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Individuals with disabilities may exhibit dangerous behavior such as physical aggression and self-injury. Determining the environmental variables maintaining dangerous behavior using a functional behavior assessment can inform treatment in teaching individuals with disabilities functionally equivalent replacement behavior. However, logistic factors, such as distance and the scarcity of qualified personnel, often impede the administration of functional behavior assessments. Behavioral skills training delivered via telehealth may teach practitioners (e.g., behavior analysts) to conduct functional behavior assessments. The current systematic review identified peer-reviewed articles and dissertations (n = 8) involving telehealth-delivered behavioral skills training intended to increase the intervention fidelity of practitioners in conducting functional behavior assessments. Coders reviewed study characteristics, quality, and training outcomes. Authors reported mixed findings regarding the ability of training to improve trainee fidelity. A discussion follows a presentation of results.

As the teaching profession becomes more demanding and teachers' work conditions become increasingly challenging, recent reports have shown declining levels of teacher well-being. Past studies on teacher well-being mostly focused its associations with teacher- and school-related outcomes. However, less research has been conducted on the implications of teacher well-being for their students' well-being. In this study, we drew on prior work on social contagion to investigate the relationship of teacher well-being with that of their students. More specifically, we examined the relationship between teacher well-being (satisfaction with the teaching profession and satisfaction with the work environment) and student well-being (life satisfaction, positive affect, and negative affect). We drew on the Programme for International Student Assessment (PISA) 2018 data which contained responses from 89,614 teachers and 93,555 students nested within 5400 schools across 19 countries/regions. Results of multilevel path analysis revealed that teacher satisfaction with the teaching profession was positively associated with student life satisfaction and positive affect, and negatively associated with negative affect. Teacher satisfaction with the work environment was positively related to student positive affect. The findings held after controlling for key covariates (school SES, and student SES and gender). Hence, teacher well-being seems to be an important contributing factor to student well-being.

Child trafficking poses a momentous public health threat to students in public schools. Although school nurses are exceptionally positioned to identify and respond to trafficking, most lack training and resources in this critical area. This project aimed to evaluate the impact of a multifaceted intervention on school nurse preparedness and practices related to child trafficking in an Oklahoma public school district. The project involved Unbound Now's nationally accredited training program for school nurses, implementation of the Fuentes et al.'s "Toolkit for Building a Human Trafficking School Safety Protocol (HTSSP)" funded by the U.S. Department of Health and Human Services, and facilitation of a roundtable discussion to initiate community collaboration. The results of the pretraining Fraley and Aronowitz School Nurses' Awareness and Perceptions Survey (SNAPS) illuminated variations in school nurses' knowledge and awareness of child trafficking, demonstrating the need for continued training. Post-training evaluations exhibited highly positive feedback, suggesting its effectiveness in meeting the training's objectives. Following the community stakeholder roundtable, the lead school nurse employed the HTSSP toolkit and directed efforts in successfully constructing and implementing a district-wide policy of procedures to respond to suspected cases of human trafficking. However, the project's limitations include a small sample and a single-school district focus. Despite these limitations, this project delivers valuable insights into the challenges and opportunities for enhancing school nurse preparedness in addressing trafficking. This project serves as a foundation for future initiatives to improve students' safety and wellbeing in public schools.

This paper explores the perceived benefits of and barriers to, using puppets in early years classrooms and childcare settings. An online survey of 121 early years educators revealed that puppets are widely, but infrequently, used in the early years, and are largely found to be valuable pedagogical tools by those that use them. Puppets were reported to benefit play, teaching, wellbeing and the communication of behaviour requirements, as well as positively impacting engagement with learning and behaviour mediation. Frequent users were more positive than infrequent users. Barriers to usage included a lack of confidence or awareness of how to use puppets pedagogically (23%, n = 19), a lack of puppet resources (23%, n = 19) and a series of 'sub-conscious' decisions not to use puppets based more on apathy than dislike (49%, n = 40). A small minority (10%, n = 8) made a conscious decision not to use puppets because they were negative about puppets. Training and information are required to encourage more puppet use and raise awareness of the benefits; there is also a need for the provision of puppet resources to realise the pedagogical potential of puppet play in the early years.

Data-based individualization (DBI) is a framework that allows educators to make timely and informed decisions about student progress in academics or behavior. In this article, we focus on the DBI framework as applied to math intervention within a tiered support model for students experiencing math difficulty. We review how DBI starts with an instructional platform paired with progress monitoring. Then, we discuss decision making within a DBI framework and highlight how diagnostic data informs instructional adaptations. Finally, we emphasize the on-going use of DBI to determine the best set of instructional practices in math for each student.

This study explores the effects of the two-generation program Career"Advance"--which combines education and training for parents in healthcare with Head Start for children--on children's academic, language, mathematics, and inhibitory control followed for 3 years. The sample (collected in Tulsa, Oklahoma from 2011 to 2018) includes 147 children in the Career"Advance" group and 139 children in a matched comparison group (n = 286; 40% Black, 17%, White, 10% Hispanic, 33% Mixed Race, or Other Race; M = 3.6 years old; 47% female). Overall, the effect of Career"Advance" on child outcomes is neither greater nor less than Head Start alone. These findings suggest that children's developmental outcomes do not worsen or improve in the short term when their parents return to school.

Single-case designs substantiate the effectiveness of interventions for people with disabilities and other populations through the repeated measurement of behavior over time. Consequently, employing accurate and reliable systems of measurement is critical to the validity of single-case designs. Much of the data in single-case research are collected through systematic direct observation. Direct observation often involves the use of time sampling, wherein an observer indicates whether a behavior occurred during a specific period. Although scholars have highlighted the potential for time sampling to distort the results of single-case design, targeted reviews indicate time sampling continues to be used in literature involving people with disabilities. The current study reviews literature from the field of special education, in which single-case designs are frequently used to evaluate the efficacy of practices. Using a large, representative sample of 1,425 randomly selected single-case design articles from 33 special education journals, we coded articles to determine the type and features of measurement systems employed by researchers. Findings indicate one-fifth of articles feature some form of time sampling. In addition, time sampling is more prevalent in journals pertaining to individuals with emotional/behavioral disorders. A discussion of implications for research quality follows an overview of results.

University study is a period of psychological vulnerability for many individuals. International college students may be particularly vulnerable to experiencing distress and developing a mental illness due to challenges of relocation and acculturation. The aim of this meta-analytic review was to synthesize the literature on the mental health correlates and outcomes of domestic and international tertiary students. A total of 35 studies were identified via search PsycINFO, PubMed, CINAHL, and Scopus databases. Results showed that, among 283,412 participants, very small but non-significant effects were found between domestic and international students on anxiety: r = 0.04; depression: r = -0.01; psychological distress: r = -0.01; and wellbeing: r = -0.01. Most studies were of relatively poor quality. Among high-quality studies, international students reported fewer symptoms of anxiety, depression, and stress than domestic students. On the other hand, domestic students declared higher wellbeing scores on quality-of-life measures. Despite these mixed findings, many students in the included studies reported poor mental health and wellbeing. Further research examining the mental health and wellbeing of domestic and international students is needed, with particular attention to the underlying needs and stressors that affect each subgroup to develop effective supports and countermeasures.

This Projects With Promise case study offers insights for addressing tensions between universities and communities in building partnerships and collectively rethinking "the field" of community engagement. We explore moving beyond a solely place-based understanding of "the field" into an ethos based on human interactions and mutual trust. Through an analysis of the Baltimore Field School (BFS) project, we argue that partnerships must be designed to create the time and space for self-reflexive qualitative methods that emerge from a personality-proof and sustainable infrastructure that can respond to crises and needs in both communities and universities. Rethinking and even "undoing" notions of institutional time and space within universities allows community-centered reflection that begins to cross the boundaries imposed by neoliberal institutions focused on profits above people. Exploring the distinct scholarly communities of higher education can inspire academics to rethink how universities can work with and not just for local communities.

Building 21st-century life science skills requires educating participants according to STEM abilities. Therefore, this research aimed to examine the effectiveness and feasibility of the STEM ability assessment framework in the practical learning environment. The study uses STEM coffee preparation experiential activity with a Royal Belgian siphon pot to construct a learning environment in the classroom. The study also develops two assessment instruments, a knowledge concept questionnaire, and an entrepreneurial scientific thinking scale, to examine their effectiveness and feasibility in the STEM learning environment. The results of the content validity index reveal the value of good-grade literature for two questionnaires. Kendall's coefficient of concordance ([omega]) of the four reviewers' responses shows that the inter-rater reliability of the two questionnaires reaches a better level. The Chi-square test found that this STEM learning environment is feasible and effective and will help the participants assess their STEM abilities. The entrepreneurial scientific thinking for preparing beverages of life science is rich in viability and efficacy for instrument creation and assessment. Future research lengthened the extraction process while also improving consistency. Last but not least, more teaching practices and research designs are available. However, the goal is for learners' STEM aptitude to increase practice depth.

This position paper introduces the idea of cognicy, the foundational ability to think and understand in a process that decouples cognitive processes from their tangible outcomes. Generative artificial intelligence (AI) can produce output often nearly indistinguishable from a human product, which presents a problem for educational assessment. Cognicy focuses on the process of thought, which is uniquely human, rather than the output, which can be machine generated. The nearest parallel is numeracy, which decouples the underlying mathematical concept from the task of calculation. Similarly, cognicy seeks to disentangle the essential thought process from the outputs, which now can be easily composed by AI. Cognicy is thus a tool for shifting the way in which higher education views the intersection of generative artificial intelligence, learning, and evaluation. It must be where future frameworks for learning focus. Process must be seen as separate from product so that human skills and learning stay relevant. This paper gives a name to these human-based, AI adjacent skills, creating a shared language to begin larger discussions. As a means of starting the conversation, the paper explores the relationship of cognicy to the concepts of Universal Design for Learning (UDL), metacognition, and AI literacy to show how this emerging framework might be employed.

Perceptions of program safety for youth might include such features as physical safety, psychological safety, and social-relational safety. A holistic sense of safety, or one that inclusively encompasses and integrates features of, and relations with, the ecology in which youth develop, could be engendered through programmatic designs that attend to the dynamic relations among physical, psychological, and social-relational safety. Having a better understanding of the phenomenology of safety among program participants, and how such perceptions function in youth programs would enable positive youth development (PYD) program practitioners to better align their conceptions -- that is, their "objective" definitions -- of program safety with the phenomenological experiences of youth and, in so doing, better promote PYD and thriving outcomes. The present study was informed by preliminary quantitative findings emerging from the broader Compassion International (CI) Study of PYD (Lerner et al., 2019; Tirrell et al., 2021; Tirrell, Gansert, et al., 2019; Tirrell, Geldhof, et al., 2019). As described in this article, youth who engaged in CI-supported programs in El Salvador reported feeling safe at the CI programs, but also reported feeling generally unsafe, and worrying about their safety, in the broader contexts of their lives.

There is a growing interest within higher education to engage with students as partners to reposition students from consumers to producers of knowledge. The purpose of this study was to gather insights into the benefits, barriers/challenges, and best practices for engaging in student-faculty partnership activities for science faculty members. Supervising or working with graduate teaching assistants, working with students on university committees, collaborating with undergraduate or graduate students on a new or existing research project, and co-authoring manuscripts with graduate students were regarded as the most impactful partnership activities. Common benefits of student partnership activities included: collaboration and relationship building, broadening perspectives and gaining feedback, personal satisfaction, and institutional and career-related benefits. Common barriers/challenges reported were interpersonal dynamics and maintaining relationships, student management, and external influences. Best practices consisted of planning and setting expectations, developing students' agency, using open communication, and facilitating peer-to-peer collaboration and peer mentoring.

In early 2020, the introduction of COVID-19 restrictions meant that doctoral programmes which depended on face-to-face models for teaching, learning, and interaction needed to quickly reconsider their established practices. Of particular concern was the impact of pandemic restrictions upon the development of a sense of community among doctoral scholars. This article considers the experiences, opinions, and perceptions of one cohort of students regarding the development and facilitation of a sense of community in their professional doctorate programme at a time of unparalleled restrictions around in-person congregation. The findings indicate that students were predominantly positive about both student-led and staff-led initiatives to foster and maintain a sense of community, with the strongest sense of community occurring at the specialism level. Arising from these findings, the article reflects broadly on the effectiveness and value of these community-building activities and their continued relevance for subsequent iterations of the programme in the post-pandemic near-future.

Public education requires all stakeholders to collaborate as a community and focus on the essential factors that create a path for student progress, growth, and maturity. The result nurtures students from kindergarten to graduation and beyond and affords them opportunities to become efficacious members of their communities. Schools are a business operating on the premise of the service industry, working collectively with and for the communities they serve. Their operational parameters are to work with all stakeholders to successfully facilitate excellence in education for all students regardless of gender, race, or socioeconomic status. Recent COVID-19 school closures have opened dialogues concerning the ramifications of continued school closures, the slow reopening of schools, and the current chronic educational gap for minorities and students living at the poverty or "extreme poverty" levels. This literature review examines peer-reviewed articles, policy papers, editorials, and global research that examines how the COVID-19 school closures and slow reopening processes affect the equitable global education of minorities and children living in poverty or extreme poverty.

Fear of failure undermines students' learning and well-being. However, despite the prevalence of fear of failure, there is a lack of a measurement tool explicitly designed to assess the fear of failure in learning among Chinese students. This study aimed to adapt and validate the Chinese version of the Fear of Failure in Learning Scale (C-FOFLS). Exploratory factor analyses were conducted for the adaptation group (N = 353) and a four-factor solution was found. The construct validity of the four-factor structure was subsequently confirmed by item-level analysis and confirmatory factor analysis for the validation group (N = 366). The final scale was comprised of 22 items and had four underlying dimensions: shame, performance avoidance, learned helplessness, and self-handicapping. Pearson correlation analyses demonstrated satisfactory convergent validity and concurrent validity of the C-FOFLS. C-FOFLS could be a valuable tool for conducting research on the fear of failure in learning of Chinese students.

This study examined the relationships between current anxiety problems and school engagement, community service or volunteer work, and paid work among U.S. adolescents. The 2018-2019 National Survey of Children's Health (NSCH) dataset was analyzed and included 24,609 adolescents ages 12-17 years. We conducted unadjusted and adjusted logistic regression analyzes. A total of 12.6% of adolescents had healthcare provider-confirmed current anxiety problems. