Pub Date : 2023-10-11DOI: 10.1080/13540602.2023.2263736
Joseph Y. Haw, Ma. Jenina N. Nalipay, Ronnel B. King
ABSTRACTThis study investigated whether teachers’ perceptions of school leaders’ need-supportive practices were associated with teacher well-being using variable- and person-centred approaches. Self-determination theory was used as the theoretical lens. A sample of 611 high school teachers nested in 14 schools participated in this study. We first examined whether need-supportive leadership practices (i.e. support for autonomy, competence, and relatedness) were associated with well-being and ill-being via autonomous motivation. Results revealed that relatedness-support was positively associated with well-being and negatively associated with ill-being. However, autonomy and competence-support were not significant predictors. Next, we identified the existence of different subgroups of teachers based on their perceived need-supportive leadership using a person-centred approach. Results indicated four distinct subgroups: dissatisfied, ambivalent, average, and thriving teachers. Dissatisfied teachers have very low perceived need-support and scored particularly low in competence- and relatedness-support. Ambivalent teachers reported especially low relatedness-support. Average teachers reported average levels of need-support with scores close to the group average. Lastly, thriving teachers indicated the highest levels of perceived need-support. Each subgroup showed distinct motivation and well-being profiles. Overall, the variable and person-centred approaches provided converging evidence showing the importance of perceived need-supportive leadership for teachers’ motivation and well-being. Theoretical and practical implications were discussed.KEYWORDS: SDTperceived need-supportive school leadershipvariable and person-centred approachautonomous motivationteacher well-being Disclosure statementNo potential conflict of interest was reported by the author(s).Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/13540602.2023.2263736Additional informationFundingThis research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.
{"title":"Perceived relatedness-support matters most for teacher well-being: a self-determination theory perspective","authors":"Joseph Y. Haw, Ma. Jenina N. Nalipay, Ronnel B. King","doi":"10.1080/13540602.2023.2263736","DOIUrl":"https://doi.org/10.1080/13540602.2023.2263736","url":null,"abstract":"ABSTRACTThis study investigated whether teachers’ perceptions of school leaders’ need-supportive practices were associated with teacher well-being using variable- and person-centred approaches. Self-determination theory was used as the theoretical lens. A sample of 611 high school teachers nested in 14 schools participated in this study. We first examined whether need-supportive leadership practices (i.e. support for autonomy, competence, and relatedness) were associated with well-being and ill-being via autonomous motivation. Results revealed that relatedness-support was positively associated with well-being and negatively associated with ill-being. However, autonomy and competence-support were not significant predictors. Next, we identified the existence of different subgroups of teachers based on their perceived need-supportive leadership using a person-centred approach. Results indicated four distinct subgroups: dissatisfied, ambivalent, average, and thriving teachers. Dissatisfied teachers have very low perceived need-support and scored particularly low in competence- and relatedness-support. Ambivalent teachers reported especially low relatedness-support. Average teachers reported average levels of need-support with scores close to the group average. Lastly, thriving teachers indicated the highest levels of perceived need-support. Each subgroup showed distinct motivation and well-being profiles. Overall, the variable and person-centred approaches provided converging evidence showing the importance of perceived need-supportive leadership for teachers’ motivation and well-being. Theoretical and practical implications were discussed.KEYWORDS: SDTperceived need-supportive school leadershipvariable and person-centred approachautonomous motivationteacher well-being Disclosure statementNo potential conflict of interest was reported by the author(s).Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/13540602.2023.2263736Additional informationFundingThis research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136209259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-10DOI: 10.1080/13540602.2023.2263732
Rachel Moylan, Jillianne Code
Algorithmic systems shape every aspect of our daily lives and impact our perceptions of the world. The ubiquity and profound impact of algorithms mean that algorithm literacy—awareness and knowledge of algorithm use, and the ability to evaluate algorithms critically and exercise agency when engaging with algorithmic systems—is a vital competence for navigating life in the 21st century. Professional digital competence (PDC) frameworks for teachers include technological, pedagogical, and social competence areas and are intended to illustrate the necessary knowledge, skills, and attitudes for digitally competent teachers. Using document analysis, we undertook a systematised review and evaluation of selected PDC frameworks through the lens of algorithm literacy. This analysis demonstrated that although some aspects of algorithm literacy could be inferred within the PDC frameworks analysed, there is a need for further explicit integration. Just as the DigComp framework for citizens has been updated to recognise the vital importance of understanding algorithmic systems’ impact, so should PDC frameworks be revised. Recommendations are provided for incorporating understandings of algorithmic governance and bias and ensuring digital Bildung development in PDC frameworks. Implications for teacher education programmes are also discussed.
