Pub Date : 2025-02-16DOI: 10.1016/j.ijedudev.2025.103230
Bismark Wiafe Bimpong , Francisca Owusu
International students bring a multitude of benefits to U.S. society. They offer unique perspectives and experiences stemming from diverse cultural, religious, and societal backgrounds. This study explores the perceptions of African international students (AIS) in research universities in the U.S. regarding the practice of homosexuality. Using an interpretive phenomenology method, a purposive sampling strategy, and a thematic analysis approach, the authors selected 13 participants from various African countries studying at different research universities in the U.S. The study offers insights into how African international students navigate a new cultural environment, specifically in relation to their perspectives on homosexuality. The findings revealed that many AIS initially held negative views on homosexuality due to strong cultural and religious influences from their home countries. However, as they spent more time in the U.S., their perspective changed. A major contribution made is the importance of research universities considering offering specialized services to cater to the needs of international students.
{"title":"The evolution of African international students' perspectives on homosexuality after enrolling in U.S. research universities","authors":"Bismark Wiafe Bimpong , Francisca Owusu","doi":"10.1016/j.ijedudev.2025.103230","DOIUrl":"10.1016/j.ijedudev.2025.103230","url":null,"abstract":"<div><div>International students bring a multitude of benefits to U.S. society. They offer unique perspectives and experiences stemming from diverse cultural, religious, and societal backgrounds. This study explores the perceptions of African international students (AIS) in research universities in the U.S. regarding the practice of homosexuality. Using an interpretive phenomenology method, a purposive sampling strategy, and a thematic analysis approach, the authors selected 13 participants from various African countries studying at different research universities in the U.S. The study offers insights into how African international students navigate a new cultural environment, specifically in relation to their perspectives on homosexuality. The findings revealed that many AIS initially held negative views on homosexuality due to strong cultural and religious influences from their home countries. However, as they spent more time in the U.S., their perspective changed. A major contribution made is the importance of research universities considering offering specialized services to cater to the needs of international students.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103230"},"PeriodicalIF":2.8,"publicationDate":"2025-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143421183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-16DOI: 10.1016/j.ijedudev.2025.103231
Cahit Erdem , Mehmet Koçyiğit
Despite the significance of school climate and teacher motivation for instructional quality and teacher job satisfaction, prior research has not empirically tested the relationships among them. This study aims to elucidate the direct and indirect effects of school climate on teacher job satisfaction and instructional quality, with the mediating effect of teacher motivation. A correlational design was employed in this study, which conducted a secondary data analysis based on the Teaching and Learning International Survey (TALIS 2018) Türkiye dataset (3883 teachers) to explore the relationships and test the offered structural model. The results demonstrated that school climate has a direct effect on teacher job satisfaction and instructional quality. Furthermore, the study revealed that teacher motivation plays a mediating role in the relationships between school climate and instructional quality, as well as between school climate and teacher job satisfaction. However, the magnitudes of the indirect effects were found to be very small. The results are discussed in line with the literature and implications are provided.
{"title":"The interplay among school climate, instructional quality and teacher job satisfaction: Mediation of teacher motivation","authors":"Cahit Erdem , Mehmet Koçyiğit","doi":"10.1016/j.ijedudev.2025.103231","DOIUrl":"10.1016/j.ijedudev.2025.103231","url":null,"abstract":"<div><div>Despite the significance of school climate and teacher motivation for instructional quality and teacher job satisfaction, prior research has not empirically tested the relationships among them. This study aims to elucidate the direct and indirect effects of school climate on teacher job satisfaction and instructional quality, with the mediating effect of teacher motivation. A correlational design was employed in this study, which conducted a secondary data analysis based on the Teaching and Learning International Survey (TALIS 2018) Türkiye dataset (3883 teachers) to explore the relationships and test the offered structural model. The results demonstrated that school climate has a direct effect on teacher job satisfaction and instructional quality. Furthermore, the study revealed that teacher motivation plays a mediating role in the relationships between school climate and instructional quality, as well as between school climate and teacher job satisfaction. However, the magnitudes of the indirect effects were found to be very small. The results are discussed in line with the literature and implications are provided.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103231"},"PeriodicalIF":2.8,"publicationDate":"2025-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143421182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-15DOI: 10.1016/j.ijedudev.2025.103232
Kelly Fabiane Simões , Rodrigo Nobre Fernandez , André Carraro , Alex Felipe Lima
This article conducted an impact assessment of elementary schools in the Brazilian municipality of Belo Horizonte (BH), which were constructed and are managed through Public-Private Partnerships (PPPs). In order to achieve this objective, the grades of Portuguese language and mathematics disciplines from the SAEB exam in the years 2017 and 2019 were employed as a proxy for performance. The outcomes were diverse and revealed a modest positive impact. Nevertheless, the findings suggest that the superior performance of students from PPP schools could be linked to the enhanced infrastructure provided by these institutions.
