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This study aimed to examine the awareness and performance of pre-service teachers in Taiwan regarding the Sustainable Development Goals (SDGs). A mixed-methods research approach was employed, utilizing a questionnaire survey to obtain quantitative data on pre-service teachers’ perceived importance of and performance on SDGs. Qualitative data were supplemented through interviews with professors and pre-service teachers at a university that incorporated SDGs into its pre-service teacher education courses. The findings revealed that pre-service teachers perform best in “Quality Education” and “Gender Equality.” Men with STEM(Science, Technology, Engineering, Mathematics) fields demonstrated higher levels of awareness of sustainable development, and pre-service teachers majoring in STEM fields outperformed those in non-STEM fields in SDGs performance. Pre-service teachers identified “Good Health & Well-being,”“Life below Water,” and “Life on Land” as the indicators in most urgent need of improvement. Integrating the SDGs into teacher education programs can assist pre-service teachers in enhancing their awareness and performance regarding various SDG indicators.

This study conducts a bibliometric analysis using the Web of Science database on 1,950 articles published in the journal Mindfulness from 2012 to 2022. By constructing a knowledge graph, the research delineates the evolution, stages of development, and emerging trends in the field of mindfulness. Significant growth in the annual publication volume has been observed since 2012, with the research progression segmented into three distinct phases. The United States has emerged as a pivotal contributor to the field, dominating in terms of publication volume, researcher involvement, and institutional contributions. Through the application of keyword co-occurrence and reference co-citation analysis, five principal clusters were identified, focusing on mindfulness, meditation, depression, stress, and self-compassion, underscoring these as focal research areas. Furthermore, the exploration of mindfulness within the educational sphere in Taiwan is still nascent, signaling a critical need for bolstered research support in diverse thematic domains.

This study used bibliographic data from Web of Science and employed various bibliometric analysis tools to present a systematic review of ethical leadership research from a board perspective. Theoretical evolutions underpinning how ethical leaders influence their followers are also detailed. Results identify the key documents, frequent keywords, and the most used theories in the field of ethical leadership. Results show that not only are there few newcomers to the field, the knowledge on ethical leadership, dominated by a minority few, has not diffused to a broader community. Results also show that although the focus of ethical leadership research in recent years shifted to employee creativity and knowledge sharing, the theories applied in the investigations remain the dominant social exchange theory and social learning theory. The results provide useful references for future studies, avoiding repetitive research while identifying possible knowledge gaps.

All countries in the world are currently trying to implement educational reform, which increases the additional workload of teachers. It is more important to discuss how to inspire teachers’ enthusiasm for educational reform from the perspective of organizational support (OS). Previous research on OS was limited to perceived organizational support (POS), but in recent years group-level OS has been considered the most promising. There is no study comparing POS and group-level OS in education, and therefore this study explored the relationships between OS, job engagement (JE) and organizational citizenship behavior (OCB) in an educational context. In particular, OS was examined at the individual-level (POS) and the aggregated group-level (school organizational support, SOS). Analysis was performed using structural equation modeling (SEM) at both single and multiple levels. SEM results showed direct and positive relationships of individual-level POS with both JE and OCB. Moreover, JE is directly and positively related to OCB and plays the partial mediating role of the indirect and positive impact of POS on OCB. Multilevel structural equation modeling (MSEM) analysis revealed direct and positive relationships of SOS with teachers’ JE, which was directly and positively related to their OCB. While SOS had no significant positive relationship with OCB, it did have a positive impact on OCB through the mediation of JE. Comparison between SEM and MSEM results revealed the change in effect of OS on OCB from significant to insignificant, thus implying full mediation effect of JE when SOS is considered.

On the basis of the Conservation of Resource (COR) theory and using the Job Demands-Resources (JD-R) model, this study examines the relationships among job demands and job resources of online teaching (JD-OT and JR-OT), perceived instructional efficacy of OT (PIE-OT), mindfulness in teaching (MiT), and emotional exhaustion (EE) to understand the psychological stress experienced by teachers engaged in OT and how mindfulness has moderating effects on relieving anxiety and preventing burnout. A total of 476 teachers with OT experience completed online a self-report survey with items adapted from related scales. The hypotheses were validated using structural equation modeling. Causal relationships were assessed using path analysis, and multi-group analysis was performed to examine the moderating effect of MiT. JD-OT has significant and negative impact on PIE-OT, JR-OT has significant and positive impact on PIE-OT, and PIE-OT has significant and negative impact on EE. Moreover, PIE-OT mediates the positive relationship of JD-OT with EE and the negative relationship of JR-OT with EE. The moderating role of MiT in the relationship of JD-OT and JR-OT with PIE-OT was also validated. In OT work environments, teachers have great need and desire for JR, which can have a positive impact on PIE. Mindfulness training contributes to improving OT efficacy and reducing EE. Enhancing teachers’ MiT enables them to deal with demands from work and their superiors and motivates them to respond with ease to the stressful external environment.

Purpose: This study examined the impact of school leadership on teacher professional collaboration, with collective teacher innovativeness and teacher self-efficacy (TSE) playing the mediating role. Two most commonly used leadership styles, instructional leadership (IL) and distributed leadership (DL), were analyzed using a multilevel design, i.e. teachers are nested within schools. Design/methodology/approach: The proposed model was validated using data of Taiwan TALIS 2018 collected from both teachers and principals and analyzed using hierarchical linear modeling. Findings: Results showed that IL and DL influence teacher professional collaboration through different paths. IL had a significant direct impact on teacher professional collaboration alone, while DL had a significant direct impact on both teachers' collective innovativeness and their professional collaboration. While TSE had a direct effect on collective teacher innovativeness, TSE and collective teacher innovativeness had a direct effect on teacher professional collaboration. Originality/value: This study highlights the significant impact of principal leadership as both principals and teachers work in the same environment and culture co-shaped through the interaction and collaboration. Research evidence regarding the effects of IL and DL on teacher professional collaboration is limited; this is even less evidential when the indirect effects of variables mediating between school leadership and teacher outcomes, including teacher collective innovativeness and TSE, are added to the total effects. The present findings provide useful references for principals and teachers when promoting professional collaboration to achieve desired outcomes in school and student improvement.

This study aims to explore whether teachers' voice behavior is triggered by the leadership of the principal or the teachers themselves. Two conceptual frameworks are proposed to guide this research. In addition, the current study analyzes separately two dimensions of teachers' voice behavior, namely, promotive voice and prohibitive voice. Data collected from 884 teachers in Taiwan were analyzed to test the moderated mediation model. Results of the first conceptual framework revealed that under identity leadership, teacher agency moderated significantly the relationship of psychological empowerment with prohibitive voice, but not significantly with promotive voice. Findings of the second conceptual framework confirmed that under teacher agency, identity leadership did not significantly moderate the relationships of psychological empowerment with promotive voice and prohibitive voice. Most important, this study discovered that teacher agency is the main trigger for teachers exhibiting promotive and prohibitive voice behaviors. Finally, implications and limitations of this study are presented.

This study explores the effect of student-perceived teacher authentic leadership on students' creative self-efficacy, and the manner in which state mindfulness mediates the relationship. We tested the conceptual model using structural equation modeling (SEM) of data collected from 479 students of art-talent classes in Taiwan. The results revealed that student-perceived teacher authentic leadership and students' state mindfulness positively predict their creative self-efficacy. Students' state mindfulness plays a mediating role between perceived teacher authentic leadership and students' creative self-efficacy. Discussion and implications of the results are presented. [ABSTRACT FROM AUTHOR]

This study aimed to examine the mediating effects of teacher professional community on the relationship between perceived instructional leadership and teacher self-efficacy of online teaching in Taiwan. Data were collected from elementary and middle school teachers via an online survey using a questionnaire designed with well-developed scales. Analysis showed that perceived instructional leadership has no direct effect on teacher self-efficacy and that teacher professional community mediates fully the relationship between perceived instructional leadership and teacher self-efficacy. Among the four teacher professional community components examined, shared norms showed the most significant mediating effect. Results also revealed no significant difference in the relationships between variables across teachers in elementary and middle schools. Implications for school leadership and teacher learning are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this qualitative study is to present and shape successful indigenous school principal leadership in Taiwan. We focus particularly on a principal's attitudes to change, how this influences principal leadership practice and ultimately its contribution to improving school performance. The study captures and analyzes opinions of the stakeholders of an indigenous school on principal leadership to understand how the principal leads the school to successful transformation. The results show that indigenous principal leadership emphasizes harmonious collective relationships, equality of power, spiritual satisfaction and collectivism. The ancestral soul is especially rooted in the principal's philosophy and values, such that the principal makes good use of the blood ties between schools and tribes, and creates a community of a shared future, facing difficulties together. The findings contribute to the body of knowledge on shaping successful indigenous school principal leadership, which transforms the internal and external environmental factors into the forces for successful school change and benefits the stakeholders. [ABSTRACT FROM AUTHOR]