{"title":"Algorithmic futures: an analysis of teacher professional digital competence frameworks through an algorithm literacy lens","authors":"Rachel Moylan, Jillianne Code","doi":"10.1080/13540602.2023.2263732","DOIUrl":"https://doi.org/10.1080/13540602.2023.2263732","url":null,"abstract":"Algorithmic systems shape every aspect of our daily lives and impact our perceptions of the world. The ubiquity and profound impact of algorithms mean that algorithm literacy—awareness and knowledge of algorithm use, and the ability to evaluate algorithms critically and exercise agency when engaging with algorithmic systems—is a vital competence for navigating life in the 21st century. Professional digital competence (PDC) frameworks for teachers include technological, pedagogical, and social competence areas and are intended to illustrate the necessary knowledge, skills, and attitudes for digitally competent teachers. Using document analysis, we undertook a systematised review and evaluation of selected PDC frameworks through the lens of algorithm literacy. This analysis demonstrated that although some aspects of algorithm literacy could be inferred within the PDC frameworks analysed, there is a need for further explicit integration. Just as the DigComp framework for citizens has been updated to recognise the vital importance of understanding algorithmic systems’ impact, so should PDC frameworks be revised. Recommendations are provided for incorporating understandings of algorithmic governance and bias and ensuring digital Bildung development in PDC frameworks. Implications for teacher education programmes are also discussed.","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"178 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136358543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-06DOI: 10.1080/13540602.2023.2265824
Orla McCormack, Raymond Lynch, Jennifer Hennessy
ABSTRACTNotable within the rhetoric of recent global reform trends is the (re)positioning of teachers from peripheral to critical stakeholders in educational change processes. Responding to this imperative, programmes of Initial Teacher Education (ITE) are now frequently tasked with promoting teacher agency as a core dimension of teaching. Yet, much evidence points to a persistent tension between renewed visions for teacher engagement and agency as part of global curriculum reform processes and the associated enactment of such visions. While teachers’ concerns related to individual reforms are increasingly detailed, less attention is paid to teachers’ views regarding change as a process. Premised on the conviction that better understanding and attention to teachers’ concerns related to change, holds the potential to support more authentic, impactful and sustainable reform developments, this paper explores the reflections of 53 Irish pre-service teachers on their openness to change and examines the caveats they attach to their engagement in and with change. Reflexive thematic analysis identified a range of caveats pre-service teachers attach to their engagement in and with change. Consideration of these caveats by policy makers and initial teacher education providers may support teachers to engage more deeply with change.KEYWORDS: Pre-service teacherschangeteacher concernscurriculum reform, professional agency Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Junior cycle relates to the first three years of post-primary education in Ireland, predominantly ages 12 to 16 years.2. A short course is designed for approximately 100 hours of student engagement and provides opportunities for schools to broaden the range of educational experiences they offer in Junior Cycle.3. In order to portray the range of reflections drawn on, each participant was given a number. Quotes are attributed to each participant (P) and given a relevant number aligned to their reflection.Additional informationNotes on contributorsOrla McCormackOrla McCormack is a Senior Lecturer in the School of Education, University of Limerick. Her main teaching and research interests focus on teacher agency, particularly in relation to curriculum change and reflective practice.Raymond LynchRaymond Lynch is a Senior Lecturer in the School of Education, University of Limerick. His research focuses on the relationship between task difficulty, student motivation and performance.Jennifer HennessyJennifer Hennessy is a Lecturer in the School of Education, University of Limerick. Her research focuses on the impact of performativity on teaching, learning and assessment and the role of teacher research in education.
