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This study investigated the public schoolteachers' level of awareness of the Magna Carta for Public School Teachers (RA 4670). An online survey was administered to public schoolteachers from three congressional districts and data were treated using appropriate statistical tools. The results revealed the respondents' high awareness on the observance of due process at each stage of any disciplinary procedure, gradual salary progression every 3 years and required information was given in case of transfer. However, they were less aware of the permanency status of non-eligible teachers after rendering 10 years of service with no probationary period for eligible teachers. Also, there was a significant difference between teachers from districts 2 and 3, with the latter having a higher level of awareness. Therefore, this study recommends intensified information dissemination of the Magna Carta for Teachers, and further study may examine the relationship between teachers' experience and awareness level of the said law.

During the COVID-19 pandemic, there have been radical changes in people's habits. These changes have caused uncertainties and crises in organizations, many of which brought various leadership characteristics to the fore. This article examines teachers' opinions about leadership behaviors in these turbulent times. The study that formed the basis of this article is crucial since it reveals the leadership characteristics needed in educational organizations' management in the new normal. The researchers used phenomenological design, a qualitative research method. Twenty teachers working in public schools in southeast Turkey participated in this study during the 2020-2021 academic year. The participants were selected by the criterion sampling method. Research data were collected in a semistructured interview format. The views of the participants were analyzed using content analysis. According to the study's results, the qualities that a leader should have in the new normal are categorized under four themes: "technological, transformational, agile, and human-centered management." To that end, thirty-eight leadership qualities are needed to adjust to the new normal. In this context, a leader's technological competence, foresight, openness to innovation, and communication skills come to the forefront. In addition, today's leaders should form a culture of learning in the digital age, take initiatives when required, and lead developments with collaboration and reflection.

Teachers' self-efficacy beliefs, tolerance, and psychological well-being are all examined in this research. In this research, a survey model based on correlation was applied. In the 2021-2022 academic year, there are 11578 teachers working in public schools in Ilkadm, Canik, Atakum, Bafra, and Çarsamba districts of Samsun province. As a result, the study's sample size is 678 instructors drawn from the general community using simple random sampling. The Teacher Self-Efficacy Scale, the Tolerance Scale, and the Psychological Well-Being Scale were used to collect data for the study. Analyzing data required the use of a variety of statistical procedures, including the t test, ANOVA, Pearson-product moment correlation coefficient, and multiple linear regression. Teachers' self-efficacy perceptions tend to be in the form of "mainly suitable for me," according to the findings of this study. For the most part, teachers' tolerance levels are characterized by "disagreement" and "poor." In general, teachers' psychological well-being is rated at the "agree" level and above the average. A statistically positive association between teachers' self-efficacy and psychological well-being was observed, but no statistically significant correlation was identified with tolerance. However, teachers' self-efficacy is one of the most important indicators of their psychological well-being even though it is not a strong predictor of their tolerance.

The current study aims to focus on the relationship between school principals' quantum leadership behaviours and teachers' psychological capital levels. The target population of the study consists of 462 teachers working at public schools in Sapanca district of Sakarya in 2020-2021 academic year. The sample of the research consists of 224 teachers selected through simple random sampling. "Scale on the Quantum Leadership Behaviours of School Principals" developed by Erçetin, Potas, Açikalin and Turan (2017) and "Psychological Capital Scale" adapted by Çetin and Basim (2012) were used to gather data. Descriptive statistics and non parametric methods were used to analyze the data. According to the findings, the level of school principals' quantum leadership behaviours is "frequent" and the level of teachers' psychological capital is "totally agree". There is no significant difference between teachers' perceptions on the school principals' quantum leadership behaviours according to "gender, educational background, professional seniority, educational stage and duration of working with the current principals". Teachers' perceptions on the level of teachers' psychological capital don't differ significantly according to "gender, educational background, professional seniority and duration of working with the current principals" but there is a significant difference between high school and primary school teachers in favour of primary school teachers according to "educational stage". Moreover, there is a moderate, positive and statistically significant relationship between school principals' quantum leadership behaviours and teachers' psychological capital levels.

