concludes that a positive correlation exists between favorable perceptions of school climate and elevated job satisfaction. This assertion is supported by regression analyses, individual country data, and aggregate data from all five countries.

Purpose: This study aims to find out ESL teachers' perceptions of imported CEFR textbooks currently in use in the classroom. Additionally, it seeks to determine how teachers have adapted and localized the contents of these books. Methodology: A total of 331 lower secondary school teachers participated in the survey and six were selected for face-to-face interviews. A questionnaire, utilizing a semantic differential scale ranging from one to six, was administered to collect quantitative data, while qualitative data was gathered through a semi-structured interview protocol. Findings: The results indicate that the majority of the teachers were fully aware of the CEFR imported textbooks currently being used in schools. Interestingly, more than half of the surveyed teachers (53.8%) agreed that these books were suitable and matched CEFR levels B1 and B2 set for the secondary school level. Significance: Findings from the interviews highlighted the necessity for teachers to adapt materials, although it also meant extra workload for them. As expected, the teachers added, modified, and simplified the contents of the textbooks. In short, materials adaptation is inevitable as long as the imported CEFR textbooks remain the main teaching materials.

Lifelong learning is all forms of learning from cradle to grave. Lifelong learning requires everyone to improve themselves. People are expected to be lifelong learners because school knowledge is insufficient. In this framework, educational approaches all over the world focus on lifelong learning and need lifelong learners. This study adopted a qualitative research design to investigate teachers' views on lifelong learning. The sample consisted of 30 teachers from different branches. Data were collected using a semi-structured interview guide. The data were analyzed using content analysis. Participants viewed lifelong learning as a process not limited to schools. They also associated it with all kinds of learning activities and personal growth. They believed lifelong learning was necessary for technological advances, social change, and a high quality of life. They stated that the goals of lifelong learning were accessing educational opportunities, increasing knowledge and skills, and transforming students into qualified people. They noted that motivation, education systems, and social and cultural changes affected lifelong learning.

Sports and Physical Education (SPE), like any other discipline, contributes to students' education. These students, for a good acquisition of teaching content, should be invited to take notes of the theoretical and technological knowledge conveyed by Physical and Sport Activities (PSA), subject of teaching. This quantitative and qualitative study aims to identify the usefulness of the implementation of theoretical knowledge and note-taking of the information taught in the training of students in Physical Education classes at the secondary school level. To achieve this objective, certain key concepts from "The Anthropological Theory of Didactics" by Chevallard were employed. In accordance with this theoretical framework, a methodological approach was adopted that focuses on administering questionnaires to students in the second cycle. These students meet the criterion of regular attendance at physical education courses in two secondary colleges. This approach includes recording three sessions of physical education courses and conducting interviews with each teacher at the course's conclusion. The results indicated that the students do not have a favorable relationship with the theoretical knowledge transmitted in PE during the practice of the different Physical and Sports Activities (PSA). This is due to the fact that the teacher does not focus the student's attention on what he or she has really learned and what he must retain in order to facilitate the practice of the different Physical and Sports Activities. To summarize, the essential finding derived from this study was that students in PE would greatly benefit from an introduction of theoretical courses combined with written documentation of the pedagogical information provided. The integration of both elements could foster the development of citizens who are proficient both physically and intellectually.

The paucity of English teachers in Namibia's research output as well as practicing the scholarship of teaching and learning has been noticed and noted. Therefore, the purpose of this study is to evaluate the views of English teachers in the Kalahari Circuit in the ||Kharas Region in Namibia on the effect of an intervention to enhance their willingness to conduct research and publish. The study used a questionnaire to collect qualitative and quantitative biographical data from the participants. The quantitative data were analysed using simple description while qualitative data were analysed using Renner and Tylor-Powell's five steps for analysing narratives. The study revealed that, after participating in the research workshop, English teachers showed confidence to conduct research and publish their work. Furthermore, the participants suggested that the workshop should include all teachers, who need support from the agents in education. It was also found that the duration of the workshop should be extended and resources should be availed to teachers to conduct research for publication. The study recommended that this training should be rolled out to other regions while broadening the target scope.

Aware of the various issues involved in assessing learning, but also of the difficulties encountered in classroom practice of this pedagogical act, we set out in this article to explore and analyze the assessment practices of secondary school mathematics teachers and the conceptions they underlie. The study was conducted from a systemic perspective. We therefore targeted three aspects in our study: the conceptual, the institutional, and the docimological. Analysis of the attitudes declared by a random sample of mathematics teachers enabled us to confirm that pedagogical, and in particular cognitive, issues do not represent a priority for them in assessment practices. They focus more on the organizational aspect of examinations, with a remarkable lack of concern for docimological considerations to give credibility to the assessments carried out.

South African teachers experience challenges with the implementation of the national school curriculum -- the "Curriculum and Assessment Policy Statement" (CAPS). In this regard, teachers may not feel empowered to effectively deal with the demands of the current educational policy. Concerns have been expressed about learners' poor performance in schools and the school infrastructure coupled with educational capacity emerged to be a possible contributing factor. In the study reported on here we focused on the challenges experienced by South African life sciences teachers in the implementation of CAPS caused by limited resources. The context of the study was secondary schools in 1 sub-district in the Northwest province that offered life sciences (LS) in Grades 10 to 12. A qualitative research approach was followed and 10 teachers from rural public schools who taught LS in Grades 10 to 12 during the period of this study were purposefully selected. For data generation, we used audio recordings from individual and focus-group interviews. The findings indicate that teachers' needs in terms of resources to effectively implement CAPS are often not catered for. It is recommended that adequate teaching and learning resources for effective implementation of CAPS should be provided. The Department of Education's prioritisation of teachers' needs will engender effective curriculum implementation.

The effects of COVID-19 have resulted in peritraumatic stress experiences within various groups, including teachers. With this study we aimed to determine the prevalence of peritraumatic stress and the factors associated with each level of PTSD among teachers in South Africa. A cross-sectional study was conducted in South Africa among teachers using an online survey. A sample consisted of a total of 1,008 primary and secondary teachers responded to the COVID-19 peritraumatic distress index and the occupation-specific survey. Descriptive and multinomial logistic regression analyses were used to analyse the data. There was evidence of high levels of distress associated with the COVID-19 pandemic among teaching professionals in South Africa. Therefore, there is a need to create mental health awareness among teaching professionals and to create systems that support the uptake of psychological services among the members of this population.

In the study reported on here we investigated the impact of Ubuntu on learner behaviour and academic achievement in secondary schools in the Gweru district of Zimbabwe. The study participants comprised 38 learners and 7 teachers from 4 secondary schools in the Gweru district. Data were collected through focus-group discussions, semi-structured interviews, participant observations and document analysis. We established that teachers and learners had a satisfactory understanding of how upholding values of Ubuntu contributed to academic achievement among learners. The findings reveal that in addition to other factors affecting academic achievement, like the school and home environment, learners who upheld the values of Ubuntu were disciplined, focused on their studies, and thus attained higher levels of academic achievement compared to learners who lacked Ubuntu and engaged in substance abuse, pre-marital sex, and lacked focus on their schoolwork. Based on the study we recommend that a course on Ubuntu be introduced in teacher training complemented by professional development workshops for teachers in the field to equip them with skills of integrating values of Ubuntu into the curriculum and thus foster the same among learners.

This study was conducted in order to reveal the level of instructional leadership behavior scores of school administrators working in public secondary schools according to the opinions of teachers and to examine them in terms of various variables. The working group of this research, which was designed in the converging parallel pattern of the mixed method, was formed through easily accessible sampling. 383 teachers in the central districts of Mersin province formed the quantitative data study group and 5 teachers formed the qualitative data study group. The semistructured interview form prepared by the researcher and the "Instructional Leadership Scale" developed by Alig-Meilcarek (2003) and adapted to Turkish by Sahin (2011) were used as data collection tools. Kolmogorov Smirnov test was applied for normality test. Kolmogorov Smirnov value is <0.05. Skewness value is between -+ 3 values and the kurtosis value is between +-10 values. Kline (2011) mentioned that normality tests can be performed if the normal distribution has a skewness value of ± 3 and a kurtosis value of ± 10. Since the quantitative data showed a normal distribution, they were analyzed by independent T-test analysis, while the qualitative data were analyzed with the help of content analysis. When the research findings were evaluated, it was found that there was no significant difference between the school administrators' instructional leadership scores according to the gender of the participants.