{"title":"Assessment of the impact of Public-Private Partnerships in education: A case study of schools in Brazil","authors":"Kelly Fabiane Simões , Rodrigo Nobre Fernandez , André Carraro , Alex Felipe Lima","doi":"10.1016/j.ijedudev.2025.103232","DOIUrl":"10.1016/j.ijedudev.2025.103232","url":null,"abstract":"<div><div>This article conducted an impact assessment of elementary schools in the Brazilian municipality of Belo Horizonte (BH), which were constructed and are managed through Public-Private Partnerships (PPPs). In order to achieve this objective, the grades of Portuguese language and mathematics disciplines from the SAEB exam in the years 2017 and 2019 were employed as a proxy for performance. The outcomes were diverse and revealed a modest positive impact. Nevertheless, the findings suggest that the superior performance of students from PPP schools could be linked to the enhanced infrastructure provided by these institutions.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103232"},"PeriodicalIF":2.8,"publicationDate":"2025-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143421893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-13DOI: 10.1016/j.ijedudev.2025.103228
Biniam Bedasso , Amina Mendez Acosta
High teacher attrition affects education systems through direct costs in replacing teachers who left the service, and indirect costs in classroom disruption and loss in experience. Efforts to address teacher shortage must be informed by which teachers leave and why. Using administrative data from Burkina Faso, we aimed to analyze the demographic and geographic correlates of teacher turnover. We find that early career teachers, female teachers, and teachers with tertiary education, are more likely to attrite. Teachers who hold higher positions—such as school principals—have better retention rates. In terms of school-level attrition, rural and remote schools tend to lose teachers to other schools whereas schools in urban or more developed regions are more likely to lose teachers to options outside of the teacher workforce. Finally, we discuss policy options in improving teacher retention given these findings.
{"title":"The teachers who leave: Teacher attrition in Burkina Faso","authors":"Biniam Bedasso , Amina Mendez Acosta","doi":"10.1016/j.ijedudev.2025.103228","DOIUrl":"10.1016/j.ijedudev.2025.103228","url":null,"abstract":"<div><div>High teacher attrition affects education systems through direct costs in replacing teachers who left the service, and indirect costs in classroom disruption and loss in experience. Efforts to address teacher shortage must be informed by which teachers leave and why. Using administrative data from Burkina Faso, we aimed to analyze the demographic and geographic correlates of teacher turnover. We find that early career teachers, female teachers, and teachers with tertiary education, are more likely to attrite. Teachers who hold higher positions—such as school principals—have better retention rates. In terms of school-level attrition, rural and remote schools tend to lose teachers to other schools whereas schools in urban or more developed regions are more likely to lose teachers to options outside of the teacher workforce. Finally, we discuss policy options in improving teacher retention given these findings.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"113 ","pages":"Article 103228"},"PeriodicalIF":2.8,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143402739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-12DOI: 10.1016/j.ijedudev.2025.103226
Deborah Spindelman , Luis Crouch
This paper examines how colonial policies, and the contestation of such policies, shaped African education provisions, specifically in British colonies. As a case in point, it examines policy borrowing via a process that might be called “policy imposition,” albeit with considerable contestation. The paper examines the complex evolution of African education policies during the late 19th century and the first half of the 20th century, highlighting indigenous Africans’ early demands for inclusive, context-specific education during the colonial era. Much of the contestation was around differences in understandings of the purpose of education: The vision of colonial officials and colonial policy, on the one hand, contrasts with the vision of indigenous Africans, on the other. The paper then traces how stated purposes of education underwent a transformation in the years following independence. This was a transformation from a vision of education as a driver of national unity (or part of a nation project) to a default vision where education is a narrowly instrumental tool for development. To a significant degree, this transformation occurred under the influence of international agencies. This involved a process that was less imposed than colonial policies but also not quite a creative contestation of metropolitan ideas. This occurred in a manner that often diverged from visionary statements by independence leaders. Indeed, these leaders’ visions were mostly centered around nation-building. This contrasts with the technocratic or instrumental purposes international agencies tended to assume and (to a significant degree) impose. The pursuit of international funds for education thus resulted in independent African countries suffering a significant loss of internal purpose as they came under the influence of international priorities and preferred methods for attaining them, which were largely focused on individualistic rather than collective goals, and on centralist, blue-print types of technocratic planning mechanisms. The paper critiques these approaches and instead advocates for an adaptive, iterative system design. This involves emphasizing the importance of a shared, deeply felt purpose when fostering genuine educational progress.
