Abstract
Sociocultural
theories
and
Indigenous
epistemologies
inform
approaches
to
teaching
learning
with
K‐12
multilingual
learners
students
in
the
United
States,
center
instruction
cultural
linguistic
identities
of
children
their
communities.
Teacher
preparation
programs
often
incorporate
readings
opportunities
for
dialogue
around
these
sociocultural
concepts,
theories,
instructional
approaches.
However,
without
implementation,
it
is
difficult
know
how
fully
practices
are
taken
up
classrooms.
Challenges
bridging
theory
into
practice
include
teacher
autonomy,
agency,
practice.
With
decades
research
that
support
use
inquiry
general,
collaborative
sustained
particular,
a
gap
remains
what
happens
when
used
teachers
(MLLs)
unique
contexts.
Using
multi‐case
study
methodology,
this
examines
in‐service
learners,
including
Alaska
Native
students,
reflect
on
asset‐based
within
cycles
inquiry.
Findings
indicate
communities
relational
trust
can
create
spaces
take
practices,
grow
bridge
divide.
Pengabdian Jurnal Abdimas,
Год журнала:
2023,
Номер
1(2), С. 66 - 74
Опубликована: Июнь 29, 2023
Background.
Professional
Madrasah
Principals
in
the
new
paradigm
of
education
management
will
have
a
positive
impact
and
fundamental
changes
reform
system
Madrasas.
Purpose.
This
quantitative
study
In
addition
to
this,
becoming
professional
headmaster
needs
start
with
appointment
as
well.
Method.
uses
qualitative
descriptive
approach,
namely
research
procedures
that
produce
data
descriptions
form
words,
spoken,
or
person's
behavior.
Results.
The
result
is
professionalism
has
good
performance,
so
competence
principal
here
very
improving
teacher
performance
professionalism.
a)
Creating
program
involving
all
school
members
leadership
human
resources
beings
who
need
be
respected..
b)
achieving
school's
vision
mission,
MI
Al-Ma'arif
Bojongsari
delegated
authority
teachers
administrative
staff
mirror
modified
leadership.
c)
pedagogic
teachers,
Conclusion.
efforts
made
by
are
realized
work
profession
improved.
Efforts
competence,
following
been
implemented
school.
Teaching and Teacher Education,
Год журнала:
2023,
Номер
125, С. 104063 - 104063
Опубликована: Фев. 8, 2023
Teachers'
job
demands
and
resources
can
have
a
crucial
impact
on
school's
ability
to
retain
teachers.
Analyses
of
Talis
2018
data
from
24
European
countries
using
the
Job
Demands
Resources
model
showed
that
safe
school
climate,
collaborative
participative
culture
were
main
resources,
whereas
feelings
distress
perceived
barriers
for
professional
development
demands.
Findings
similar
teachers
at
different
stages
in
their
careers,
but
differed
satisfaction
with
school,
career
choice
teaching
profession
general.
Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras,
Год журнала:
2023,
Номер
unknown
Опубликована: Дек. 22, 2023
The
effectiveness
of
pedagogical
approaches
to
teaching
English
as
a
foreign
language
(EFL)
can
be
enhanced
by
ensuring
that
teachers
are
in
psychologically
sound
state,
allowing
them
upgrade
their
professional
skills.
Emotional
regulation
(ER)
is
acknowledged
key
factor
enhancing
one’s
capabilities.
However,
research
this
area
notably
underdeveloped.
Therefore,
study
aims
investigate
the
utilization
level
and
impact
ER
strategies
on
EFL
teachers’
development
Chinese
higher
educational
institutions.
used
survey
approach,
employing
questionnaires
primary
means
data
collection.
was
then
analysed
through
structural
equation
modelling
descriptive
statistical
approach.
findings
provide
evidence
effectively
employ
various
navigate
challenges
inherent
classroom,
underscoring
adaptability
resilience.
Moreover,
identified
significant
relationship
between
use
development.
These
highlight
essential
role
emotional
journeys
educators
underscore
importance
integrating
training
into
teacher
programs.
FUNDING
INFORMATION.
This
supported
Education
Teaching
Research
Project
Henan
Province,
China
(Grant
No.
2022SYJXLX051),
International
Cooperation
Exchange
Division,
Ministry
Education,
China.
(2023)
156).
IJORER International Journal of Recent Educational Research,
Год журнала:
2025,
Номер
6(2), С. 531 - 543
Опубликована: Март 30, 2025
Objective:
This
study
examines
teachers'
professional
performance
in
more
depth
through
interest
development
the
era
of
technological
advancement.
Method:
The
research
approach
uses
a
mixed-method
design
with
an
explanatory
method.
population
this
were
teachers
Teacher
Professional
Education
(TPE)
at
Halu
Oleo
University.
number
respondents
was
340
people.
data
collection
process
used
questionnaires,
discussion
forums,
and
documents.
Results:
results
indicate
that
1)
clarity
structure
aspects
require
improvement
ability
to
develop
teaching
combines
material
content
relevant
character
values
in
digital
era,
2)
practical
relevance
aspect
requires
skills
combine
student
learning
experiences
objectives,
3)
cognitive
activation
has
been
carried
out
by
well
periodic
evaluations,
4)
collaboration
needs
be
improved
so
problems
faced
each
teacher
have
varied
input
for
resolution.
From
findings,
it
can
concluded
affected
quality
teaching.
However,
is
essential
achieving
educational
because,
development,
make
various
efforts
improve
their
or
competencies
carry
tasks.