This study aimed to investigate the level of teachers' knowledge deemed necessary to meet the requirements of hybrid teaching during the COVID-19 pandemic. A descriptive quantitative approach was used in this study. A questionnaire was used as the tool for data collection; it was composed of three parts. The first part was designed to collect information on demographic characteristics, while the second part was used to collect information about teachers' knowledge of psychological education theories, teaching styles, IT and education tools. The third part aimed to collect information about the students' achievements based on teachers' views. A simple random sample of teachers was selected, comprising 1500 teachers from government schools. The validity and reliability of the questionnaire were measured. The study concluded that teachers had little knowledge about the basic requirements for hybrid teaching and what had been practiced was actually emergency remote teaching. The study recommended the adoption of hybrid teaching strategies nationally as a desired move to be applied and evaluated regularly.

The COVID-19 pandemic has impacted education in Saudi Arabia. During this crisis, in 2020-2021, public schools in Saudi Arabia began to fully exploit the possibilities of e-learning for the first time by launching the Madrasati Platform. This study aims to investigate the attitudes of Saudi public-school teachers towards e-learning and their views concerning its advantages and disadvantages. A quantitative method involving the use of a Google Form questionnaire was employed. The study collected responses from 202 public-school English teachers from different regions in Saudi Arabia. The results show that the teachers generally had neutral attitudes towards e-learning, positive views of its advantages, and neutral opinions about its disadvantages. The researcher recommends that more studies explore teachers' attitudes in different fields and the advantages and disadvantages of e-learning in each region of Saudi Arabia. The results of this research are important for both teachers and educational stakeholders in Saudi Arabia in terms of further developing the e-learning process in the future.

This research sought to understand the perspectives of 28 elementary school mathematics teachers, on equity, social justice, cultural, socioeconomic, and racial issues and their relationship with the teaching and learning of mathematics (statistical concepts) in an online collaborative mathematics course focused on teaching statistics in an equity view. Federal policy requires teaching statistics since elementary school in Brazil. The course was conducted in the context of a university-school partnership through an online professional learning community--PLC, involving teachers from eight public schools and researchers from eight public universities in three different states in the Northeast and one in the Southeast of Brazil. Teachers' perspectives on equity, social justice, cultural, socioeconomic, and racial issues were analyzed under the lens of the National Council of Teachers of Mathematics (NCTM) equity principles and Gorski's (2019b) heritage literacy. Data was generated through responses to an online questionnaire. Data analysis involved the qualitative method of textual discursive analysis. Results focused on teachers' understandings and interpretations regarding: how they define equity, equality, and social justice; opportunities in mathematics teaching to support student learning; school support in relation to racial, cultural, and socioeconomic issues of families. The findings point to the need to support the implementation of a professional development model that attends, at the same time, the learning of teachers and students, with a focus on equity in Brazilian public schools.

The role of classroom teachers in the development of a well-designed curriculum is paramount. For this reason, teachers were asked to participate in the use and evaluation of a remote learning environmental restoration curriculum. The purpose of the study was to determine whether the participating teachers increased their content knowledge of STEM concepts and content related to the environmental restoration, specifically in terms of New York Harbor and oyster restoration, by participating in a remote learning curriculum pilot. New York City public school teachers of grades 6 through 12 instructed their students in the remote learning computer science curriculum lessons for one semester. A reflective survey was administered to the teachers at the conclusion of the semester and the findings indicated that 89% of the participating teachers experienced an increase in their knowledge of STEM concepts and content related to harbor and oyster restoration. The study was limited by the element of time and the model can be augmented in future iterations by increasing the length of the study to a full year of school and across several grade levels.

