Pub Date : 2026-01-03DOI: 10.1016/j.tate.2025.105373
Nicola-Hans Schwarzer , Tobias Dörfler , Steffi Sachse , Fabio Sticca , Lars Dietrich
This study investigates the relationships between motivational orientations and mental health among novice special education teachers. Given the considerable challenges faced during the early stages of their careers, identifying factors that support mental health is essential. A cross-sectional survey of 695 novice special education teachers in Southern Germany assessed subject-related motivation, teaching-related motivation, and teaching-related self-efficacy. Structural equation modeling was used to test the hypotheses. Results indicated no significant associations between subject-related or teaching-related motivation and symptom severity or well-being. However, teaching-related self-efficacy was positively linked to well-being and negatively related to symptom severity. These findings suggest that teaching-related self-efficacy may serve as a key health-promoting resource for novice special education teachers. The findings underscore the importance of supporting teaching-related self-efficacy in pre-service and in-service special education teachers.
{"title":"Is motivation the key? Linking motivational orientations and mental health among novice special education teachers","authors":"Nicola-Hans Schwarzer , Tobias Dörfler , Steffi Sachse , Fabio Sticca , Lars Dietrich","doi":"10.1016/j.tate.2025.105373","DOIUrl":"10.1016/j.tate.2025.105373","url":null,"abstract":"<div><div>This study investigates the relationships between motivational orientations and mental health among novice special education teachers. Given the considerable challenges faced during the early stages of their careers, identifying factors that support mental health is essential. A cross-sectional survey of 695 novice special education teachers in Southern Germany assessed subject-related motivation, teaching-related motivation, and teaching-related self-efficacy. Structural equation modeling was used to test the hypotheses. Results indicated no significant associations between subject-related or teaching-related motivation and symptom severity or well-being. However, teaching-related self-efficacy was positively linked to well-being and negatively related to symptom severity. These findings suggest that teaching-related self-efficacy may serve as a key health-promoting resource for novice special education teachers. The findings underscore the importance of supporting teaching-related self-efficacy in pre-service and in-service special education teachers.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"172 ","pages":"Article 105373"},"PeriodicalIF":3.9,"publicationDate":"2026-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145884707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-03DOI: 10.1016/j.tate.2025.105370
Lei Liu , Yanjiao Li , Jing Li
This study investigates how family support influences career success among Chinese university teachers, employing a moderated mediation model. Results from 348 faculty surveys show that family support boosts career success both directly and indirectly through time management and career adaptability individually, though not sequentially. Work-to-family conflict negatively moderates these relationships. Gender differences exist: family support directly affects women's career success, while for men, its effect is fully mediated by time management and career adaptability. The findings enhance Conservation of Resources theory by illustrating how contextual resources transform into personal resources in academic career development.
{"title":"The effect of family support on university teachers’ career success: a moderated mediation model","authors":"Lei Liu , Yanjiao Li , Jing Li","doi":"10.1016/j.tate.2025.105370","DOIUrl":"10.1016/j.tate.2025.105370","url":null,"abstract":"<div><div>This study investigates how family support influences career success among Chinese university teachers, employing a moderated mediation model. Results from 348 faculty surveys show that family support boosts career success both directly and indirectly through time management and career adaptability individually, though not sequentially. Work-to-family conflict negatively moderates these relationships. Gender differences exist: family support directly affects women's career success, while for men, its effect is fully mediated by time management and career adaptability. The findings enhance Conservation of Resources theory by illustrating how contextual resources transform into personal resources in academic career development.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"172 ","pages":"Article 105370"},"PeriodicalIF":3.9,"publicationDate":"2026-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145884705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-03DOI: 10.1016/j.tate.2025.105379
Hadi Khanmohammadi, Mohammad Mehdi Rahmati
Teacher ranking, as a key educational policy, enhances quality by improving performance. This study evaluates its effectiveness in Iran using a mixed-method approach. Qualitative analysis identified eight criteria, prioritized via the FUCOM technique. High-priority criteria, such as teacher performance and stakeholder satisfaction, focus on short-term outcomes. Middle-priority criteria, like professional standing and skills, balance short and long-term goals. Lower-priority criteria, including societal culture and accountability, address institutional and cultural impacts. The findings offer policymakers a prioritized, practical framework to move beyond simple identification. This hierarchy provides an actionable roadmap for resource allocation and refining similar policies in diverse contexts.
{"title":"Identifying and prioritizing evaluation criteria for teacher ranking system effectiveness: A case study in Iran","authors":"Hadi Khanmohammadi, Mohammad Mehdi Rahmati","doi":"10.1016/j.tate.2025.105379","DOIUrl":"10.1016/j.tate.2025.105379","url":null,"abstract":"<div><div>Teacher ranking, as a key educational policy, enhances quality by improving performance. This study evaluates its effectiveness in Iran using a mixed-method approach. Qualitative analysis identified eight criteria, prioritized via the FUCOM technique. High-priority criteria, such as teacher performance and stakeholder satisfaction, focus on short-term outcomes. Middle-priority criteria, like professional standing and skills, balance short and long-term goals. Lower-priority criteria, including societal culture and accountability, address institutional and cultural impacts. The findings offer policymakers a prioritized, practical framework to move beyond simple identification. This hierarchy provides an actionable roadmap for resource allocation and refining similar policies in diverse contexts.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"172 ","pages":"Article 105379"},"PeriodicalIF":3.9,"publicationDate":"2026-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145884706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined the role of teacher professional learning in the relationship between authentic leadership, teachers' subjective well-being, and teacher academic optimism in a sample of 499 Turkish teachers. Guided by the Broaden-and-Build Theory, we tested a moderated mediation model in which subjective well-being mediated the relationship between authentic leadership and teacher academic optimism, conditional on teachers' professional learning. Results indicated that authentic leadership positively predicted subjective well-being, which in turn positively influenced teacher academic optimism at moderate and high levels of professional learning, but not at low levels. Teacher professional learning also moderated the effect of subjective well-being on teacher academic optimism, enhancing the indirect influence of authentic leadership on teacher academic optimism through subjective well-being. These findings highlight the critical role of professional learning in transforming teachers’ positive psychological states into professional beliefs and practices. Implications for leadership, teacher development, and educational policy are discussed.
{"title":"Teacher professional learning as a catalyst driving the link between authentic leadership, subjective well-being, and academic optimism in Turkish schools","authors":"Murat Özdemi̇r , Mehtap Nai̇lli̇oğlu Kaymak , Sabahat Öcal , Umut Alper , Merve Koçyi̇ği̇t Gürbüz , Ayşe Betül Doğruel","doi":"10.1016/j.tate.2025.105377","DOIUrl":"10.1016/j.tate.2025.105377","url":null,"abstract":"<div><div>This study examined the role of teacher professional learning in the relationship between authentic leadership, teachers' subjective well-being, and teacher academic optimism in a sample of 499 Turkish teachers. Guided by the Broaden-and-Build Theory, we tested a moderated mediation model in which subjective well-being mediated the relationship between authentic leadership and teacher academic optimism, conditional on teachers' professional learning. Results indicated that authentic leadership positively predicted subjective well-being, which in turn positively influenced teacher academic optimism at moderate and high levels of professional learning, but not at low levels. Teacher professional learning also moderated the effect of subjective well-being on teacher academic optimism, enhancing the indirect influence of authentic leadership on teacher academic optimism through subjective well-being. These findings highlight the critical role of professional learning in transforming teachers’ positive psychological states into professional beliefs and practices. Implications for leadership, teacher development, and educational policy are discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"172 ","pages":"Article 105377"},"PeriodicalIF":3.9,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145884699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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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