{"title":"Caveats for change: exploring pre-service teachers’ concerns regarding change","authors":"Orla McCormack, Raymond Lynch, Jennifer Hennessy","doi":"10.1080/13540602.2023.2265824","DOIUrl":"https://doi.org/10.1080/13540602.2023.2265824","url":null,"abstract":"ABSTRACTNotable within the rhetoric of recent global reform trends is the (re)positioning of teachers from peripheral to critical stakeholders in educational change processes. Responding to this imperative, programmes of Initial Teacher Education (ITE) are now frequently tasked with promoting teacher agency as a core dimension of teaching. Yet, much evidence points to a persistent tension between renewed visions for teacher engagement and agency as part of global curriculum reform processes and the associated enactment of such visions. While teachers’ concerns related to individual reforms are increasingly detailed, less attention is paid to teachers’ views regarding change as a process. Premised on the conviction that better understanding and attention to teachers’ concerns related to change, holds the potential to support more authentic, impactful and sustainable reform developments, this paper explores the reflections of 53 Irish pre-service teachers on their openness to change and examines the caveats they attach to their engagement in and with change. Reflexive thematic analysis identified a range of caveats pre-service teachers attach to their engagement in and with change. Consideration of these caveats by policy makers and initial teacher education providers may support teachers to engage more deeply with change.KEYWORDS: Pre-service teacherschangeteacher concernscurriculum reform, professional agency Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Junior cycle relates to the first three years of post-primary education in Ireland, predominantly ages 12 to 16 years.2. A short course is designed for approximately 100 hours of student engagement and provides opportunities for schools to broaden the range of educational experiences they offer in Junior Cycle.3. In order to portray the range of reflections drawn on, each participant was given a number. Quotes are attributed to each participant (P) and given a relevant number aligned to their reflection.Additional informationNotes on contributorsOrla McCormackOrla McCormack is a Senior Lecturer in the School of Education, University of Limerick. Her main teaching and research interests focus on teacher agency, particularly in relation to curriculum change and reflective practice.Raymond LynchRaymond Lynch is a Senior Lecturer in the School of Education, University of Limerick. His research focuses on the relationship between task difficulty, student motivation and performance.Jennifer HennessyJennifer Hennessy is a Lecturer in the School of Education, University of Limerick. Her research focuses on the impact of performativity on teaching, learning and assessment and the role of teacher research in education.","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135352265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-05DOI: 10.1080/13540602.2023.2265832
Roey Kafri
ABSTRACTMaker education offer numerous potential benefits for student learning; however, we currently lack an understanding of the ways in which educators integrate these pedagogies into regular practice. This qualitative study examines the background and motivations of 12 educators involved in makerspace initiatives at their respective schools in Israel. Through a thematic analysis of interviews, this study presents several overlapping characteristics of teachers who chose maker education as their way of teaching, to reveal the conditions under which maker educators are created naturally, and the features and attitudes that characterise them. Recognising these intersecting characteristics can enable schools to provide essential support systems for prospective maker educators.KEYWORDS: Maker educationmaker teachersmakingformal educationteaching methods AcknowledgmentsI would like to thank all the makers who agreed to participate in this research, and that are ready to share and dedicate their lives to improving the formal education system in Israel with the intention to influence and create a better future for us all.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsRoey KafriRoey Kafri is an Israeli researcher, educator, and maker who leads the program for ‘maker education leaders’ at ‘beit-berl’, Israel’s leading teacher college. His research focuses on maker education teachers, and teacher training. Roey specialises in innovative pedagogy and in ‘learning by doing’. He guides and accompanies schools, educational networks, and organizations in integrating the making approach and incorporating innovative pedagogy into their educational frameworks. Roey is also an orchestra conductor, and holds a degree in art and an M. Ed in educational leadership. He imparts his knowledge of these diverse areas of expertise in his lectures and workshops for educators and administrators all over the world.