This study aims to examine preferences of teachers for curriculum design approaches in terms of various variables. In this study, the relational survey model, one of the quantitative research methods, was used. The population of the study consists of branch teachers working in all types and levels in public schools in the central districts of a province of Turkey. Since the population of the study is very large, sampling was made using the typical case sampling method. The sample of this study consists of 415 teachers who voluntarily supported it. During the study process, the data necessary to reach the goal were obtained by using two scales: "Personal Information Form" and "Teachers' Curriculum Design Approach Preferences Scale". Since the data collected from the scale showed normal distribution, t-test from parametric tests, one-way ANOVA test and Tukey test from Post Hoc tests were used to determine which groups differed in multiple comparisons. In the analysis of all data, the value of 0.05 was taken as the confidence level. As a result of the analysis of the findings obtained from the study, it was stated that the teachers' scores on the curriculum design approach scale were high, and they preferred to use problem-centered curriculum design approaches most in the learning-teaching processes, and at least they preferred to use subject-centered curriculum design approaches.

This study aims to determine the degree of public school teachers' skills regarding action research. The study sample included public school teachers from the Kalamazoo metropolitan area, US (n=20), and Tabuk, Saudi Arabia (n=30). The researchers adopted a descriptive approach to address the study's open-ended questions; Statistical Package for the Social Sciences (SPSS) software was employed to analyze the data collected in this study. The results of the study showed that previously conducted action research played an important role in supporting qualitative educational research among Saudi Arabian teachers, contributing to the improvement of the teaching environment and helping teachers to solve students' problems via action research.

This research examines the occupational burnout levels of physical education and sports teachers in terms of various factors. In this context, the general survey model, which is consistent with the main purpose of the study, is used in this quantitative study. The survey pool of the research consists of a total of 67 physical education and sports teachers, 5 females and 62 males, working in Bayburt and Gümüshane provinces. Convenience sampling method, one of the non-probability sampling approaches, is used in the selection of the research group. Data collection tool is a questionnaire form which consists of two parts. In the first part of the questionnaire, there is the "Personal Information Form", and in the second part, there is the "Maslach Burnout Inventory-Educator Form". Difference and correlation tests are used in statistical evaluations. Accordingly, significant differences are present in the factors of gender, perceived welfare level and exercise status. However, within the scope of marital status, status of being a manager at the current school, current level of duty, location of the current school, perceived personal income level, perceived family income level (including personal income), active sports status and the type of the active sport, there is no significant difference in the sub-dimensions of the scale. However, the research concludes that there are positive and significant relationships between the participants' total years of service in the teaching profession and the mean scores of the sub-dimensions of emotional exhaustion and depersonalization. On the other hand, there is no significant relationship between the factors of age and years of service in the teaching profession for the school where they are currently employed, and the sub-dimensions of the scale. As a result, occupational burnout levels of physical education and sports teachers within the scope of various factors are described as they exist.

This study investigates preschool teachers' experiences and perceptions of a professional development (PD) program on children's self-regulation. This PD opportunity was planned around two aims: to increase preschool teachers' awareness of children's self-regulation skills and to support participants' understanding and skills to implement the Red Light, Purple Light (RLPL) Self-Regulation Intervention Program in their classrooms. The phenomenological research design is used to examine participant teachers' experiences in the PD program. The participants consist of 23 volunteer public preschool teachers. Data sources were semi-structured interviews and reflective writings. Based on the results of the content analysis, the participating teachers thought that the PD program positively affected their personal and professional development. Participating in the PD program broadened their understanding of the conceptual basis of self-regulation in children. In addition, participants expressed their perceptions about embedding ways of fostering self-regulation in the National Preschool Education Program practices and the structural features of the RLPL Self-Regulation Intervention Program.

The Common Core State Standards in Mathematics and Next Generation Science Standards encourage substantial shifts in teaching, but how to enact change is not specified. This mixed-methods exploratory study shows how different implementation supports were related to teachers' use of standards-aligned instructional practices in the Chicago Public Schools. It provides comparative evidence that professional learning opportunities were strongly related to instructional practices, whereas curriculum and instructional resources had more modest and mixed relationships. In particular, collaboration with colleagues around instruction had consistently positive relationships with instructional practices in math and science, and these relationships were as strong among teachers who perceived many barriers to standards implementation as those who did not. We discuss implications for education leaders as they make decisions about how to best support teachers in standards-aligned math and science instruction. [For the corresponding grantee submission, see ED618174.]