{"title":"Purpose of education in former British African colonies: From contestation to bureaucratization","authors":"Deborah Spindelman , Luis Crouch","doi":"10.1016/j.ijedudev.2025.103226","DOIUrl":"10.1016/j.ijedudev.2025.103226","url":null,"abstract":"<div><div>This paper examines how colonial policies, and the contestation of such policies, shaped African education provisions, specifically in British colonies. As a case in point, it examines policy borrowing via a process that might be called “policy imposition,” albeit with considerable contestation. The paper examines the complex evolution of African education policies during the late 19th century and the first half of the 20th century, highlighting indigenous Africans’ early demands for inclusive, context-specific education during the colonial era. Much of the contestation was around differences in understandings of the purpose of education: The vision of colonial officials and colonial policy, on the one hand, contrasts with the vision of indigenous Africans, on the other. The paper then traces how stated purposes of education underwent a transformation in the years following independence. This was a transformation from a vision of education as a driver of national unity (or part of a nation project) to a default vision where education is a narrowly instrumental tool for development. To a significant degree, this transformation occurred under the influence of international agencies. This involved a process that was less imposed than colonial policies but also not quite a creative contestation of metropolitan ideas. This occurred in a manner that often diverged from visionary statements by independence leaders. Indeed, these leaders’ visions were mostly centered around nation-building. This contrasts with the technocratic or instrumental purposes international agencies tended to assume and (to a significant degree) impose. The pursuit of international funds for education thus resulted in independent African countries suffering a significant loss of internal purpose as they came under the influence of international priorities and preferred methods for attaining them, which were largely focused on individualistic rather than collective goals, and on centralist, blue-print types of technocratic planning mechanisms. The paper critiques these approaches and instead advocates for an adaptive, iterative system design. This involves emphasizing the importance of a shared, deeply felt purpose when fostering genuine educational progress.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"113 ","pages":"Article 103226"},"PeriodicalIF":2.8,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143386977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-11DOI: 10.1016/j.ijedudev.2025.103221
Francisco Meneses, Lorena Ortega, Danilo Kuzmanic, Juan Pablo Valenzuela
In many countries, the COVID-19 pandemic widened pre-existing gaps in educational outcomes. This study estimates the differential effect of the pandemic on girls' and boys' mathematics achievement progress from Grades 6–10 in Chile, where extended school closures took place. To this end, we analyzed data from a national standardized test (N = 415,046 students) using multilevel models. The gender gap in mathematics achievement gains increased significantly to the detriment of girls during the pandemic. The widening of the gap was larger in high-SES schools. These findings underscore the gendered nuances of socioeconomic advantage within the Chilean school system.
