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.
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.
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.
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.
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
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.