This study aims to investigate the most prevalent and unacceptable classroom behavioral issues among public secondary school students in the Islamabad Capital Territory (ICT). Moreover, the study identified the reasons for these problem behaviors and ways to address these behaviors. The sample of the study was twenty-three (23) teachers (Female: 14 & Male: 09) having minimum sixteen years of education along with professional qualification. Teachers have wide experience of teaching ranging from 10-32 years and teach students aged between thirteen to fifteen years. In this qualitative research data was collected through semi-structured individualized interviews after getting consent from the Federal Directorate of Education and from study participants. Through thematic analysis, the main themes emerged were "lack of attention, creating a disturbance in the class, disobedience, and display of aggressive behaviors." The key causes of classroom problem behaviors were "parenting style, teachers' attitude/teaching strategies, society, home environment, and social media." Moreover, teachers also think that "lack of counseling" and "character building" along with "outdated teaching strategies and a boring classroom environment" were causes behavioral problems in the class. Teachers should incorporate student-centered teaching with engaging techniques, parents should pay attention in developing good relationship with children at home. Moreover, counseling facilities about psychological issues of teenage students' needs to be provided at school level. The limited yet empirical data can form a logical foundation for management to create a policy document addressing these issues in schools, offering guidance for parents and teachers to tackle student challenges effectively. [Note: The page range (107-128) shown on the PDF is incorrect. The correct page range is 107-129.]

Although the written physical education curriculum is the same throughout the country, the implementation phase in schools differs from each other. Hence the purpose of this study is to examine the implementation process of the 5th-grade physical education and sports curriculum (2018) in different school contexts. Case study pattern was used. The participants of the study are two physical education teachers in Eskisehir. The data collection process consisting of observations, interviews, and field notes was completed in the fall semester of the 2018-2019 academic year. As a result of the analysis, the implementation process of the curriculum sub-theme which is related to the main theme of "taught curriculum", was reached. In conclusion, it can be said that the implementation process in schools is mostly teacher-centred, including the teaching of sports techniques and evaluating the psychomotor domain. It was observed that the game-based and student-centred structure of the updated curriculum was not sufficiently implemented by the teachers in the study. Also, it can be stated that the sufficiency of physical education course materials and the suitability of the areas used in physical education lessons are important factors in the implementation process of the curriculum.

The aim of this study is to determine the effect of burnout levels and organizational cynicism attitudes of teachers working in public schools in Kyrenia region on teacher performance. The research was conducted using the relational survey model, one of the quantitative research methods. The population of the study consisted of 431 teachers working in the Kyrenia region in the TRNC, while the sample was determined by stratified sampling method. Accordingly, the sample consisted of 320 teachers working in official secondary and high schools in Kyrenia districts in the 2023-2024 academic year. The data were collected using the personal information form created by the researcher, the Occupational Burnout Scale developed by Minaz (2019), the Organizational Cynicism Scale for Teachers developed by Sagir and Oguz (2012), and the Teacher Job Performance Scale developed by Limon (2019). According to the results of the study, it was determined that the participants experienced moderate burnout in general and were emotionally and behaviorally distanced from their institutions, the factors that negatively affected their performance were at a moderate level, and the participants had a moderate negative attitude towards the school. While it was determined that the employees showed a moderate level of participation in organizational decision-making processes, it was observed that the dimensions of teacher performance were at a moderate level and overall performance was high. According to the results of the analysis, strong and significant relationships were found between professional burnout and emotional and behavioral distancing from the organization, factors that reduce performance, negative attitudes towards school and organizational cynicism. A negative and significant relationship was found between professional burnout and teacher performance. However, the relationship between organizational cynicism and teacher performance was not significant.

The process of humanization, placing a person at the heart of learning and teaching, has become a key movement in education to meet the requirements of the 21st century. In this regard, designing innovations to serve the human needs first is essential. Personalized learning (PL), being an example of a human-centric innovation, is a promising methodology that leads to positive student's outcomes. However, it has not found ts way in the practical implementation and has become a topic for heated debates among different stakeholders. This study investigates PL at the secondary education level underpinned by a digital platform. The PL integration is analyzed from the perspective of teacher practice (TP) which integrates the digital platform built on the PL methodology. In accordance with the thematic analysis of the interviews and the developed matrix of indicators for TP, PL has found its realization in four scenarios. In order to construct the scenarios, the study involves 24 semi-structured interviews with secondary school teachers. Prior to the interviewing, the participants were categorized in nine profiles due to the survey results of NorBa (traditionalconstructivist beliefs) and technology readiness index (TRI). The results indicate that TP embraces four scenarios of the PL integration. The study outlines personalized learning as one of the scenarios, partial personalization (individualization and differentiation), non-personalized TP (traditionalism), and TP without digital platform embedding.

Pupils with special educational needs and disabilities (SEND) are at risk for emotional, behavioural and social difficulties. Social and emotional learning (SEL) may be particularly beneficial to fostering these children's resilience. Given the importance of teacher's role in promoting SEL, the present study aimed to explore special teachers' perceptions of SEL and the practices they use to enhance their pupils' social and emotional skills. Data were collected by means of semi-structured interviews with 15Greek primary and secondary education special teachers and were analysed with the use of reflexive thematic analysis. The findings of the study revealed that the special teachers considered the creation of a supportive school environment a key prerequisite to addressing the pupils' with SEND needs. They perceived SEL as a process aiming to the development of social and emotional skills which contributes to pupils' emotional development and social inclusion. Although they used a number of practices for this purpose, their efforts were often hindered by the lack of collaboration with general education teachers and their limited knowledge on SEL. The findings are discussed with respect to the need to enhance cooperation between the members of the school community and teachers' training on SEL.

This study employed a qualitative research design to investigate the utilization of soft pedagogical documents among twelve mathematics teachers in five purposively sampled public secondary schools. Data was collected through interviews and analyzed thematically. The study, rooted in social constructivism theory, discovered a mixed pattern in the implementation of soft pedagogical documents. Scheme of works and notes summary were widely acknowledged as a guide for structuring the academic year, but only a minority of teachers consistently applied it. Lesson plans, crucial for effective teaching, faced challenges in adherence due to time constraints and heavy workloads. Tools like class diary and attendance register were considered essential, yet compliance varied. Marks records and evaluation records, vital for assessing student progress, proved challenging for half of the teachers. Unit assessment records and homework records suffered from inconsistent implementation. While exercises records and formative records were recognized for tracking student learning, their effective use remained infrequent. Despite disparities, the soft pedagogical documents played a crucial role in shaping the educational setting. The study highlighted the need for targeted interventions and support mechanisms to enhance consistent implementation across all documents.

The study examines how the toxic leadership behaviors of school principals relate to teachers' perceived stress. It is a correlational survey model, and the sample consists of 278 primary and secondary school teachers. We collected the data with the Perceived Stress Scale and Toxic Leadership Scale. The findings show that gender does not cause a statistical difference in perceived stress and all dimensions of toxic leadership. The stress levels of branch teachers are higher than those of primary school teachers, with a statistically significant difference. The perception of branch teachers in terms of ignorance, self-interest, and a negative mental state of toxic leadership is significantly higher than that of classroom teachers. A moderately significant positive relationship exists between teachers' perceptions of stress and all dimensions of toxic leadership. 20% of teachers' perceptions of stress are explained by toxic leadership. The negative mental state of school principals is a significant predictor of teachers' perceptions of stress.

The aim of this study is to examine the utilization of 21st century skills by secondary school English language teachers and to investigate whether their background has a role in using these skills. The study also aims to shed light on the challenges teachers face when integrating these skills into their teaching practices. A mixed-methods research design, which incorporates the scale and an online survey with open-ended questions, was used to accomplish the aims of the study. The data were obtained online using 21st century teaching and learning scale developed by Hixson et al. (2012) and an online survey. A total of 119 teachers were reached using convenience and snowball sampling methods, with 26 of them participating in the online survey. The quantitative findings of the study showed that teachers used 21st century skills approximately once or three times a month, and the most used skill was using technology as a tool for learning, while local connections were the least. According to the t-test results, a significant difference was found in the use of these skills between private and public school teachers, with private school teachers employing these skills more frequently than their public school counterparts. Furthermore, it was revealed that teachers who received 21st century skills training integrated some of the 21st century skills into their lessons more often than those who did not. In addition, it was found that years of experience played a role in the implementation of these skills. According to the post-hoc test, less experienced teachers integrated 21st century skills more frequently than more experienced teachers. On the other hand, the teachers' educational background did not show any significant difference in using these skills. According to the findings obtained from the content analysis of the online survey, the lack of qualified in-service and pre-service training on 21st century skills, poor curricula, lack of required materials and infrastructure, and unsupportive attitudes of the administrators were the challenges encountered by teachers.

Understanding why teachers teach the way they do is important especially in a time of curriculum reforms. Hence, the aim of this research is to unpack the secondary school physical science teachers' beliefs on the purposes and goals of science teaching (PGST) and to check the alignment of their beliefs on PGST with constructivism. A convergent parallel mixed method design was employed. Scale and checklist were used to collect data on the teachers' beliefs. Thematic analysis of semi-structured interviews was used to explore the teachers' implementation of the science curriculum. Results revealed that while teachers agree with the basic tenet of constructivism, their beliefs on the PGST were traditional. Difficulties of implementing their constructivist ideas on teaching and learning reinforced the cultural myths. Length of teaching experience and actual classroom teaching hours were seen as significant factors in the development of beliefs, whereas familiarity of curriculum intentions correlate negatively with the development of constructivist beliefs.

Teacher professional development (PD) has been shown to have numerous benefits, such as greater self-efficacy, higher motivation, and enhanced wellbeing (e.g., Kimura, 2014; Polin, 2023; Wang & Chen, 2022), and teaching additional languages is certainly no exception. However, the extent to which teachers are willing and able to engage in PD throughout their careers depends on many factors, some of which are related to the context in which they work, while others are reflective of their individual attributes such as attitudes, motivations, and personality. This paper focuses on the latter by reporting the findings of a study that examined language teacher professional curiosity (LTPC). The data were collected through semi-structured interviews from 6 Austrian and 6 Polish language teachers at different stages of their careers. Qualitative analysis allowed valuable insights into the nature of LTPC, curiosity-driven behaviors as well as factors influencing these behaviors. It also provided the basis for a tentative cyclic process model of LTPC in which interest and curiosity interact to produce a focus of curiosity, which is impacted by motivation, agency, autonomy, and social context, generating a drive for teacher behaviors in respect to their PD.

This study aimed to assess social studies teachers' legal literacy levels and their perspectives on legal literacy education. The study was conducted with 160 social studies teachers in the first stage and 10 selected teachers in the second. Instruments were the legal literacy scale and a semi-structured interview form. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed using content analysis. The results indicated that teachers generally possess a high level of legal literacy. However, a notable portion of them do not perceive themselves as legally literate, citing insufficient education, knowledge, experience, and interest in law as reasons. Furthermore, challenges related to the abstract nature of the subject and difficulties in effectively teaching it to students were identified. To address these issues, teachers suggested real-life applications, making the lessons more tangible, developing teaching materials, and enhancing professional development.

This study aims to explore the relationship between learning agility and organizational commitment attitudes among primary and secondary school teachers in the Turkish Republic of Northern Cyprus (TRNC). Given the evolving scientific and social landscape, continuous professional development is crucial for teachers to adapt to the dynamic nature of the teaching profession. What sets this research apart from previous studies is that it is the first to establish a correlation between learning agility and organizational commitment attitudes. The primary data for the analysis were gathered from 325 teachers working in primary and secondary schools across the districts of Nicosia, Güzelyurt, Kyrenia, and Lefke, using a survey administered via Google Forms. The study employed two validated scales: the "Organizational Commitment Scale," consisting of 39 items across five dimensions, and the "Learning Agility Scale," with 23 items across four dimensions. Statistical analyses, including correlation and multiple regression, were conducted to examine the relationship and effects between the variables. The results of the analysis revealed a significant relationship between learning agility and organizational commitment, demonstrating that teachers who exhibit higher levels of learning agility also tend to show stronger organizational commitment. These findings suggest that fostering learning agility in educational professionals can positively influence their dedication and loyalty to their institutions, which has important implications for teacher development programs in educational organizations.

This hermeneutic phenomenology addressed the problem of falling teacher retention rates of K-12 teachers due to teacher burnout by exploring the lived experiences of teacher leaders and how they are motivated by physical artifacts. The theory framing this study is thing theory. Thing theory framed the study by exploring life experience and the relationship between teacher leaders and their things. The study offered additional information on the use of physical artifacts in qualitative research and the object discussion. This hermeneutic phenomenology used a triangulation of data collection including the semi-structured interview, object discussion, and in-person interviews. The research study setting was a K-12 charter school incorporated in rural Southeastern United States. The study included 16 teacher leaders from grades 2-12. Eligible candidates earned a qualifying score between 124 and 155 on the pre-screening survey, a valid and reliable tool adapted from two specific teacher leadership instruments. Findings suggest that teacher leadership creates positive experiences for teacher leadership and that physical artifacts motivate teacher leaders by creating a relational bridge and affirming professional choice.

Professional development for teachers propels schools to excellence and contributes to school growth. Therefore, the purpose of this study was to examine the role of teachers' personal characteristics, perception towards Continuous Professional Development (CPD) and support of school leaders in the implementation of teachers' CPD at Finote Selam town secondary school in Ethiopia. To accomplish this, Ecological Theory served as a theoretical lens, and a convergent parallel mixed design was used. A questionnaire was used to collect data from 304 teachers selected using a comprehensive sampling strategy, as well as 11 interviewers. As findings, teachers' implementation of CPD has no correlation with age, length of service, and perception of teachers towards CPD. However, there is a significant, strong, and positive relationship between teachers' implementation of CPD and school leaders' contribution to CPD. The support of school leaders explains 39.6 % of the total variance of teachers' CPD implementation. Finally, lack of good school culture among use in professional development activities, lack of commitment, lack of funding, and lack of common understanding related to CPD were the most prominent challenges affecting teachers' implementation of CPD. The findings provide theoretical implications to the literature and practical implication to educational institution leaders by identifying the main challenges of teachers in the implementation of CPD.

These days' educational landscape forces teachers to adapt to changing demands and embrace innovations. In this study, Artificial Intelligence (AI) literacy was analyzed as how it mediates the association between Computational Thinking Skills (CTS) and Organizational Agility (OA) among secondary teachers. A quantitative causal mediation analysis design was utilized in this study. Standardized AI literacy test, CTS Test, and OA test instruments were utilized to gather pertinent data among 305 respondents. The test instruments were first subjected to confirmatory factor analysis for model fitness. Path and mediation analysis through structural equation modeling revealed that CTS significantly predicts AI literacy, AI Literacy significantly predicts OA, and CTS significantly predicts OA. It was found out that AI literacy partially mediates the relationship between CTS and OA among teachers. This recommends that schools should conduct a comprehensive training program to enhance teachers' CTS and AI proficiency for schools' sustained agility.

Mathematics Preservice Teachers' (M-PSTs) conceptions of Mathematical Knowledge for Teaching (MKT) enhance their reflective skills because they utilize such conceptions to reflect on how to contextualize content knowledge during secondary mathematics teaching. While previous studies suggested M-PSTs develop MKT, including pedagogical content knowledge by analyzing teaching in video lessons, how M-PSTs enhance their conceptions of MKT through such analysis is underexplored. I used a collective case study approach to investigate how four secondary M-PSTs conceptualized MKT when they analyzed and discussed teaching represented in a video lesson using the MKT framework. The findings indicated that the M-PSTs often described teacher knowledge either as purely pedagogical or solely content knowledge in their initial analyses of the video lesson. After engaging in a discussion that introduced the MKT framework, the M-PSTs began to illustrate how a teacher's content knowledge influenced her instructional decisions and actions. Through this discussion, M-PSTs began identifying MKT as professional content knowledge unique to teaching and, thus, distinguished MKT from generic pedagogical or content knowledge. I argue that the language and concepts offered through the framework enhanced the M-PSTs' conceptions of MKT and suggest that the instructional activities from this study contribute to developing M-PSTs as reflective practitioners.