This qualitative study chronicles one of the fundamental pillars of the Curriculum and Community Enterprise for Restoration Science (CCERS). The professional development is focused on curricula that are grounded in the community-based environmental restoration of the waterways of New York Harbor. Centered on the restoration of the native oyster population, hundreds of New York City public school teachers take part in this experience with the intent of increasing their own place-based pedagogical content knowledge and skills. Most of the participants teach in school with populations that are underrepresented in post-secondary STEM majors and STEM related careers. Professional learning activities for teachers and community scientists were offered throughout the 2021 calendar year. Professional Learning Activity Surveys were administered and teachers responded to questions about how they participated in CCERS events, the ways in which CCERS participation has impacted their teaching practice, whether they use CCERS activities for student research, and ways CCERS participation impacts student STEM career interest. An intended outcome is to instill a STEM identity in students identifying as URM and to bring STEM career awareness to these students. More than 72% of the teachers in the professional development sessions agreed that the professional learning activities were effective in providing new STEM content knowledge and best practices for teaching. The majority also reported that the sessions enabled them to increase their students' engagement with STEM and interest in STEM careers.

The Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor with New York City Public Schools (BOP-CCERS) program is a National Science Foundation (NSF) supported initiative and collaboration of multiple institutions and organizations led by Pace University. The NSF project, Innovative Technology Experiences for Students and Teachers (ITEST), had generated a large amount of data through engagement with teachers and students throughout New York City public schools. This article presents the second part to a large data collection study with focus on Underrepresented Minority (URM) student interest in STEM and engagement with teachers to support them in teaching science through experiential learning and lessons that connect science to the real world, particularly through science in the New York Harbor. The first component of the study focused on URM student interest in STEM. This second component of the study focuses on teacher engagement in the program, and what the researchers had learned in the process. Overall, teachers reported very favorable options on the impact of the BOP-CCERS activities as ways to generate student interest in STEM majors and careers. Teacher participants were generally positive about the amount of support and resources they received as members of the project, as well as the oyster-related knowledge and practices they learned to use with their own students in oyster field research. Data from the study provided evidence that the teacher activities were successful and met the project's goals to provide support and resources for teachers to engage students in oyster restoration research.

Teachers are usually considered the backbone of schools, and understanding teachers' roles is vital to understanding the educational system. With this as a focus, differences in the perceived gender roles of public male and female elementary teachers were collected from 262 teachers from public central elementary schools in Cavite, Philippines. Results showed that elementary teaching is still a female-dominated profession and students have only limited encounters with male and/or father figures in elementary education. It was also observed that male and female teachers share equal roles in reproductive, community, and leisure activities. However, discrepancies are observed in their productive activities as female teachers spend more time in productive activities than male teachers. Strategies for gender-responsive policies and projects for teachers and other education personnel are recommended.

The aim of this study is to determine teachers' academic optimism approaches and learning school perception levels and to examine the relationship between these variables. The sample of the research designed in the relational model consists of 389 teachers selected by cluster sampling method, working in public secondary and high schools in Kocaeli province Izmit district in the 2019-2020 academic year. "School Academic Optimism Scale" and "Learning School Scale" were used in the study. By checking the compliance of the data with normal distribution, t test and one-way ANOVA tests were applied, Pearson correlation coefficient was calculated for the correlation between the variables, simple linear regression analysis and then multiple linear regression analyzes were performed to examine the influence of the predictor variables on the predicted variable. It was seen that academic emphasis and trust are at the forefront of teachers' approaches to academic optimism, while personal dominance and team learning dimensions were at the forefront in their perception of learning school. A positive relationship was found between teachers' approaches to academic optimism and learning school perceptions. It was determined that the sub-factors of the learning school were significant predictors of academic optimism. Teachers' mental models were the sub-factors that affected academic optimism the most.

Mobbing is generally a situation where victims are directly and indirectly affected, and has an increasingly negative impact on victims, harming their psychosocial and physical health and causing power imbalance. Relative deprivation is defined not only as a perception but also as a sense of deprivation felt meaning anger. Relative deprivation has two dimensions as cognitive and emotional. This study aimed to determine the relationship between the level of mobbing perceived or experienced by teachers and their feeling of relative deprivation. The data were collected from 319 public school teachers in Turkey through online environments. The research data were collected using the Relative Deprivation Scale for Teachers and Mobbing Scale. According to the results of the research, there are significant differences in both scales according to gender, seniority and school level. A positive relationship was found between Relative Deprivation Scale and the Mobbing Scale. In addition, mobbing behaviors experienced by teachers are a significant predictor of Administrative Deprivation and Personal Deprivation dimensions.

This study was conducted to corroborate in understanding the teachers' beliefs about assessment practices. The prior studies related to teachers' assessment beliefs in mathematics have been done to assess teachers' beliefs in the general context of mathematics teaching. This study developed an instrument to assess teachers' assessment beliefs of mathematical thinking. The research aimed to develop and validate a scale of assessment beliefs of mathematical thinking by using the confirmatory factor analysis. The first draft of the scale contained 25 items. The sample of the study consisted of 537 mathematics teachers from public schools in Oman. The instrument was a questionnaire with a 5-point Likert scale. The scale was validated by asking a number of experts in mathematics educational measurement and evaluation. Exploratory and confirmatory factor analysis was applied to test the model of assessment beliefs of mathematical thinking scale using AMOS 25.0. All constructs had acceptable reliability. The model had a good model fit for the assessment beliefs of mathematical thinking scale which obtainable from the fit indices tests. The findings revealed that all fit criteria indices were realized. The results also showed acceptable validity and construct reliability for the scale.

The importance of empowering school participants is increasing day by day. A school with empowered teachers can take more confident steps towards future education. Thus, it is important to determine the empowerment level of teachers as an important stakeholder of the school. The main purpose of this research is to adopt a measurement tool developed to determine the level of empowerment of school participants to Turkish school culture. For this, the School Participants Empowerment Scale (SPES) was used. The original scale has six factors (decision making, professional development, status, self-efficacy, autonomy, impact) and 38 items. There are n=108 teachers working in different types of public schools (preschool, primary school, secondary school, and high school) in the sample group of the research. Partial Least Square Structural Equation Modeling (PLS-SEM) approach was adopted in the adaptation process of the scale. Smart PLS 3.2.8 program was used in the analysis of the research data. For validity and reliability on the data, 2nd level Confirmatory Factor Analysis (CFA) was performed by means of the Partial Least Square (PLS) method. At the end of the research; It was understood that the Turkish version of the scale generally preserved the original six-factor scale structure. But, it was determined that 9 items that could not fit the structural model should be removed from the Turkish version. The Turkish version of the scale adapted for teachers can be used in the context of Turkey as a six-factor and 29-item scale. Findings show that the scale exhibits good fit characteristics of the PLS-SEM approach. [This paper was presented as an online presentation at the Gazi University International Congress of Turkish World Educational Sciences, Nov. 24-26, 2021, Ankara, Turkey.]

The Common Core State Standards in Mathematics and Next Generation Science Standards encourage substantial shifts in teaching, but how to enact change is not specified. This mixed-methods exploratory study shows how different implementation supports were related to teachers' use of standards-aligned instructional practices in the Chicago Public Schools. It provides comparative evidence that professional learning opportunities were strongly related to instructional practices, whereas curriculum and instructional resources had more modest and mixed relationships. In particular, collaboration with colleagues around instruction had consistently positive relationships with instructional practices in math and science, and these relationships were as strong among teachers who perceived many barriers to standards implementation as those who did not. We discuss implications for education leaders as they make decisions about how to best support teachers in standards-aligned math and science instruction.

This study aimed to identify the attitudes of public school teachers in the State of Kuwait at various educational stages towards the experience of distance education during the COVID-19 pandemic. The descriptive approach was applied; a questionnaire consisting of four dimensions was developed to measure teachers' attitudes towards distance education. The study sample consisted of 1028 teachers of various disciplines at all levels of education in public schools in the State of Kuwait. The results indicated that teachers had a higher degree of positive attitudes towards the distance education experience. The results also showed that there were statistically significant differences between the study sample members due to each of the following variables: the educational district and the educational stage. The results did not show statistically significant differences due to the gender variable. Additionally, the results did not show the existence of statistically significant differences due to the variable years of experience on the total degree and dimensions of scale, except for the dimension "student assessment through distance learning using the TEAMS Program" attributed to the experience category (1-5 years).

In this collaborative analysis, we (a philosopher of education and an experienced public school educator) examine the experience of demoralization and remoralization in the context of the COVID-19 pandemic. We overlay the context of the pandemic with the context of institutional racism and their interwoven impact for educators of colour. We use one educator's narratives about teaching during the pandemic as a launching point about where philosophical research on teacher demoralization needs to go next. We argue that the pandemic presents an opportunity for teachers to gain clarity about their moral centres and for school and district leaders to create space for teachers to enact their professional values and thus access the moral rewards of their work. Teachers of colour encounter distinct challenges in having their moral centres recognized, but their prior experiences with moral friction may present them with unique resources in these challenging times. Teachers' energy and agency are squandered, leading to demoralization, if they are not given sufficient space to enact their professional values.

Research has revealed that appropriate school leadership practices can positively support and promote teacher learning. This study examines the influences of Learning-Centered Leadership upon Teacher Agency, Trust and professional learning in a Kuwaiti context. Following results from recent empirical research, this study tested a model of principal leadership effects upon teacher learning via the mediators of Teacher Trust and Agency. The researchers collected data from 1060 teachers working at 64 Kuwaiti public schools and analyzed this data using confirmatory factor analysis and structural equation modeling. Results validated this model, showing that Learning-Centered Leadership affects teacher professional development via Teacher Trust and Agency. This improves our understanding of the relationship between school leadership and teacher professional learning both in Kuwait and internationally; relevant recommendations are listed.

This study aims to examine preschool teachers' earth and space science practices and the expected achievements of children in these practices. The research was conducted with a phenomenological pattern. Participants of the study consisted of 28 preschool teachers working in public schools and determined by the criterion sampling method, one of the purposeful sampling methods. Research data were collected by using an interview form. The research form includes four questions regarding the purpose of the research. The data obtained in the study were analyzed by inductive content analysis method. As a result of the research, it was revealed that preschool teachers' performed demonstration, dramatization, art, experiment and question--answer regarding the sun theme; demonstration, art, dramatization, observation and expression for the moon theme; art, observation, demonstration and expression for the star theme and demonstrations, experiments, observations and educative play for the night-day theme. In addition, it has been revealed that scientific knowledge about science concepts is presented to children in practices for earth and space science. The aim of these practices is to provide basic scientific process skills to children.

Improving teacher selection is an important strategy for strengthening the quality of the teacher workforce. As districts adopt commercial teacher screening tools, evidence is needed to understand these tools' predictive validity. We examine the relationship between Frontline Education's TeacherFit instrument and newly hired teachers' outcomes. We find that a 1 SD increase on an index of TeacherFit scores is associated with a 0.06 SD increase in evaluation scores. However, we also find evidence that teachers with higher TeacherFit scores are more likely to leave their hiring schools the following year. Our results suggest that TeacherFit is not necessarily a substitute for more rigorous screening processes that are conducted by human resources officials, such as those documented in recent studies.

Although teachers are involved in many aspects of the psychological assessment, very little research has examined their experiences with and perceptions of the entire psychoeducational assessment process. Previous research has relied on surveys and has assumed that teachers have a foundational understanding of the purpose of the assessment. The current study used qualitative description to examine teacher perceptions of and experiences with the psychoeducational assessment process. Ten public school teachers participated in individual interviews about their perceptions of and experiences with psychoeducational assessment. Results indicated a "bidirectional disconnect" such that psychologists do not translate assessment findings into a useful product that teachers can apply to the classrooms; reports were described as too long and jargon-filled, with vague recommendations and feedback meetings do not allow for collaboration or discussion. However, the data also suggested that teachers do not fully understand the purpose and scope of the psychoeducational assessment, the types of referrals that are appropriate, foundational psychological principles, and/or the scope of practice of the school psychologist. Recommendations for practice are provided along with a call for increased interprofessional education and practice in education.

This study examined perceived needs, well-being, work/nonwork conflict and demands, and coping mechanisms among government and private schoolteachers in India while working from home during the COVID-19 pandemic. We employed a mixed method design, collecting 161 quantitative responses using questionnaires and 121 qualitative responses using open-ended questions. These were analyzed using inferential statistics and thematic analysis, respectively. Results highlight the negative impact of work/nonwork conflict on well-being. The missing work-home boundaries resulted in extended work hours, unorganized routines, and simultaneous work/nonwork demands. We describe the multifaceted nature of operational, pedagogical, and technological challenges faced by schoolteachers. We suggest psychological and operational resources and support mechanisms that can be developed at the family, school administration, and policy levels. Further, customized bundles of solutions are needed to address the variability in the challenges faced.

This quantitative study aimed to better understand how teachers implement technology in a variety of teaching modalities to enhance content delivery and student engagement. More specifically, it aimed to investigate the digital divide of technology usage based upon school setting and usage frequency. Responses were collected using a random sampling method of full-time K-12 public school teachers in a Mid-Atlantic state. The instrument was developed from prior research and examined educator usage frequency of instructional technology in urban, rural, and suburban schools dependent upon teaching modality. A total of 423 participants responded to the researcher-created questionnaire and yielded practical implementations for further study. The findings uncovered significant differences in usage frequency of rural, urban, and suburban teachers utilizing technology dependent upon modality (ex. cooperative learning, small group instruction, student-led research, problem-solving). Results of this investigation contribute to the field through an attempt to foster a discussion of disparities between the integration of technology and school setting. The purpose of this discussion is to identify gaps in the digital divide, apply frameworks geared toward equity, and create professional development opportunities for all educators to differentiate technology usage across multiple teaching modalities.

This study aims to examine the mediating role of organizational happiness in the relationship between teachers' work engagement and life satisfaction. The study involved 767 teachers, 557 women (73%) and 210 men (27%). Data from the study were collected using the Work Engagement Scale, the Organisational Happiness Scale, and the Life Satisfaction Scale. Descriptive statistics, Pearson product moment correlation coefficient, path analysis and bootstrapping procedure were used in the analysis of the data to test the significance of the mediating effect. As a result of the study, it was found that there is a significant positive relationship between work engagement, organizational happiness and life satisfaction. The bootstrapping result showed that organizational happiness has a partially mediating role in the relationship between work engagement and life satisfaction. It is thought that the results obtained can be used to increase the life satisfaction of teachers. In addition, it can be said that the results obtained from the research will be a guide for future studies.

This study aimed to contribute to the empirical literature concerning the factors that contribute to the job satisfaction levels of public and private school teachers. Furthermore, an emphasis was placed on how governmental accountability, school procedures, and workplace characteristics affected levels of job satisfaction. This study focused on other contributing factors of job satisfaction: personal attributes, human capital, occupational characteristics, and school characteristics. Inferential statistics concluded that there was a statistically significant difference between public and private school teachers' job satisfaction levels. Specifically, private school teachers had higher levels of job satisfaction than public school teachers.