Perceived School Climate Support Moderates the Relationship Between Teachers’ Growth Mindset and Work Engagement DOI Creative Commons

Kai Zhang,

Jing Wu

Education Sciences, Год журнала: 2024, Номер 14(12), С. 1283 - 1283

Опубликована: Ноя. 23, 2024

This study examines how perceived school climate support moderates the relationship between teachers’ growth mindset and work engagement. A sample of 353 teachers (56% females) from Shanghai City, China, completed Growth Mindset Inventory (GMI) Utrecht Work Engagement Scale (UWES) to evaluate their engagement levels, respectively. The School Environment (SES) was used measure across five dimensions: collaboration, student relations, decision-making, instructional innovation resources. Hierarchical regression analyses were employed examine moderating effects each dimension on a results indicated that (1) positive predictor engagement, suggesting who view abilities as developable are more engaged in professional roles, (2) all dimensions significantly positively moderated this relationship, enhances impact These findings underscore importance targeted environmental factors maximizing benefits interventions among teachers, thereby providing actionable insights for educational leaders improve teacher through focused enhancements.

Язык: Английский

Fostering a productive educational environment: the roles of leadership, management practices, and teacher motivation DOI Creative Commons

Sariakin Sariakin,

Manovri Yeni, M Usman

и другие.

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.

Язык: Английский

Процитировано

0

Investigating factors affecting teachers’ instructional practices: Evidence from TALIS 2018 Turkish data DOI
Ayşegül Altun,

Esra Kuduz,

İrem Nur Akkan

и другие.

International Journal of Educational Research, Год журнала: 2025, Номер 130, С. 102557 - 102557

Опубликована: Янв. 1, 2025

Язык: Английский

Процитировано

0

School Psychologists as Mental Health Service Providers: Perspectives Related to Barriers and Facilitators of Mental Health Service Provision DOI

Elizabeth C. McPherson,

Elizabeth L. W. McKenney, Heather E. Ormiston

и другие.

School Mental Health, Год журнала: 2025, Номер unknown

Опубликована: Март 21, 2025

Язык: Английский

Процитировано

0

Roli i aktiveve profesionale në arsimin fillor në ngritjen e cilësisë në mësimdhënie DOI Open Access

Lirije Beqiri

Kërkime Pedagogjike, Год журнала: 2025, Номер 3, С. 125 - 156

Опубликована: Март 25, 2025

Ky hulumtim paraqet sistemin e funksionimit të aktiveve profesionale (departamenteve) në shkolla. Fokusi i hulumtimit është organizimin, detyrat dhe përgjegjësitë arsimit fillor. Qëllimi ofrojmë një analizë detajuar mbi funksionimin arsimin fillor vlerësojmë kontributin tyre ngritjen cilësisë mësimdhënie. Popullatën përbëjnë drejtorët mësimdhënësit, ndërsa për mostër kemi përzgjedhur drejtorë mësimdhënës Meqë aktivet janë përfshirë gjithë mësimdhënësit fillor, klasave 1-5, cilët grupuar sipas rolit që kanë profesionale, si kryesues apo anëtarë aktivit përkatës. Kjo ofron pasqyrë plotë praktikat, sfidat mundësitë lidhen me ndikimin Për mbledhur dhëna lidhur përvojat perceptimet pjesëmarrësve rolin cilësinë procesit mësimor, realizuam intervista shkollave, pyetësorë vëzhgime takimet profesionale. Me qëllim analize gjithëpërfshirëse dhënave cilësore sasiore, rezultatet analizuam dy forma: përmes metodës së kategorizimit programit statistikor SPSS. Të dhënat tregojnë se luajnë rol kyç sigurimin shkollë. Kontributi më dukshëm planifikimin përzgjedhjen burimeve materialeve mësimore, aktiviteteve ndryshme nxënës lidhura ngushtë festat data rëndësishme kombëtare ndërkombëtare.

Процитировано

0

Educational learning lab supporting innovation adoption in vocational education DOI Creative Commons
Terje Väljataga, Meril Ümarik, Krista Loogma

и другие.

Frontiers in Education, Год журнала: 2025, Номер 10

Опубликована: Апрель 1, 2025

This article explores the implementation and sustainability of innovative educational practices in a joint collaborative research project involving Estonia Lithuania. Four interventions following Educational Learning Lab approach were designed to counteract drop-out from vocational education training for young people at risk social exclusion. The study investigates conditions teachers' knowledge appropriation leading sustainable innovation empowerment vulnerable students. Through applying Knowledge Appropriation Model design intervention cases, data collection analyses, discusses how maturation, scaffolding, emerged during Labs.

Язык: Английский

Процитировано

0

Enhancing teacher collaboration for technology integration: the impact of transformational leadership DOI Creative Commons
Maria-Luisa Schmitz, Chiara Antonietti, Tessa Consoli

и другие.

Computers & Education, Год журнала: 2025, Номер unknown, С. 105331 - 105331

Опубликована: Апрель 1, 2025

Язык: Английский

Процитировано

0

School Effectiveness in Ghanaian Teacher Education Colleges: The Role of Internal Stakeholder Collaboration DOI
Alaric Awingura Alagbela

African Journal of Empirical Research, Год журнала: 2025, Номер 6(2), С. 93 - 109

Опубликована: Апрель 10, 2025

Collaboration in educational institutions has become a competent vehicle for accomplishing set objectives. Collaborations are therefore the styles educators use when they work with other people to achieve shared goals. Against this background, study sought explore internal stakeholders’ collaborations school effectiveness of two teacher education colleges Upper East Region Ghana. The employed convergent parallel mixed-method design otherwise called concurrent design. population comprised second and third-year students, tutors, leadership colleges. A sample size three hundred eight (308) was used study. simple random sampling technique draw both second-year students cluster also then subsequently who were out field their teaching practice. intensity case leadership. breakdown is fifty-seven (257) all, forty-one (41) ten (10) leaders Two instruments namely an in-depth interview guide questionnaire elicit responses address research questions that guided gathered from college administered tutors. revealed various types exist among publics promotion effectiveness. Regardless, face some challenges such as inadequate infrastructure funding, relevant curricular materials well poor internet connectivity others. thus recommends others authorities should continue engage staff governance management respective expand frontiers existing include external stakeholders. Secondly, authorities, lobby funding government through Ghana Education Trust Fund development partners ease financial burden help them build more infrastructures academic residential purposes. Furthermore, liaise ministry traditional public universities these affiliated assistance regarding textbooks journals disciplines. Again, telecommunication companies country memoranda understanding boost

Язык: Английский

Процитировано

0

Development and Validation of Cross-School Professional Learning Community Scale DOI
Hsieh-Chih Lai, Hsin-Yi Lien

The Asia-Pacific Education Researcher, Год журнала: 2025, Номер unknown

Опубликована: Май 3, 2025

Язык: Английский

Процитировано

0

Teacher collaboration: conceptualisation and practice DOI Creative Commons
Wendi Wijarwadi, Hoa Thi Mai Nguyen, Dennis Alonzo

и другие.

Professional Development in Education, Год журнала: 2025, Номер unknown, С. 1 - 19

Опубликована: Май 23, 2025

Язык: Английский

Процитировано

0

The impact of mandated collaboration in the workplace: a case study of Ethiopian primary school teachers DOI
Esayas Teshome Taddese

Irish Educational Studies, Год журнала: 2023, Номер 43(4), С. 1327 - 1343

Опубликована: Окт. 18, 2023

AbstractThis qualitative case study explores how implementing mandated collaboration in the workplace impacts teachers' professional practices based on experience of primary school teachers Ethiopia. The adopted a constructivist orientation, which prompted use methods inquiry, and data were collected through eighteen one-to-one interviews three focus group discussions (FGDs). findings indicated that teacher might be helpful early stages as starter from voluntary authentic collaborative culture emerges, yet it is not necessarily good thing once are well initiated. That means, despite its potential for fostering learning, can threat to autonomy teachers; also intensify conflict, nurture groupthink, promote social loafing among teachers.KEYWORDS: Teacher collaborationteacher learningprimary schoolprofessional developmentEthiopia Disclosure statementNo conflict interest was reported by author(s).Additional informationNotes contributorsEsayas Teshome TaddeseDr. Esayas Taddese (ኢሳያስ ተሾመ ታደሰ) lecturer Faculty Education Humanities at UNITAR International University, Malaysia. He received his Ph.D. Comparative Northeast Normal University People's Republic China 2023. His research interests lie areas education, development, pedagogy, comparative education.

Язык: Английский

Процитировано

4