Classroom assessment is essential for tracking students' progress and improving teaching and learning in the classroom. However, the lack of clear documentation to guide teachers in assessing student mastery often hinders effective communication between teachers and stakeholders about the students' progress. This study aimed to develop and test the digital classroom assessment document (CA-Do) for form one mathematics to improve classroom assessment practices. Design research and development method, based on ADDIE model, was used to create the digital CA-Do, and 55 mathematics teachers from 55 schools were sampled using stratified sampling. The data collected was then analyzed using SPSS version 27. The digital CA-Do received a satisfactory expert validity score of content validity index (1.00), and found all four tested sub-constructs (i.e., usefulness, ease of use, ease of learning, and satisfaction of use) to be of high level. There were significant differences in teachers' knowledge post-familiarization with the digital CA-Do. The study concludes that the digital CA-Do can aid teachers in recording the intervention and impact of teaching and learning information and consistently assessing pupils' mastery level. This research provides guidance to educators on how to modify their classroom assessment strategies to enhance teaching outcomes and classroom assessment methods, particularly formative assessment.

Continuous professional development for teachers will always be prioritized, especially in cases where there are obvious and conspicuous gaps in their subject-matter expertise and when they handle practical skills exercises with inadequate planning and delivery. Hence, this study explores the effects of equipping Civil Technology teachers with hands-on skills and provision of educational resources for effective teaching of practical lessons. This study purposefully sampled nine (09) Civil Technology teachers from Ekurhuleni East, Gauteng province of South Africa. This study was hinged on Stronge's qualities of effective teachers as its framework. This study adapted a mixed method design where closed-ended questionnaires and semi-structured interviews were considered relevant data collection instrument and sources. A sequential explanatory design was used to analyze the collected data. The findings reveal that even though teachers get continuous hands-on skills training from the Gauteng Department of Education (GDE) annually, the trainings are often too generic and do not adequately boost teachers with confidence to teach specific skills (i.e., construction and plumbing) to learners. As a result, Civil Technology teachers could not actualize their continuous professional development training as an element of learning to become innovative skills teachers. The survey found that while certain Ekurhuleni East schools have instructional tools, some of the teachers were not trained to use them, which made it difficult to effectively teach practical lessons in Civil Technology. Therefore, this study recommended that the Gauteng Department of Education should focus on discipline specific instructional strategies that will promote innovation in skills-based activities in Civil Technology.

The aim of this study is to determine teachers' satisfaction with in-service training programs organized through distance education and their opinions about the program. In this research, the survey model, one of the quantitative research methods, was used. The sample of this study consisted of 955 teachers working in kindergartens, primary schools, secondary schools and high schools affiliated with the Ministry of National Education in Eskisehir province, in Turkey, in the 2020-2021 academic year. Stratified sampling was used in sample selection. In the study, Satisfaction Questionnaire for In-Service Training Programs Implemented by the Ministry of Education through Distance Education, In-Service Program Evaluation Questionnaire Implemented by the Ministry of National Education Through Distance Education were used. 921 scales and surveys collected for data analysis were evaluated. Statistical Package for the Social Sciences (SPSS) analysis program was used to analyze the data. The analysis results were tabulated and the data obtained were interpreted with numbers (N) and percentages (%). Descriptive analyzes were used in the research. It has been concluded that the 54.6 percent of the teachers are satisfied with the in-service training courses implemented through distance education so far. In addition, it has been revealed that teachers' opinions about in-service activities organized by the Ministry of National Education through distance education are positive.

Professional organizations can play an important role in the lives and work of educators. The purpose of this qualitative study was to explore Alabama educators' experiences with membership in statewide professional organizations and to determine what benefits, if any, members feel their organizations provide them. Four main benefits that respondents identified were community, broadening of knowledge and practice, leadership opportunities, and personal growth.

This study investigated the effectiveness of workshops on parental involvement in their children's mathematical education. The study employed a quasi-experimental with a pre-test-post-test design. This study involved 76 parents from one senior secondary school in the Kweneng Region, Botswana. The study included three steps for data analysis: thematic content analysis, hypothesis testing, and descriptive statistical analysis. The results showed that the parental involvement level before and after the intervention marked a difference with a significant increase. Parental involvement variables such as parenting style, parental expectations, home rules, parental supervision, communication between parents and children, children's home mathematics activities, and parental attitude toward school all improved significantly. The findings further indicated that parental involvement in their child's general and mathematical learning can be improved. As a result, the study recommended that all basic education schools reach out to parents through parent education programs that can assist parents in understanding the value of being active in their children's mathematics education, which will probably affect their education performance positively.