Novelty:
findings
show
novelty
contributes
understanding
knowledge
about
interesting
as
most
important
part
improving
Two
points
are
self-reflection
self-competence.
Improvement
must
developing
science
technology
utilize
resource.
Social Sciences & Humanities Open,
Год журнала:
2024,
Номер
9, С. 100884 - 100884
Опубликована: Янв. 1, 2024
Education
in
the
digital
era
requires
a
holistic
and
innovative
approach
to
ensure
that
learning
is
not
only
effective
but
also
relevant
demands
of
times.
This
study
aims
identify
interaction
effect
between
instructional
leadership,
organizational
culture,
student
independence
on
passion-based
learning,
teacher
creativity,
skills
era.
research
was
approached
with
quantitative
approach,
using
Structural
Equation
Modeling
method.
The
respondents
were
principals
teachers
senior
high
schools
totaling
270
respondents.
stages
analysis
included
exploratory
factor
analysis,
normality
outlier
tests,
confirmatory
hypothesis
testing
help
SPSS
AMOS
software.
results
showed
three
main
elements
mentioned
significantly
influenced
creativity
skills.
means
order
improve
students'
era,
it
important
encourage
integration
leadership
practices,
creation
conducive
independence,
stimulate
which
can
further
Journal of Information Technology Education Innovations in Practice,
Год журнала:
2024,
Номер
23, С. 001 - 001
Опубликована: Янв. 1, 2024
Aim/Purpose:
This
mixed-methods
study
aims
to
examine
factors
influencing
academicians’
intentions
continue
using
AI-based
chatbots
by
integrating
the
Task-Technology
Fit
(TTF)
model
and
social
network
characteristics.
Background:
AI-powered
are
gaining
popularity
across
industries,
including
academia.
However,
empirical
research
on
adoption
behavior
is
limited.
proposes
an
integrated
incorporating
TTF
characteristics
like
density,
homophily,
connectedness
understand
academics’
continuance
intentions.
Methodology:
A
qualitative
involving
31
interviews
of
academics
from
India
examined
attitudes
potential
role
in
adoption.
Results
showed
positive
sentiment
towards
themes
how
peer
groups
accelerate
diffusion.
In
second
phase,
a
survey
448
faculty
members
prominent
Indian
universities
was
conducted
test
proposed
model.
Contribution:
The
validates
that
influence
continued
usage
toward
AI
chatbots.
It
highlights
nuanced
networks
shaping
Findings:
Task
technology
positively
affected
chatbot
usage.
Among
factors,
density
strongest
effect
perceived
usefulness,
while
homophily
had
partial
effects.
provides
insights
into
designing
appropriate
tools
for
academic
context.
Recommendations
Practitioners:
designers
should
focus
aligning
features
task
needs
preferences.
Compatibility
with
work
culture
critical.
Given
influences,
training
demonstrations
user
can
enhance
Platforms
have
capabilities
collaborative
use.
Targeted
messaging
customized
disciplines
resonate
better
subgroups.
Multidisciplinary
influencers
be
engaged.
Concerns
plagiarism
risks,
privacy,
job
impacts
transparently
addressed.
Recommendation
Researchers:
More
studies
needed
subfields
requirements
barriers.
Further
recommended
investigate
differences
demographics,
relative
effects
specific
size,
proximity,
frequency
interaction,
leadership
institutional
policies
enabling
adoption,
biases
impact
usefulness
perceptions
ethical
issues.
Impact
Society:
Increased
productivity
academia
through
use
quality,
access,
equity
education.
assist
mundane
tasks,
freeing
time
higher-order
objectives
critical
thinking
development.
Responsible
design
considering
socio-cultural
aspects
will
benefit
sustainable
growth.
With
careful
implementation,
it
make
student
engagement,
learning
support,
efficiency.
Future
Research:
Conduct
longitudinal
long-term
Track
behaviors
over
as
familiarity
develops.
Investigate
roles.
Requirements
may
vary
humanities
versus
STEM
or
undergraduate
graduate
students.
Assess
trust
evolves
repeated
usage,
trust-building
strategies.
Develop
frameworks
assess
pedagogical
effectiveness
risks
conversational
agents
contexts.
Frontiers in Education,
Год журнала:
2025,
Номер
10
Опубликована: Фев. 5, 2025
This
study
explores
the
relationships
between
Principal’s
Leadership,
School
Management
Practices,
Teacher
Motivation,
and
Performance.
uses
a
quantitative
methodology
takes
form
of
questionnaires
as
data
collection
instrument.
The
teacher
served
focus
this
investigation,
while
leadership
administration
skills
junior
high
school
principals
study’s
target.
employed
using
Smart
Partial
Least
Squares
(PLS)
to
analyze
how
these
factors
interact
influence
educational
outcomes.
research
PLS
model
evaluate
complex
variables,
highlighting
significant
roles
management
in
shaping
effectiveness
overall
performance.
findings
reveal
that
Leadership
significantly
enhances
both
Motivation
Performance,
underscoring
critical
role
effective
inspiring
improving
In
contrast,
Practices
were
found
impact
Performance
but
did
not
affect
suggesting
practices
alone
may
be
insufficient
boost
motivation
levels
among
teachers.
was
identified
key
driver
emphasizing
motivated
teachers
are
more
likely
perform
at
higher
levels.
advocates
for
comprehensive
approach
integrates
strong
leadership,
practices,
targeted
strategies
enhance
provides
valuable
insights
guidance
educators
administrators
aiming
foster
productive
environment.