{"title":"Analyzing the impact of COVID-19 on gender gaps in mathematics: The role of socioeconomic status in Chile","authors":"Francisco Meneses, Lorena Ortega, Danilo Kuzmanic, Juan Pablo Valenzuela","doi":"10.1016/j.ijedudev.2025.103221","DOIUrl":"10.1016/j.ijedudev.2025.103221","url":null,"abstract":"<div><div>In many countries, the COVID-19 pandemic widened pre-existing gaps in educational outcomes. This study estimates the differential effect of the pandemic on girls' and boys' mathematics achievement progress from Grades 6–10 in Chile, where extended school closures took place. To this end, we analyzed data from a national standardized test (<em>N</em> = 415,046 students) using multilevel models. The gender gap in mathematics achievement gains increased significantly to the detriment of girls during the pandemic. The widening of the gap was larger in high-SES schools. These findings underscore the gendered nuances of socioeconomic advantage within the Chilean school system.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"113 ","pages":"Article 103221"},"PeriodicalIF":2.8,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143378323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-05DOI: 10.1016/j.ijedudev.2025.103227
Felician Andrew Kitole , Jimmy Ezekiel Kihwele , Perpetua J. Kalimasi , Temitope O. Ojo , Khalid M. Elhindi , Hazem S. Kassem
Despite gambling contributing significantly to the economies of many countries, especially in developing nations, its impact on students' academic performance and productivity is profound. This study examines the determinants and effects of sports betting on academic performance among higher learning students in Tanzania, focusing on Mzumbe University, Saint Augustine University, and the University of Dodoma. Using logistic regression, instrumental variable models, structural equation modeling (SEM), and the Relative Importance Index (RII), the study identifies key factors influencing betting engagement, including year of study, parental occupation, university residency, attitudes, subjective norms, perceived behaviors, and proximity to gambling outlets. SEM results reveal that students’ behaviors significantly affect betting decisions, which in turn negatively impact academic performance. RII analysis highlights subjective norms as the strongest motivator for betting, followed by mimetic pressure and normative pressure, while financial motivations and attitudes play a comparatively smaller role. The study concludes that sports betting negatively affects students’ academic performance and recommends targeted interventions. These include implementing financial literacy programs to teach effective budgeting and saving strategies, creating campus-based part-time work opportunities and internships, expanding student loan schemes, and enhancing family-level support programs. Such efforts are essential to equip students with healthier financial management options and reduce the negative impact of gambling on academic success.
{"title":"Exploring the influence of sports betting on academic performance among students in higher learning institutions in Tanzania","authors":"Felician Andrew Kitole , Jimmy Ezekiel Kihwele , Perpetua J. Kalimasi , Temitope O. Ojo , Khalid M. Elhindi , Hazem S. Kassem","doi":"10.1016/j.ijedudev.2025.103227","DOIUrl":"10.1016/j.ijedudev.2025.103227","url":null,"abstract":"<div><div>Despite gambling contributing significantly to the economies of many countries, especially in developing nations, its impact on students' academic performance and productivity is profound. This study examines the determinants and effects of sports betting on academic performance among higher learning students in Tanzania, focusing on Mzumbe University, Saint Augustine University, and the University of Dodoma. Using logistic regression, instrumental variable models, structural equation modeling (SEM), and the Relative Importance Index (RII), the study identifies key factors influencing betting engagement, including year of study, parental occupation, university residency, attitudes, subjective norms, perceived behaviors, and proximity to gambling outlets. SEM results reveal that students’ behaviors significantly affect betting decisions, which in turn negatively impact academic performance. RII analysis highlights subjective norms as the strongest motivator for betting, followed by mimetic pressure and normative pressure, while financial motivations and attitudes play a comparatively smaller role. The study concludes that sports betting negatively affects students’ academic performance and recommends targeted interventions. These include implementing financial literacy programs to teach effective budgeting and saving strategies, creating campus-based part-time work opportunities and internships, expanding student loan schemes, and enhancing family-level support programs. Such efforts are essential to equip students with healthier financial management options and reduce the negative impact of gambling on academic success.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"113 ","pages":"Article 103227"},"PeriodicalIF":2.8,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-04DOI: 10.1016/j.ijedudev.2025.103223
Nihan Demirkasımoğlu , Pelin Taşkın
This research examines the academic performance and university rankings under elected and appointed rectors in Turkish research universities, aiming to offer valuable insights into governance dynamics and their effects impact on institutional outcomes. We compare the publication and citation metrics, as well as university rankings, during the tenures of elected and appointed rectors across 19 public universities and their 38 rectors in Türkiye using document analysis and descriptive approach. The findings highlights that while appointed rectors show more diversity, including significant representation from the social sciences and humanities, elected rectors are notably from the medical area, with engineering coming in second. Despite differences in academic backgrounds and disciplinary specializations, the comparison reveals no significant divergence in publication and citation performances between elected and appointed rectors. However, the trajectory of university rankings shows a stark contrast, during times when rectors are appointed. A drop in rankings, which is especially noticeable during contentious appointments, emphasizes how crucial legitimacy and stakeholder trust are in determining institutional performance. This study advances our understanding of governance dynamics and how they affect research universities' institutional reputation.
