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School violence is a significant public health concern that occurs in many forms. Physical aggression can cause serious bodily injury and long-term negative effects, and both teachers and students experience significant rates of physical aggression. There are few studies examining teachers' experiences of physical aggression. Studies that go beyond prevalence are limited, and we know little about the triggers and consequences that surround these incidents. This qualitative investigation used an antecedent-behavior-consequence (A-B-C) framework to understand how incidents of physical aggression directed toward teachers unfold. The sample included 193 elementary and secondary teachers who completed an anonymous, online survey and described events leading up to and following their experiences with physical aggression. Using conventional content analysis, we identified common antecedents, such as breaking up fights, discipline, and directives, and common consequences, such as student removal, school staff involvement, positive outcomes, and inaction. Further analyses revealed seven common A-B-C patterns among physical aggression incidents that are highlighted and discussed. Utility of the A-B-C framework for teacher-directed violence is described, along with implications for research, practice, and policy. Exploring the context surrounding incidents of physical aggression directed against teachers provides useful information for violence prevention and interventions. [ABSTRACT FROM AUTHOR]

Background: Adolescent aggression poses a significant threat to mental health and social functioning. This study investigated the underlying mechanisms of reactive and proactive aggression in Chinese adolescents, focusing on the roles of executive dysfunction, impulsivity, and sex. We hypothesized that executive dysfunction would predict both reactive and proactive aggression, with impulsivity mediating these relationships. Furthermore, we explored the moderating role of sex in the association between impulsivity and both types of aggression. Method: A longitudinal design with a 1-year follow-up was employed. The sample comprised 617 middle school students (mean age = 15.26 years at Time 2; 59% male). Participants completed self-report questionnaires at two time points (T1: April 2023; T2: April 2024): the Reactive-Proactive Aggression Questionnaire (RPQ), the Teenage Executive Functioning Inventory (TEXI), and the Barratt Impulsiveness Scale (BIS). Results: Executive dysfunction at T1 significantly predicted both proactive and reactive aggression at T2. Impulsivity at T2 partially mediated the relationship between executive dysfunction at T1 and both proactive and reactive aggression at T2. Sex moderated the relationship between impulsivity and aggression. Specifically, impulsivity at T2 significantly predicted proactive aggression at T2 only in male adolescents. Impulsivity at T2 significantly predicted reactive aggression at T2 in both male and female adolescents, with a stronger effect observed in males. Conclusion: Our findings suggest that executive dysfunction contributes to adolescent aggression both directly and indirectly through increased impulsivity. Sex plays a moderating role, with male adolescents demonstrating greater vulnerability to the influence of impulsivity on aggression. These results underscore the importance of considering executive function, impulsivity, and sex in the development of interventions to prevent and reduce adolescent aggression. [ABSTRACT FROM AUTHOR]

The negative impact of student-to-teacher victimization on teachers' perceptions of the work environment and their well-being is supported by growing empirical literature. For instance, violence in the classroom can have a negative impact on teachers themselves and hinder teachers from playing crucial roles in students' classroom experiences, resulting in adverse effects on student performance. However, the research field is limited in understanding the adverse effects on teachers' perceptions more directly related to student learning, such as teacher neglect. To fill the gap in the literature, the current study analyzes data from a nationwide sample of 1,054 middle and high school teachers in South Korea where teachers are generally treated with high regard and social status, often exerting a strong influence and authority over students in both an educational and parental way. Specifically, we conduct propensity score matching to investigate potential influences that student-to-teacher victimization can have on the following three outcome variables: teacher neglect, commitment, and pride. Results of mean comparisons after accounting for other confounding factors show that when compared with nonvictims, victims of student-to-teacher victimization are more likely to neglect their students; these victims also tend to exhibit less pride as teachers. Yet, the results also showed no significant statistical difference in teacher commitment. The current findings highlight the importance of developing programs to prevent and intervene in students' aggressive behaviors toward teachers. Particularly, administrators are recommended to consider providing training for teachers, specific to understanding student-to-teacher victimization in order to promote a more positive school environment and better student-to-teacher relationships in classrooms, including improving teachers' job performance. [ABSTRACT FROM AUTHOR]

Several psychological factors are discussed in relation to teachers' emotional labor (EL). Ecological systems theory (EST) is used in relation to the role of emotional intelligence (EI) to provide a perspective on ways to conceptualize how to address secondary traumatic stress (STS) risk among teachers. An international selection of the literature is synthesized in relation to the factors that may affect EL in relation to STS risk among teachers who have students with adverse childhood experiences (ACEs). The concept of EI is central to this discussion of theoretical relationships between EI and STS risk relevant to teachers' EL. While there is much literature on Bronfenbrenner's EST and Gardner's multiple intelligences (MI) theory separately, there is room in the literature for exploring EST to contextualize the topic of STS risk as it relates to the concept of EI. The purpose of this study is to discuss allostatic load factors that may affect teachers' EL and to discuss potential ways to acknowledge EL. [ABSTRACT FROM AUTHOR]

Physical Education (PE) context has been pointed out as an ideal setting to foster an active lifestyle and to promote students' engagement in PE classes has become a key aspect. However, literature is scarce in studies aiming to investigate teachers' antecedents underlying the development of adaptive contexts. The aim of this study is to analyze whether teachers' burnout could be associated with their students' basic psychological needs satisfaction, intrinsic motivation and behavioral engagement. For this purpose, we studied 2156 adolescents (1082 females, 1074 males) and 90 PE teachers (35 female, 55 male) and used as instruments several validated questionnaires. Findings suggest that both motivational and behavioral outcomes among students will differ according to burnout levels experienced by their teachers. Results are discussed in terms of the processes mediating the relationship between teachers' well-being and students' perceptions. Finally, some practical implications are presented. [ABSTRACT FROM AUTHOR]

The links between different forms of teacher victimization and teachers' life satisfaction are still under-researched. To highlight teacher victimization by various parties within the school environment and its associations with teachers' life satisfaction, the Satisfaction with Life Scale, the Multidimensional Teacher Victimization Scale, and some additional measures were applied. The findings based on a Lithuanian sample (n = 1146) revealed that a significant portion of teachers have experienced victimization in various forms: 38.5% of teachers have been bullied by school staff, 33.9% have faced verbal victimization from students' parents, and victimization by students affected 65.8% of teachers, with verbal and social victimization being the most common. An SEM analysis (χ2 = 355.787; Df = 33; CFI = 0.928; TLI = 0.902; NFI = 0.922; RMSEA = 0.092 [0.084–0.101]; SRMR = 0.0432) revealed that bullying by staff is not only detrimental in its own right but also relates positively to other forms of victimization, including verbal victimization by parents and multidimensional victimization by students, as teacher victimization by students and their parents mediated the relationship between teacher victimization by school staff and teacher life satisfaction. The findings suggest a complex problem within the school environment where different forms of victimization are interconnected and call for urgent attention and action from educational policymakers and school administrators to address and mitigate teacher victimization. [ABSTRACT FROM AUTHOR]

Teacher turnover is an issue of national significance and has worsened since the start of the COVID‐19 pandemic. Teacher‐directed violence and teacher turnover can significantly impact school life for students, staff, and communities. Using Wang and Degol's school climate framework, we examined school characteristics that contribute to teacher‐directed violence and related turnover. The current study examines the qualitative experiences of 403 teachers who reported that their most upsetting incidents of violence contributed to desires to leave the profession, transfer, or retire. Many teachers indicated concerns about safety and community factors, including parent–teacher relationships and community violence. Educators emphasized issues related to administrators, describing a lack of support and poor leadership. Finally, teachers discussed concerns with policy on both school and government levels. Improving school climate may be one avenue for decreasing teacher‐directed violence and preventing turnover. Practitioner Points: Teacher‐directed violence is a significant factor in teachers' decisions regarding transferring, leaving the profession, and retiring.School climate influenced how incidents of violence against teachers unfolded.School characteristics, such as safety, parent–teacher relationships, and administrative support contributed to teachers' considerations of leaving their positions or profession. [ABSTRACT FROM AUTHOR]

Affective learning has been recognised increasingly as a significant outcome of physical education. This focus on the affective domain comes at a time when there is increasing concern about health and wellbeing of children and young people and, in particular about the rising prevalence of mental health issues. The literature established that a number of approaches that could produce affective learning outcomes that may offer a positive contribution to children and young people's health and wellbeing. These approaches to physical education could be characterised as pedagogies of affect. One underpinning theory informing pedagogies of affect is Self-Determination Theory (SDT). Pedagogical research grounded in SDT has shown the significance of need-supportive teaching behaviour in physical education as it has a direct impact on pupils' positive affective learning outcomes. However, little has been known about what is happening right before need-supportive teaching behaviour occurs during class. This study aims to address the research questions of how aware are teachers of their own need-supportive teaching behaviour and why do they behave in the ways they do in practising pedagogies of affect. Data were generated through filmed videos and self-confrontation interviews. We filmed two indoor lessons which the same teacher delivered to the same classes. Within a month after the observations, the teachers participated in the self-confrontation interviews about their teaching behaviour and concerns that arose during the observed lessons while watching selected recorded video clips. The scenes were selected when teachers were offering meaningful choices of activities, offering feedback including either aspect of need-support or control, and interacting with pupils individually. This paper reported data from five physical education teachers in Scottish secondary schools. Thematic analysis was used to identify themes in relation to teachers' awareness of observed teaching behaviour. We highlighted how the teachers responded through the following three themes: (1) recognised benefits of offering meaningful choices; (2) different intentions of offering feedback and individual interactions; (3) the need for supporting pupils with behavioural issues. The first theme indicated teachers' knowledge in terms of being able to explain why offering meaningful choices works effectively in terms of pupils' affective learning. The second theme demonstrated teachers' intentions behind offering feedback and individual interactions. There were teachers' intentions of securing their pupils' confidence, motivation, positive mindset, and wellbeing as prioritised outcomes. In contrast, teachers offering feedback to keep running a lesson might not be effective for pupils' affective learning. The third theme highlighted teachers' expectations of pupils' behaviour to implementing need-supportive teaching, especially for pupils with additional support needs. Meanwhile, we remain alert to the possibility that some of the teachers' interactions with pupils who have additional support needs could be construed in SDT terms as controlling teaching. We conclude that how well teachers are willing to learn from their pupils and how well teachers know the contextual factors about pupils such as their feelings, needs, and interests could be a fundamental requirement for implementing need-supportive teaching behaviour for pupils' mental health and wellbeing within pedagogies of affect. [ABSTRACT FROM AUTHOR]

Even though numerous measures have been implemented to combat this issue, school violence still poses a significant challenge in South African schools. School violence is not just a challenge in regular schools, special schools also have to deal with it. Educators' experiences with school violence interventions are covered in this article. This empirical paper uses the results from my doctoral thesis, which examined strategies for reducing school violence in a special needs school. An interpretive paradigm and a phenomenological case study design were used to perform a qualitative investigation. Five educators and 10 learners from a school with learners with disabilities were specifically chosen to participate in the doctoral study. Semi-structured interviews, qualitative questionnaires, and documents were employed to collect the data. The study found that because the participants believed their efforts were not appreciated, they lacked the motivation to contribute to the reduction of school violence. They believed that the present interventions were ineffective, and some participants complained that the educational system was overly forgiving of the learners. Additionally, they said that the Department of Basic Education and the parents were not providing them with enough support. [ABSTRACT FROM AUTHOR]

This study investigates the phenomenon of citizenship pressure (CP), a job demand that causes individuals to feel pressured to contribute above and beyond the call of duty. We examined whether team CP is translated to team organizational citizenship behavior (OCB). We also examined the differential impact of four external forces‒school administration, subject coordinators, school climate, and successful teachers‒on the team experience of CP. Results from a study of 91 subject teams revealed a positive relationship between team CP and team OCB and showed the differential influence of the four external sources on team CP. Limitations and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Teachers experience verbal and physical aggression from a variety of aggressors in schools worldwide. However, most school violence and aggression research is focused on students, with few empirical studies examining teacher aggression from parent offenders. This study investigated the school ecology associated with teachers' experiences of aggression from students' parents. We applied and adapted a school climate framework to examine the qualitative survey responses of 450 United States teachers who reported their most upsetting experiences involving parent aggression. Using a directed content analysis approach, teacher victimization was examined through the four school climate domains of safety, academic, institutional environment, and community. Significant socioemotional and physical safety concerns regarding verbal and physical aggression from parents, often related to school discipline practices, were identified. In the academic domain, parent aggression was associated with parent–teacher disagreements regarding grades and services, challenges with administrative leadership, and job stability concerns. The institutional environment domain illustrated where incidents took place, school resources, and policies regarding security and student placement as key factors in parent aggression. Results from the community domain highlighted issues of communication, mistrust, negative attitudes, accountability, diversity, and neighborhood and societal factors. Teacher experiences and exemplar themes provide context and further elaborate upon the school climate framework. Implications for research, school practice, and policy are presented. [ABSTRACT FROM AUTHOR]

With aggression toward teachers increasingly described as prevalent, teachers' risk for traumatic stress response and related job satisfaction has yet to be adequately researched. The purpose of this study was to quantify a model predicting teacher-reported trauma from teacher report of the aggression projected toward them by students and predicting teachers' job satisfaction from both aggression toward teachers and teacher-reported trauma. Goodness of fit indices supported the model's fit to a sample of 327 kindergarten through twelfth-grade teachers. Results revealed that aggression toward teachers did not predict teacher job satisfaction, but rather aggression toward teachers predicted higher self-report of teacher trauma, and teacher trauma predicted a decrease in teacher-reported job satisfaction. Findings suggest that teachers' job satisfaction is not lowered until aggression leads to teachers' traumatic response. Results expand the need for increased teacher well-being policy and methods, along with systematic changes within schools to assist in lowering aggression toward teachers and the associated traumatic response. Relationships between teacher and student are pivotal to the positive health and well-being of all collaborators within the school. Traumatic response of teachers from aggression directed toward them and related job satisfaction of teachers is not well understood in the literature yet. Discovering the path by which trauma occurs is crucial to making positive changes to the school environment for both teachers and students. [ABSTRACT FROM AUTHOR]

Teachers' workplace victimization is a serious and concerning problem known to have numerous negative occupational and health outcomes for teachers. Surprisingly, however, the scientific literature has broadly overlooked schools as settings in which serious workplace violence occurs, and it has failed to systematically explore the antecedents and consequences of workplace victimization for teachers. To fill this gap, this study examined the structures of associations of teachers' victimization via threats, verbal violence, and property violence with somatic and posttraumatic symptoms using structural equation modeling. The sample included 366 Arabic and Jewish teachers in Israel. The findings indicate that the teachers who reported victimization and symptoms experienced burnout, whereas the teachers who reported victimization and had no symptoms did not experience burnout. A significant relationship of teachers' personal and professional characteristics with victimization, symptoms, and burnout also emerged. These findings advance our theoretical understanding of the predictors and consequences of violence against teachers in schools. Useful practices to improve teachers' occupational and health outcomes are discussed. [ABSTRACT FROM AUTHOR]

Background: Aggression towards nurses in the workplace arises from various reasons, reportedly increasing during the COVID-19 pandemic. Where aggression can be maintained by spiritual well-being, as it is said that spirituality is a coping skill and psychological well-being maintainer–but there is little known, especially during the pandemic. Thus, this study explored the effect of spirituality on aggression among the nurses working in the COVID-19 wards. Methods: This cross-sectional data from 200 nurses involved in the COVID-19 patient treatment were collected using a random sampling method from four hospitals in East Mazandaran province, Iran. Responses were collected based on socio-demographics, Buss-Perry Aggression Questionnaire, and Paloutzian & Ellison Spiritual Well-being Scale. T-test, ANOVA, Pearson correlation coefficient, and multiple linear regression were applied for data analysis. Results: The mean age of nurses was 31.49±6.88 (range: 21–48) years. Nurses working in the COVID-19 wards have a mean score of spiritual health of 67.21±12.84 (out of 120), whereas 51.77±10.96 (out of 116) was for aggression. The results showed a significant negative weak correlation between aggression and spiritual health (r = -.285, p<0.01). As per regression analysis, spiritual health [β = -.264], age [β = -.374], and working experience [β = 4.156] were the significant factors associated with aggression (p<0.05). Conclusions: It is evident that nurses who consider spirituality in their life actions are in a state of reduced negative emotions, such as aggression. Thus, policymakers and managers of the healthcare settings are suggested to promote spirituality among the nurses through spiritual care education, providing the ground for promoting spirituality and a positive attitude towards it. [ABSTRACT FROM AUTHOR]

Physical education is expected to play a significant role in developing pupils' health. This is the case in Scotland, where physical education is located in a prioritised cross-curricular area of Health and Wellbeing (HWB). However, there is a lack of evidence on the extent to which physical education contributes to pupils' HWB under the new curriculum. Given that there is a growing interest in exploring how teachers enact pedagogies as a response to mental health issues, this study seeks to examine the practices of teachers who identify as being committed to pedagogies of affect within a sample of Scottish secondary schools. The purpose of this study was to report how pupils and teachers talk about the contribution of physical education to pupils' HWB, with a particular focus on the affective domain. The study on which this paper is based used qualitative methods within a grounded theory approach. Six physical education teachers who were from four different secondary schools participated in semi-structured interviews. Pupils were selected by the teachers and participated in focus group interviews. We outlined two main themes: (1) teachers' and pupils' practices in building confidence in pupils, which was exclusive to the female pupils and teachers; (2) teachers' concerns with building relationships with pupils. A notable finding was that teachers who had an explicit and direct intention for affective learning among their pupils sought to build a trusting relationship with pupils as a basic concern to implement teaching for affective learning, rather than the need for an emphasis on lesson contents and specific teaching approaches. This study could be a valuable resource for teacher professional learning as the findings referred to teachers' regular practices and their knowledge of the curriculum, especially for those who recognise a need to enact pedagogies of affect. [ABSTRACT FROM AUTHOR]

Student violence directed at school educators appears to be increasing, thus it is important to identify practical strategies that educators use to prevent and cope with occupational violence. This observational study surveyed 369 government primary school staff in the Australian Capital Territory. Sixty per cent of respondents reported abusive language, 42% physical aggression, and 43% experienced other threatening behaviour from students at least weekly. More than one-third of respondents rated the impact of these experiences as moderate or higher. The most effective prevention strategies, according to respondents, were the educator's response to the threat, focusing on the student's needs, working collaboratively, and using antecedent control. The most effective coping strategies were debriefing, self-care, and work support. The most helpful sources of support were workplace colleagues, partners, school leaders, and friends. This study offers a solution-focused perspective about what works in preventing and coping with occupational violence from educators' points of view. [ABSTRACT FROM AUTHOR]

Student perpetrated violence against teachers is widespread, yet few studies differentiate teacher experiences of violence by school level (i.e., elementary, middle, and high school). This study, based upon 2,558 pre-kindergarten through 12th grade teacher survey responses, revealed differences in types of student aggression against teachers by school level. Middle and high school teachers were more likely to report verbal harassment compared to elementary school teachers. Middle school teachers were most likely to report property offenses. Elementary and middle school teachers were more likely to report physical aggression than high school teachers. Demographic predictors of teacher-directed violence were also examined at each school level. Across all school levels, urban teachers had a greater probability of experiencing a violent incident. For elementary teachers, race/ethnicity and teaching experience were also significant risk factors. Future research, policy, and practice implications and recommendations are discussed. [ABSTRACT FROM AUTHOR]

Teaching styles play critical roles in students' English-as-a-second/foreign-language (ESL/EFL) learning. Yet, the relationship between teaching styles and students' English language abilities is still under-explored. The present study endeavored to explore the predictive power of teaching styles on Chinese university students' English language abilities. A total of 1,318 English learners from a university in China were recruited. Perceived teaching styles of English teachers were assessed using the Students' Perceived Teaching Styles Inventory (SPTSI), while English language abilities were measured based on the English Language Ability Self-Assessment Scale (ELASS). Findings indicated that teaching styles positively predicted English language abilities, and the predictive powers of Type I teaching styles on English language abilities were basically greater than that of Type II teaching styles. Pedagogical implications for university English teaching are discussed. [ABSTRACT FROM AUTHOR]

The most common behaviors eliciting a student referral for special education evaluation related to emotional disturbance (ED) are adult- and peer-targeted aggression. Curiously, the word aggression, which is an externalizing behavior, does not appear anywhere in the federal description of ED. Despite the lack of clarity surrounding definitions, as well as issues of identification for special education services, aggression in schools is a public health concern and the concept deserves researchers' and teachers' attention. The purpose of this article is to (a) briefly review the context of aggression in schools, (b) discuss historical conceptualizations of aggression in society, and (c) provide readers with recommendations for dealing with aggression manifested by students with ED in school. [ABSTRACT FROM AUTHOR]

Focuses on the professional development school as a model of education of teachers. Antecedents of the professional development school; Holmes Group proposals; Elements of the professional development schools from its antecedents and contributing groups; Cautions and prescriptions; Future outlook of the professional development schools.

Purpose: The purpose of this study is to study the attitude of the employees toward organizational commitment and its impact on organizational effectiveness and, second, to develop a strategic model for organizational commitment and organizational effectiveness. Design/methodology/approach: A conceptual model was suggested to determine the variables influencing school teachers' organizational commitment and the role of organizational commitment to organizational efficiency with prosocial behavior as the moderating variable. Structural equation modeling was used to investigate the relationship between suggested factors using a sample of 298 state and private school teachers in and around a metropolitan city of India. Findings: The results of this study showed that, except performance appraisal and assessment of the employees, employee personality and relationship with coworkers, all other constructs significantly affected organizational commitment. The positive influence of organizational commitment to organizational effectiveness was also moderated by prosocial behavior. Demography exerted a significant impact on organizational commitment. Originality/value: Organizational commitment is comparatively a new topic of research, and in the school education sector, little work was conducted. Hence, the results can be generalized to gain the future direction of organizational commitment in educational research, and it can also be improvised in the corporate sector. [ABSTRACT FROM AUTHOR]

Purpose: Research has provided accumulative evidence that the willingness of teachers to invest in organizational citizenship behavior (OCB) is a fundamental component for achieving school effectiveness. However, most studies examined OCB of the individual teacher, while neglecting the fact that such behavior might grow in a context. Furthermore, educational scholars have focused almost solely on OCB of teachers, and have almost completely neglected to address the concept through a managerial prism. By taking a contextual perspective, the purpose of this paper is to postulate a positive link between leader OCB and team OCB, and suggest that organizational justice serves as a moderator in this relationship. Design/methodology/approach: Data were collected through a survey from multiple sources, to avoid one-source bias. The sample included 82 schools: 82 management teams and their 82 principals, as well as 246 teachers, who were not members of management. Findings: Results of the hierarchical regression analysis confirmed the hypotheses. The authors found a positive association between leader OCB and team OCB and revealed that this positive relationship was significant under high levels of organizational justice, but non-significant under low levels. Practical implications: The importance of leader OCB in promoting team OCB can inspire the educational system to learn how to develop organizational mechanisms that encourage principals to perform citizenship behaviors and to take this component into consideration in screening processes and succession planning. Originality/value: The contribution of the study is in identifying leader OCB as a key instrument that may encourage teams to invest in OCBs. To the best of the authors' knowledge, this is the first study ever to examine the link between leader OCB and team OCB. The finding that there is a positive association between the two constructs may imply that leader OCBs contribute to the school, not only directly, by exhibiting behaviors of helping and support, but also indirectly, through the leader's impact on his or her team's behavior. [ABSTRACT FROM AUTHOR]

Much research has been dedicated to supporting school communities in combating the problem of school violence. However, violence directed toward teachers is under‐investigated, and knowledge of how to support teachers is limited. This qualitative study used conventional content analysis to assess teachers' recommendations for preventing and improving the response to teacher‐directed violence. The sample included 245 prekindergarten through 12th grade teachers, all of whom experienced school violence and participated in a larger national survey study on violence against teachers. Using a social‐ecological framework and conventional content analysis, teacher recommendations for addressing teacher victimization were identified and organized at the individual, school, community, and society levels. Themes around conflict resolution strategies; improving policies, resources, and relationships with administrators; increasing parental involvement; and changing culture and laws were highlighted. Implications for research, practice, and policy are discussed. [ABSTRACT FROM AUTHOR]