This study explores the impact of principals' spiritual leadership on teachers' organizational commitment (OC) and psychological capital (PsyCap) in a high-school environment. We tested the conceptual model using structural equation modeling (SEM) of data collected from a sample of 803 high-school teachers in Taiwan. The results revealed that principals' spiritual leadership had significant and positive impact on teachers' PsyCap and that teachers' PsyCap enhanced their OC. However, principals' spiritual leadership had no direct effect on teachers' OC. Teachers' PsyCap was found to mediate fully the impact of principals' spiritual leadership on OC. Discussion and implications of the results are presented. [ABSTRACT FROM AUTHOR]

This study adopts the framework of transformative curriculum leadership theory, focused on one privatized school, the KIST (KIPP Inspired Schools in Taiwan) school, as a case study. The authors mainly utilize interview methods to explore the practices of principals' transformative curriculum leadership in the KIST school, and find that the case of school principal leadership successfully integrates the interactions from the school autonomy, the local educational authority, and the private foundation into a driving force to develop a new educational model. Such results not only restructure the subjectivity of school education, but also effectively provide the reference framework for policy correction and solutions to the contemporary problems of rural education. [ABSTRACT FROM AUTHOR]

The purpose of this study is to analyze the content, current situation, and development of the research on leadership and management in the fire service in recent years. The journal articles, research reports and school publications on leadership and management in the fire service from 2000 to 2018 were explored and analyzed in this paper. To begin with, content analysis is used to discuss the meaning and development of leadership and management in the fire service. Then, we collect 24 journal articles, research reports, and school publications to explore the content, current situation, and development of leadership and management in the fire service by different scope of time, themes, methods, and purpose orientation of related researches. Finally, based on a systematic review of research on leadership and management in the fire service, the results of the analysis yield the conclusions. Findings are as follows: (1) The number of studies related to the academic research needs of fire organizations has increased year by year. (2) The research topics are biased towards organizational leadership and management, with few other topics. (3) The questionnaire research method is used in most of the researches. (4) The research purpose orientation biases the relationship exploration and model construction, but the current situation description, theoretical exploration, and verification research are sparse. [ABSTRACT FROM AUTHOR]

本研究旨在瞭解在COVID-19線上教學期間教師情緒勞務中的淺層展現與深層展現對自我效能感的影響，並檢視教學正念於淺層展現與深層展現對自我效能感影響關係的調節效果。研究方法為問卷調查法，研究對象為於新冠疫情期間具線上教學經驗之臺灣國小教師，有效樣本為644份。研究使用多元迴歸分析進行假設檢驗。研究結果發現，因COVID-19疫情採線上教學期間，教師淺層展現程度愈高，則自我效能感愈低；教師深層展現程度愈高，則自我效能感愈高，本研究進一步發現教學正念對深層展現影響自我效能感的加乘效果不顯著、正念程度高的教師在進行淺層展現時對自我效能感的降低程度與正念程度低的教師無顯著差異。本研究建議學校聘請專家進行教師情緒調控之培訓課或鼓勵教師參與相關研習課程，多採深層展現進行教學，提升教師自我效能感。 Introduction Following its outbreak in 2019, the COVID-19 pandemic caused a considerable shift in work patterns across multiple industries. Taiwan continued education through online platforms, maintaining a “no suspension of classes” approach to ensure uninterrupted teaching and student learning. However, this transition imposed challenges on teachers, many of whom faced substantial stress and anxiety due to the demands of online teaching. Accordingly, this study focused on emotional labor, specifically surface acting and deep acting, as antecedent variables. During online teaching, teachers must maintain a strong belief in and enthusiasm for teaching to effectively foster student engagement and learning outcomes. The present study selected teacher self-efficacy as its outcome variable and explored the effects of surface acting and deep acting on teacher self-efficacy in the context of online teaching. The relevant literature suggests that mindfulness in teaching can enhance the effectiveness of teaching strategies and mitigate emotional exhaustion in teachers, thereby warranting its inclusion as a moderating variable in this study. Relevant studies have indicated that surface acting in emotional labor diminishes individual well-being and lowers self-efficacy, whereas deep acting enhances individual well-being and increases self-efficacy. Furthermore, deep acting positively predicts classroom management self-efficacy, whereas surface acting negatively affects such self-efficacy. However, these findings are based on traditional face-to-face teaching methods and lack support from empirical research regarding the relationships among teachers’ surface acting, deep acting, and self-efficacy during the online teaching period prompted by the COVID-19 pandemic in Taiwan. Additionally, understanding of the moderating role of teaching mindfulness in the relationships among surface acting, deep acting, and teacher self-efficacy remains limited. Accordingly, this study aimed to determine (1) how teacher surface acting and deep acting influence teacher self-efficacy in the context of online teaching during the COVID-19 pandemic and (2) the moderating role of teaching mindfulness in the relationships among teacher surface acting, deep acting, and self-efficacy. Research Purpose This study examined how teacher emotional labor affected teacher self-efficacy during the online teaching period prompted by the COVID-19 pandemic in Taiwan and investigated the moderating role of teaching mindfulness in the relationship between teacher emotional labor and self-efficacy. The aim of this study was to clarify the differential effects of surface acting and deep acting on teacher self-efficacy in the context of online teaching. The results of this study are expected to contribute to practical implications for teaching and to suggest timely support and assistance for teachers engaged in online teaching in order to enhance overall teaching effectiveness within school organizations. Data Collection The present research methodology conducted a questionnaire survey targeting primary school teachers in Taiwan with experience of online teaching during the COVID-19 pandemic period. A total of 644 valid responses were collected. The study utilized an English scale from an internationally published journal. To ensure conceptual validity and to avoid any loss of meaning due to translation, a back-translation process was employed. In addition, adjustments were made to some wordings to suit the context of online teaching during the COVID-19 pandemic, and relevant explanations were added accordingly. This study employed the emotional labor scale developed by Diefendorff et al. (2005) to assess teacher surface acting and deep acting during online teaching in the pandemic period. The measurement tool for surface acting consisted of seven items, whereas the measurement tool for deep acting consisted of four items. The Teacher Self-Efficacy Scale developed by Tschannen-Moran and Hoy (2001) was employed to assess self-efficacy among teachers engaged in online teaching. This scale contains three dimensions— namely “Teaching Strategies” (four items), “Classroom Management” (four items), and “Student Engagement” (four items)— yielding a total of 12 items. The Mindfulness in Teaching Scale developed by Frank et al. (2016) was employed to assess teacher mindfulness. This scale comprises eight items across two dimensions: “Intrapersonal Mindfulness” (six items) and “Interpersonal Mindfulness” (two items). Data Analysis IBM SPSS Statistics version 20.0 was used to perform quantitative statistical analysis of the survey data. The data analysis methods utilized in this study included descriptive statistics, Pearson correlation, and multiple regression analysis. Multiple regression analysis was employed to examine how surface acting and deep acting influenced teacher self-efficacy and to investigate the moderating effects of teaching mindfulness. Results The study results revealed that during the period of online teaching prompted by the COVID-19 pandemic, higher levels of surface acting among teachers were associated with lower self-efficacy, whereas higher levels of deep acting were associated with higher self-efficacy. Furthermore, the moderating effect of teaching mindfulness on the relationship between deep acting and self-efficacy was not significant. Finally, no significant difference was found in the reduction of self-efficacy between teachers with high levels of mindfulness who engaged in surface acting and those with low levels of mindfulness. Recommendations At the school level, organizational culture can substantially affect teachers’ emotional labor. Organizations can enhance the substance of a teacher’s job structure while fostering a school culture based on mutual trust and support. These actions are particularly crucial in the context of online teaching, where support for teachers’ instructional efforts is even more essential. Hiring experts to conduct training or relevant workshops related to emotional regulation for teachers can empower educators to apply their professional knowledge to develop personalized emotional expression skills. Such skill development can, in turn, improve teachers’ foundational ability to control their emotions and thus align with external expectations regarding their educational goals. In the context of online teaching, supporting teachers in managing their emotions appropriately and effectively by using emotional labor strategies is crucial for enhancing the effectiveness of online teaching. Suggestions for Future Research Future research should incorporate genuine emotional expression into strategies for emotional labor. Although this study analyzed only teachers from primary schools in Taiwan, it did not specifically analyze numbers of teachers in different regions. Accordingly, future research could investigate the distribution of teachers on the basis of the geographical locations of the primary schools where they teach. Because teachers are embedded within schools and because each school may have unique resources and methods of supporting online teaching, teachers from a single school often share certain common traits. Future research could utilize hierarchical linear modeling to explore relationships among variables at different levels. Finally, this study employed a quantitative research approach, and the self-reported data obtained limited the in-depth understanding of the participants’ performance in emotional labor and self-efficacy. Accordingly, future research is recommended to employ qualitative methods, such as interviews, to collect data and verify the authenticity of self-reported information.

偏遠地區教育為我國近年教育政策發展之重點，但其中關乎偏遠地區國中小畢業生升學的家長學校選擇因素長期受到忽視，與此相關的家長教育期望、家長參與學校教育亦鮮有深入之研究。因此，本研究乃分析國中小畢業生跨區升學比率，以及家長教育期望、參與學校教育及學校選擇因素的現況與彼此關係，並探討學校層級、偏遠級別、家庭社經所造成的差 異，以及原區升學家長與跨區升學家長在學校選擇因素上的差異。本量化研究以臺灣偏遠地區國中小畢業生家長為研究對象，採用問卷調查法，最後回收有效問卷2,047份。依分析結果歸納結論如下：一、跨區升學比率方面，國中生顯著高於國小生、特偏與極偏國中生顯著高於偏遠、高家庭社經國小生顯著高於低家庭社經；二、家長教育期望方面，國小家長顯著稍 高於國中家長、高家庭社經國小家長顯著高於低家庭社經；三、家長參與學校教育方面，國小家長顯著高於國中家長、愈偏遠的國中小家長有愈高的參與、高家庭社經國中家長顯著高於低家庭社經；四、國中小畢業生家長學校選擇因素中，以「設備環境」最受重視，其次是「教師素質」；五、家長教育期望對參與學校教育具有顯著正向中低度直接影響作用，且對學校選擇因素具有顯著正向直接與間接影響作用；六、原區升學家長相較於跨區升學家長更重視「交通便利」，而跨區升學家長更重視「福利補助」。 Research Motivation and Purpose Rural education has been emphasized during the development of Taiwan’s education-related policies since 2017 recent years. However, the factors influencing parental choices of schools for children graduating from junior high or elementary schools in remote areas remain underexplored. Moreover, in-depth studies on parental educational expectations and involvement in school education are limited. Therefore, this study was conducted to estimate the cross-district enrollment rate of junior high and elementary school graduates. Furthermore, the correlations between parental educational expectations, parental involvement in school education, and factors influencing their school choice were investigated. We also assessed the disparities arising from factors such as school tier, remoteness level, and family socioeconomic status and the differences in factors influencing school choice between parents enrolling their children in schools within their original district and those enrolling their children in schools outside their district. Literature Review Students from remote areas often encounter unfavorable conditions during school selection; this often results in their enrollment in schools outside their district (Lin, 2012). Parsons et al. (2000) conducted a case study on the situation of UK students attending schools outside their district and revealed that cross-district enrollment was most pronounced in rural areas, moderately remote suburbs, and nonremote urban areas, with the rural regions experiencing the most substantial impact. This underscores the fact that a considerable number of students from remote areas choose to attend schools outside their district, which potentially leads to the problem of student attrition. Understanding the cross-district transition of students from remote areas and the factors affecting parental school choices can guide future education policies for remote areas. Apart from school choice, parental educational expectations is strongly correlated with children’s learning (Fan & Chen, 2001; Pinquart & Ebeling, 2020). Studies have reported disparities in parental children’s perspectives regarding their children’s educational expectations, particularly among parents with varying socioeconomic backgrounds and remoteness levels (Yulianti et al., 2019). Parents in areas with higher remoteness levels tend to have lower expectations for their children’s education attainment and participation (Byun et al., 2012). The importance of parental involvement in school education is often studied because of its significant effects on student learning (Hill & Tyson, 2009; Keith et al., 1998). These research perspectives (Byun et al., 2012; Fan & Chen, 2001; Hill & Tyson, 2009; Keith et al., 1998; Pinquart & Ebeling, 2020; Yulianti et al., 2019) indicate that studies on parental educational expectations and involvement in school education in remote areas should not be overlooked. Therefore, this study was conducted using parental educational expectations and involvement as related research variables. Studies on the interrelationship between variables have reported a significant correlation between parental educational expectations and parental involvement in school education (Castro et al., 2015; Froiland et al., 2013; Goodall, 2018; Jeynes, 2022). Furthermore, the influence of parental educational expectations on parental involvement was demonstrated to be consistently high across students stratified by such as age, ethnicity, sex, academic achievement, and subject preferences (Jeynes, 2022). Some studies have also suggested that students often consider parental expectations in their decision-making process for school selection (Boerchi, 2020; Martinez et al., 1995). This finding suggests that parental educational expectations influence school selection to some extent. Regarding the effects of parental involvement in school education on school selection, Cox and Witko (2008) and McGinn and Ben-Porath (2014) did not report any correlation between parental involvement and school choice; however, their research samples mainly comprised parents from general or metropolitan areas and might not have represented parents in remote areas. By contrast, Goldring and Phillips (2008) indicated that parental involvement in schools is a key indicator of school choice. Methods We conducted a questionnaire survey among parents whose children had graduated from junior high or elementary schools in remote areas of Taiwan in 2021. A total of 2,047 valid questionnaires were obtained. The collected data were statistically analyzed through one-way analysis of variance and repeated-measures analysis of variance by using IBM SPSS software. Furthermore, structural equation modeling was performed and the multiple indicators multiple causes model was used for data analysis; for this, we used Muthén & Muthén Mplus. Results and Conclusion The study findings were as follows: 1. The cross-district enrollment rate of junior high school graduates (47%) was significantly higher than that of elementary school graduates (28%). The rate was significantly higher for graduates from extremely and moderately remote areas (60% and 58%, respectively) than for those from remote areas (44%). Additionally, the rate was significantly higher for elementary school graduates with a high socioeconomic status (30%) than for those with a low socioeconomic status (19%); this finding indicates that students who opted to stay in their original school district may not do so voluntarily but may be influenced by the limitations arising from their family’s socioeconomic status. 2. Parents of graduates from both elementary and junior high schools in remote areas had high expectations for their children’s education. However, parents of elementary school graduates had significantly higher expectations than did those of junior high school graduates. Moreover, parents of elementary school graduates with a high socioeconomic status had significantly higher education expectations than did those of elementary school graduates with a low socioeconomic status. 3. Parents of primary school graduates in remote areas exhibited significantly higher levels of involvement in school education than did those of junior high school graduates. Additionally, parents of primary school graduates in extremely remote areas exhibited significantly higher levels of involvement than did their counterparts from moderately remote and remote areas. Similarly, parents from extremely remote areas exhibited higher levels of involvement than those in remote areas. This trend suggests that the more remote the school is, the higher is the level of parental involvement in primary education. This trend was also observed for parents of junior high school students. Furthermore, parents of graduates with a high socioeconomic status exhibited significantly higher levels of involvement in school education than did those of graduates with a low socioeconomic status. 4. The most important factor influencing school choice for parents of both junior high school and elementary school graduates was facilities, followed by teacher quality. 5. The educational expectations of the parents of junior high school graduates in remote areas exerted a significant, positive, and moderate direct effect on parental involvement in school education. These expectations exerted a significant indirect effect on various factors influencing school choice; this effect was mediated through parental involvement in school education and varied across factors influencing school choice. Parents of students who remained in their original district placed significantly more importance on the factor convenient transportation than did those of students who attended school in a cross-district. Conversely, parents of students who attended school in a cross-district placed more importance on welfare subsidies than did those of students remained in their original district.