{"title":"‘Your past prepares you for who you will become’: reoccurring themes in the individual pasts of maker education teachers","authors":"Roey Kafri","doi":"10.1080/13540602.2023.2265832","DOIUrl":"https://doi.org/10.1080/13540602.2023.2265832","url":null,"abstract":"ABSTRACTMaker education offer numerous potential benefits for student learning; however, we currently lack an understanding of the ways in which educators integrate these pedagogies into regular practice. This qualitative study examines the background and motivations of 12 educators involved in makerspace initiatives at their respective schools in Israel. Through a thematic analysis of interviews, this study presents several overlapping characteristics of teachers who chose maker education as their way of teaching, to reveal the conditions under which maker educators are created naturally, and the features and attitudes that characterise them. Recognising these intersecting characteristics can enable schools to provide essential support systems for prospective maker educators.KEYWORDS: Maker educationmaker teachersmakingformal educationteaching methods AcknowledgmentsI would like to thank all the makers who agreed to participate in this research, and that are ready to share and dedicate their lives to improving the formal education system in Israel with the intention to influence and create a better future for us all.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsRoey KafriRoey Kafri is an Israeli researcher, educator, and maker who leads the program for ‘maker education leaders’ at ‘beit-berl’, Israel’s leading teacher college. His research focuses on maker education teachers, and teacher training. Roey specialises in innovative pedagogy and in ‘learning by doing’. He guides and accompanies schools, educational networks, and organizations in integrating the making approach and incorporating innovative pedagogy into their educational frameworks. Roey is also an orchestra conductor, and holds a degree in art and an M. Ed in educational leadership. He imparts his knowledge of these diverse areas of expertise in his lectures and workshops for educators and administrators all over the world.","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134975780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-05DOI: 10.1080/13540602.2023.2265825
Lan Yang, John Chi-Kin Lee, Di Zhang, Junjun Chen
While teaching assistants (TAs) have experienced various employment challenges, little research has been done to examine factors affecting their well-being. Based on an extended Control-Value model in studying teachers’ emotions and well-being, the present study examined the relationship between primary school TAs’ Control-Value variables in the context of formative feedback practice (abbreviated as TFBCV), their emotional well-being, and other well-being indicators. 305 TAs from 184 primary schools in Hong Kong participated in this survey study. Usually, there is at least one TA to support students with special educational needs in each mainstream school in Hong Kong. This sample represents 39% of primary schools in Hong Kong given that each school has one TA to join this study and these participating schools. The results supported our hypotheses that TFBCV has significant direct effects on both a combined positive emotion and the two discrete positive emotions (Joy and Love). TFBCV also has a significant indirect effect on job satisfaction via positive emotions. Interestingly, job stress was nearly uncorrelated with TFBCV and positive emotions. We discuss implications for extending teacher well-being research to include the ‘missing’ but essential piece of TAs in the current literature.
{"title":"Examining the relationships among teaching assistants’ self-efficacy, emotional well-being and job satisfaction","authors":"Lan Yang, John Chi-Kin Lee, Di Zhang, Junjun Chen","doi":"10.1080/13540602.2023.2265825","DOIUrl":"https://doi.org/10.1080/13540602.2023.2265825","url":null,"abstract":"While teaching assistants (TAs) have experienced various employment challenges, little research has been done to examine factors affecting their well-being. Based on an extended Control-Value model in studying teachers’ emotions and well-being, the present study examined the relationship between primary school TAs’ Control-Value variables in the context of formative feedback practice (abbreviated as TFBCV), their emotional well-being, and other well-being indicators. 305 TAs from 184 primary schools in Hong Kong participated in this survey study. Usually, there is at least one TA to support students with special educational needs in each mainstream school in Hong Kong. This sample represents 39% of primary schools in Hong Kong given that each school has one TA to join this study and these participating schools. The results supported our hypotheses that TFBCV has significant direct effects on both a combined positive emotion and the two discrete positive emotions (Joy and Love). TFBCV also has a significant indirect effect on job satisfaction via positive emotions. Interestingly, job stress was nearly uncorrelated with TFBCV and positive emotions. We discuss implications for extending teacher well-being research to include the ‘missing’ but essential piece of TAs in the current literature.","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134975306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACTThe concept of inquiry-based learning has become widespread in teacher education in Europe and beyond. Inquiry-based learning courses aim to raise the research competence of (preservice) teachers and to increase their ability for reflection, uncertainties occur that have to be learned to cope with. Uncertainties can be disorienting and may cause perplexities, doubts and crises. However, they can be the starting point for learning processes. This paper addresses whether preservice teachers experience such uncertainties in research courses and how they discuss them. To obtain data, 10 group discussions were carried out with 35 preservice teachers enrolled in research courses at a German university. The discussions were analysed using the documentary method. Preservice teachers experience a range of perplexities as expression of underlying uncertainties within and through the research process (concerning data collection and data analysis) and the course design. Results also show two different ways of dealing with such perplexities: While in some group discussions the preservice teachers accept the perplexities as challenges and starting points for learning, others distance from them. The paper discusses how the experienced perplexities and uncertainties focus on central aspects and tensions of teaching. Implications for teacher education at university level are presented.KEYWORDS: Inquiry-based learningteacher educationuncertaintyperplexitiesdocumentary methodgroup discussions Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Evidence can also be found in publications that focus on several programs of undergraduate education other than teacher education (Brew & Mantai, Citation2017), for Australia (Spronken-Smith et al., Citation2012), for New Zealand (Levy & Petrulis, Citation2012), for UK.2. According to Koller (Citation2017), the German term ‘Bildung’ can be described as ‘an experience that the subject comes out of changed; a change which not only affects one’s thinking, but rather the subject’s relation to the world, to others, and to itself’ (Koller, Citation2017, p. 33).3. Teacher education in Germany is usually two-phased, consisting of a Bachelor degree (after six semesters) and a Master degree (after further four semesters). To become a full teacher, an additional supervised pedagogical training in schools (probationary teaching), lasting at a minimum one year, is obligatory.4. Two authors of this paper were instructors in a course and as researchers responsible for data collection and data analysis of the whole study.5. It is a characteristic of documentary method that it goes beyond the analysis of single cases by formulating more abstract results based on using case-external comparisons (e.g. Bohnsack, Citation2018). That is why the documentary method uses cases (e.g. group discussions), but is not seen as a ‚case study‘.6. We used the following transcription signs:/= abruption of an utte
{"title":"Learning through perplexities in inquiry-based learning settings in teacher education","authors":"Angelika Paseka, Jan-Hendrik Hinzke, Vanessa-Patricia Boldt","doi":"10.1080/13540602.2023.2266379","DOIUrl":"https://doi.org/10.1080/13540602.2023.2266379","url":null,"abstract":"ABSTRACTThe concept of inquiry-based learning has become widespread in teacher education in Europe and beyond. Inquiry-based learning courses aim to raise the research competence of (preservice) teachers and to increase their ability for reflection, uncertainties occur that have to be learned to cope with. Uncertainties can be disorienting and may cause perplexities, doubts and crises. However, they can be the starting point for learning processes. This paper addresses whether preservice teachers experience such uncertainties in research courses and how they discuss them. To obtain data, 10 group discussions were carried out with 35 preservice teachers enrolled in research courses at a German university. The discussions were analysed using the documentary method. Preservice teachers experience a range of perplexities as expression of underlying uncertainties within and through the research process (concerning data collection and data analysis) and the course design. Results also show two different ways of dealing with such perplexities: While in some group discussions the preservice teachers accept the perplexities as challenges and starting points for learning, others distance from them. The paper discusses how the experienced perplexities and uncertainties focus on central aspects and tensions of teaching. Implications for teacher education at university level are presented.KEYWORDS: Inquiry-based learningteacher educationuncertaintyperplexitiesdocumentary methodgroup discussions Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Evidence can also be found in publications that focus on several programs of undergraduate education other than teacher education (Brew & Mantai, Citation2017), for Australia (Spronken-Smith et al., Citation2012), for New Zealand (Levy & Petrulis, Citation2012), for UK.2. According to Koller (Citation2017), the German term ‘Bildung’ can be described as ‘an experience that the subject comes out of changed; a change which not only affects one’s thinking, but rather the subject’s relation to the world, to others, and to itself’ (Koller, Citation2017, p. 33).3. Teacher education in Germany is usually two-phased, consisting of a Bachelor degree (after six semesters) and a Master degree (after further four semesters). To become a full teacher, an additional supervised pedagogical training in schools (probationary teaching), lasting at a minimum one year, is obligatory.4. Two authors of this paper were instructors in a course and as researchers responsible for data collection and data analysis of the whole study.5. It is a characteristic of documentary method that it goes beyond the analysis of single cases by formulating more abstract results based on using case-external comparisons (e.g. Bohnsack, Citation2018). That is why the documentary method uses cases (e.g. group discussions), but is not seen as a ‚case study‘.6. We used the following transcription signs:/= abruption of an utte","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134975931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-05DOI: 10.1080/13540602.2023.2265831
Ying Zhang, Junjun Chen, Kwok Kuen Tsang
ABSTRACTTeacher emotional well-being is under challenges. Although previous research has revealed the positive effects of responsible leadership in education fields, its influence on teacher emotional well-being has remained underdeveloped. Therefore, this study aimed to fill the research gap by examining the direct effect of responsible leadership on teacher emotional well-being and testing the mediation effects of teacher recognition and gender difference. By surveying a total of 486 teacher responses working in public primary and secondary schools in China, the study revealed that responsible leadership is associated with teacher emotional well-being significantly through the mediation effect of recognition for social esteem and a significant gender difference among these relationships. The findings and implications are discussed further.KEYWORDS: Responsible leadershipteacher recognitionteacher emotional well-beinggender difference Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by Capital University of Economics and Business under the fundamental research funds of Beijing Municipal Universities [number XRZ2022012]
{"title":"Responsible leadership, teacher recognition, and teacher emotional well-being: an investigation of gender differences","authors":"Ying Zhang, Junjun Chen, Kwok Kuen Tsang","doi":"10.1080/13540602.2023.2265831","DOIUrl":"https://doi.org/10.1080/13540602.2023.2265831","url":null,"abstract":"ABSTRACTTeacher emotional well-being is under challenges. Although previous research has revealed the positive effects of responsible leadership in education fields, its influence on teacher emotional well-being has remained underdeveloped. Therefore, this study aimed to fill the research gap by examining the direct effect of responsible leadership on teacher emotional well-being and testing the mediation effects of teacher recognition and gender difference. By surveying a total of 486 teacher responses working in public primary and secondary schools in China, the study revealed that responsible leadership is associated with teacher emotional well-being significantly through the mediation effect of recognition for social esteem and a significant gender difference among these relationships. The findings and implications are discussed further.KEYWORDS: Responsible leadershipteacher recognitionteacher emotional well-beinggender difference Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by Capital University of Economics and Business under the fundamental research funds of Beijing Municipal Universities [number XRZ2022012]","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135482664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-04DOI: 10.1080/13540602.2023.2263734
Thibault Coppe
Thirteen years after the publication of the book Social Network Theory and Educational Change, what can we say about the evolution of research connecting social network theory and analysis with teacher professional development? In this evolution, we can witness a conceptual shift in the literature connecting teacher professional development with social network theory and analysis that is important to highlight and discuss. While before 2010 teacher networks were mostly perceived as a force enacting external initiatives for teacher professional development, this perspective evolved to a perception of teacher networks as a source of professional development in themselves. This paper discusses this conceptual evolution, its consequences for the literature, and implications for future research connecting teacher professional development with social network theory and analysis.
{"title":"Teacher networks: From a catalyst for enactment of professional development to a source of professional development","authors":"Thibault Coppe","doi":"10.1080/13540602.2023.2263734","DOIUrl":"https://doi.org/10.1080/13540602.2023.2263734","url":null,"abstract":"Thirteen years after the publication of the book Social Network Theory and Educational Change, what can we say about the evolution of research connecting social network theory and analysis with teacher professional development? In this evolution, we can witness a conceptual shift in the literature connecting teacher professional development with social network theory and analysis that is important to highlight and discuss. While before 2010 teacher networks were mostly perceived as a force enacting external initiatives for teacher professional development, this perspective evolved to a perception of teacher networks as a source of professional development in themselves. This paper discusses this conceptual evolution, its consequences for the literature, and implications for future research connecting teacher professional development with social network theory and analysis.","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135590851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-04DOI: 10.1080/13540602.2023.2265822
Ying-Fen Chang, Wei-Cheng Chien
ABSTRACTThis study constructed a model of the emotional labour process of teachers. This study sampled 1,075 Taiwanese junior high school teachers for a structural equation modelling analysis. The results revealed the following: (1) Female teachers exhibit higher levels of emotional job demands (ED), extrinsic motivation (EM) and intrinsic motivation (IM) of emotional labour, as well as surface acting, deep acting, and emotional exhaustion (EE) compared to male teachers. However, females display lower levels of depersonalisation (DP) compared to males. (2) Non-STEM teachers have higher levels of ED and EE compared to STEM teachers. However, STEM teachers exhibit more positive emotions (PE) compared to Non-STEM teachers. (3) Teachers with administrative positions experienced higher levels of EE compared to teachers without administrative positions. (4) ED positively predicted emotional labour strategies (ELS). (5) The EM positively predicted maladaptive ELS and negatively predicted adaptive ELS. IM positively predicted adaptive ELS. (6) Maladaptive ELS negatively predicted PE and positively predicted negative emotions (NE), whereas adaptive ELS positively predicted PE and negatively predicted NE. (7) PE negatively predicted EE and reduced personal accomplishment (RA), while NE positively predicted EE and DP.KEYWORDS: Emotional job demandsemotional labour motivationemotional labour strategiesjob burnoutjob emotions Disclosure statementNo potential conflict of interest was reported by the author(s).Ethics approvalsInstitution: Center for Research Ethics, National Taiwan Normal University, Taiwan.
{"title":"Constructing a model of the emotional labour process of junior high school teachers","authors":"Ying-Fen Chang, Wei-Cheng Chien","doi":"10.1080/13540602.2023.2265822","DOIUrl":"https://doi.org/10.1080/13540602.2023.2265822","url":null,"abstract":"ABSTRACTThis study constructed a model of the emotional labour process of teachers. This study sampled 1,075 Taiwanese junior high school teachers for a structural equation modelling analysis. The results revealed the following: (1) Female teachers exhibit higher levels of emotional job demands (ED), extrinsic motivation (EM) and intrinsic motivation (IM) of emotional labour, as well as surface acting, deep acting, and emotional exhaustion (EE) compared to male teachers. However, females display lower levels of depersonalisation (DP) compared to males. (2) Non-STEM teachers have higher levels of ED and EE compared to STEM teachers. However, STEM teachers exhibit more positive emotions (PE) compared to Non-STEM teachers. (3) Teachers with administrative positions experienced higher levels of EE compared to teachers without administrative positions. (4) ED positively predicted emotional labour strategies (ELS). (5) The EM positively predicted maladaptive ELS and negatively predicted adaptive ELS. IM positively predicted adaptive ELS. (6) Maladaptive ELS negatively predicted PE and positively predicted negative emotions (NE), whereas adaptive ELS positively predicted PE and negatively predicted NE. (7) PE negatively predicted EE and reduced personal accomplishment (RA), while NE positively predicted EE and DP.KEYWORDS: Emotional job demandsemotional labour motivationemotional labour strategiesjob burnoutjob emotions Disclosure statementNo potential conflict of interest was reported by the author(s).Ethics approvalsInstitution: Center for Research Ethics, National Taiwan Normal University, Taiwan.","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135592405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-04DOI: 10.1080/13540602.2023.2263739
Ji Hong, Dionne Cross Francis, Casey Haskins, Kelly Chong, Kathryn Habib, Weverton Ataide Pinheiro, Sarah Noon, Jessica Dickinson
ABSTRACTThe purpose of this study was to better understand threats to the wellbeing of multiply marginalised and underrepresented (MMU) teachers by unpacking the ways their multiple social identities intersect with each other and with their teacher identities. This study foregrounded the eudaimonic aspect of wellbeing, examining the extent to which the participants’ needs for relatedness, autonomy, and competence are met within school systems that tend to privilege dominant societal beliefs and structures. We employed a case study to delve into the lives of two MMU teachers, Eva and George, through narrative interviews. Within their school and social contexts, they struggled to fully embrace and enact their identities. They consistently negotiated their multiple intersecting identities, which sometimes required them to conceal certain identities. Concealing sexual identity resulted in protective support for Eva, but put George’s wellbeing at risk. The different ways Eva’s and George’s relatedness, autonomy, and competence are met and interconnected illustrate the complex nature of teacher wellbeing. Expanding the definition of wellbeing to incorporate positive and negative dimensions and underlying psychological processes, as well as implications for school leadership and district policies are discussed.KEYWORDS: Teacher wellbeingmultiply marginalised and underrepresented teacherssocial identityteacher identitybasic needs Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Throughout this chapter we do not capitalise ‘white’ as we are attempting to disrupt and decentre whiteness.
{"title":"Wellbeing under threat: Multiply marginalized and underrepresented teachers’ intersecting identities","authors":"Ji Hong, Dionne Cross Francis, Casey Haskins, Kelly Chong, Kathryn Habib, Weverton Ataide Pinheiro, Sarah Noon, Jessica Dickinson","doi":"10.1080/13540602.2023.2263739","DOIUrl":"https://doi.org/10.1080/13540602.2023.2263739","url":null,"abstract":"ABSTRACTThe purpose of this study was to better understand threats to the wellbeing of multiply marginalised and underrepresented (MMU) teachers by unpacking the ways their multiple social identities intersect with each other and with their teacher identities. This study foregrounded the eudaimonic aspect of wellbeing, examining the extent to which the participants’ needs for relatedness, autonomy, and competence are met within school systems that tend to privilege dominant societal beliefs and structures. We employed a case study to delve into the lives of two MMU teachers, Eva and George, through narrative interviews. Within their school and social contexts, they struggled to fully embrace and enact their identities. They consistently negotiated their multiple intersecting identities, which sometimes required them to conceal certain identities. Concealing sexual identity resulted in protective support for Eva, but put George’s wellbeing at risk. The different ways Eva’s and George’s relatedness, autonomy, and competence are met and interconnected illustrate the complex nature of teacher wellbeing. Expanding the definition of wellbeing to incorporate positive and negative dimensions and underlying psychological processes, as well as implications for school leadership and district policies are discussed.KEYWORDS: Teacher wellbeingmultiply marginalised and underrepresented teacherssocial identityteacher identitybasic needs Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Throughout this chapter we do not capitalise ‘white’ as we are attempting to disrupt and decentre whiteness.","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135592403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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