The key purpose of this research was to investigate the mediating role of academics' self-efficacy in teaching and research (termed 'academic self-efficacy') in the relationship between emotions in teaching and teaching styles. Two hundred and thirty-two academics from 13 higher educational institutions in Shanghai, mainland China, responded to three self-report inventories, each assessing academics' emotions in teaching, efficacy in teaching and research, and teaching styles, respectively. Results showed that academics' emotions in teaching statistically predicted teaching styles, both directly and indirectly – through academic self-efficacy. Findings have enriched the literature on emotions in teaching, that on teaching styles, and that on teacher/academic self-efficacy. Practical implications are proposed in relation to academics and university senior managers. [ABSTRACT FROM AUTHOR]

Interdisciplinary research into the interplay between emotions, cognition, and translation is still in its infancy. This is certainly true for research focused on teachers, teachers' motivation, and related emotions. Unlike in translation studies, however, the situation in teacher motivation theory and research has changed significantly over the last decade. This article draws on teacher motivation theory to adopt an interpretive framework for the study of teacher socioemotional dimensions, as associated with students' positive perceptions of effective teaching and learning. A self-case study involving the reflexive analysis of a teaching portfolio in translation suggests that teacher motivation and emotions significantly influence students' perceptions of effective teaching and learning, and that research on teachers matters for reasons such as student outcomes and teacher professional development. [ABSTRACT FROM AUTHOR]

The present study investigates the determinants and intercorrelations between teachers’ and pupils’ well-being and motivation in the school context. Based on self-determination theory and job demands-resources theory, we hypothesize that (a) teachers’ weekly self-concordant work motivation promotes teachers’ weekly work-related well-being (i.e. work-related positive affect and work engagement), and (b) that a crossover effect of teachers’ weekly work-related well-being on pupils’ weekly school-related well-being exists, while controlling for trait-level teachers’ antecedents of trait-level teachers’ work-related well-being: job demands and job resources. A quantitative weekly diary methodology is employed. Participants are primary school pupils and their teachers from six European countries.

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Organizational citizenship behavior (OCB) is defined as performance that supports the social and psychological environment in which a task is conducted. Teachers’ OCB can be directed toward particular individuals (OCBI) and/or toward the organization (OCBO). Despite their beneficial impact on school, these could entail personal costs for the teacher. The present study argues that OCB contributes to teachers’ strain through the mediating impact of role overload, role ambiguity, and role conflict, while job autonomy buffers it. The structural equation modeling results from a sample of 483 Israeli teachers and their principals confirmed the main hypotheses for OCBO. Role overload and role ambiguity fully mediated the relation of OCBO to teachers’ strain; the relation of OCBO to role stressors was significant for teachers with low job autonomy, but was non-significant for teachers with high job autonomy. This study opens an exploration of the positive and the negative consequences of OCB for teacher and school. [ABSTRACT FROM PUBLISHER]

An introduction is presented in which the editor discusses the contents within the issue including articles on topics such as teachers, multiple choice (MC) tests and formative assessments, and motivation in education.

Occupational stress is a debatable topic for many demanding professions in extensively reviews the working capability of the employees working in different fields. In Physical Education this issue has a series of various traits depends on working nature of the Physical Education Teachers (P.E.T.'s). To know the exact level of Indian PET's occupational stress investigators were constructed an Occupational Stress Scale with 53 questions of 14 antecedents of occupational stress. 369 PET's were randomly selected from Delhi and National Capital Region. After implication of factor analysis, this scale suggested 06 factors which work as common antecedents of occupational stress. This scale established high Cronbach's Alpha Reliability i.e., 0.899 and Content/Face validity determined by the approval of illustrious Indian personalities of the physical education profession. [ABSTRACT FROM AUTHOR]

This article traces the shifting profile of the elementary‐school teaching profession in Finland over a period of 130 years, in relation to changes in the model of citizenship. In particular, it is focused on the process by which mass education has assigned teachers a crucial role in the initiation ceremonies characteristic of modem society, examined in relation to the changing citizenship models prevailing at each stage of history. The approach to the investigation is historical and sociological, with the aim of seeing the formation of the teaching profession and the image of citizenship projected by teachers as elements in a wider process of structural change in society, and as components in the characteristically Scandinavian welfare‐state project, which appears in the 1990s to have reached a culmination point [ABSTRACT FROM PUBLISHER]