{"title":"Elected versus appointed rectors in top Turkish research universities: Profiles and performance impacts","authors":"Nihan Demirkasımoğlu , Pelin Taşkın","doi":"10.1016/j.ijedudev.2025.103223","DOIUrl":"10.1016/j.ijedudev.2025.103223","url":null,"abstract":"<div><div>This research examines the academic performance and university rankings under elected and appointed rectors in Turkish research universities, aiming to offer valuable insights into governance dynamics and their effects impact on institutional outcomes. We compare the publication and citation metrics, as well as university rankings, during the tenures of elected and appointed rectors across 19 public universities and their 38 rectors in Türkiye using document analysis and descriptive approach. The findings highlights that while appointed rectors show more diversity, including significant representation from the social sciences and humanities, elected rectors are notably from the medical area, with engineering coming in second. Despite differences in academic backgrounds and disciplinary specializations, the comparison reveals no significant divergence in publication and citation performances between elected and appointed rectors. However, the trajectory of university rankings shows a stark contrast, during times when rectors are appointed. A drop in rankings, which is especially noticeable during contentious appointments, emphasizes how crucial legitimacy and stakeholder trust are in determining institutional performance. This study advances our understanding of governance dynamics and how they affect research universities' institutional reputation.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"113 ","pages":"Article 103223"},"PeriodicalIF":2.8,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-04DOI: 10.1016/j.ijedudev.2025.103225
Takumi Kobayashi , Keiichi Ogawa
Previous studies suggest that community and parental participation can positively contribute to the quality of primary education; however, controversial debates and a lack of comprehensive analysis persist. This study applies a mixed-method approach and reveals that active participation can improve educational quality. However, community and parental participation does not always positively correlate with quality education, especially when conflicts arise within communities with higher levels of participation. Furthermore, higher educational quality often results from effective school management by School Management Committees and Parent-Teacher Associations, which fosters trust among parents and, in turn, encourages them to actively participate in their children’s education.
{"title":"Community and parental participation in Ugandan public primary education: A mixed-method analysis","authors":"Takumi Kobayashi , Keiichi Ogawa","doi":"10.1016/j.ijedudev.2025.103225","DOIUrl":"10.1016/j.ijedudev.2025.103225","url":null,"abstract":"<div><div>Previous studies suggest that community and parental participation can positively contribute to the quality of primary education; however, controversial debates and a lack of comprehensive analysis persist. This study applies a mixed-method approach and reveals that active participation can improve educational quality. However, community and parental participation does not always positively correlate with quality education, especially when conflicts arise within communities with higher levels of participation. Furthermore, higher educational quality often results from effective school management by School Management Committees and Parent-Teacher Associations, which fosters trust among parents and, in turn, encourages them to actively participate in their children’s education.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"113 ","pages":"Article 103225"},"PeriodicalIF":2.8,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research explores the potential impact of social media on the professional status of teachers in Kazakhstan, examining its role in facilitating professional development and its potential to trigger reputational risks. Social media is experiencing growth in Kazakhstan, which presents challenges for teachers. This study investigates how social media influences the professional identity and perceived status of teachers in society. A combination of quantitative survey data and qualitative interviews with teachers and school leaders was conducted. It has been demonstrated that although social media may enhance a teacher's reputation by facilitating the sharing of educational material and professional achievements, it also brings potential concerns, such as cyberbullying, privacy violations, and challenges in preserving personal and professional boundaries. These results emphasize the need for explicit guidelines on the ethical use of social media in educational settings and instructional approaches.
{"title":"“Teachers are not Imams”: The impact of social media on the status of teachers in Kazakhstan","authors":"Yerbol Sarmurzin , Zhanat Baktybayev , Kundyz Kenzhebayeva , Aray Amanova , Ardak Tulepbergenova","doi":"10.1016/j.ijedudev.2025.103220","DOIUrl":"10.1016/j.ijedudev.2025.103220","url":null,"abstract":"<div><div>This research explores the potential impact of social media on the professional status of teachers in Kazakhstan, examining its role in facilitating professional development and its potential to trigger reputational risks. Social media is experiencing growth in Kazakhstan, which presents challenges for teachers. This study investigates how social media influences the professional identity and perceived status of teachers in society. A combination of quantitative survey data and qualitative interviews with teachers and school leaders was conducted. It has been demonstrated that although social media may enhance a teacher's reputation by facilitating the sharing of educational material and professional achievements, it also brings potential concerns, such as cyberbullying, privacy violations, and challenges in preserving personal and professional boundaries. These results emphasize the need for explicit guidelines on the ethical use of social media in educational settings and instructional approaches.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"113 ","pages":"Article 103220"},"PeriodicalIF":2.8,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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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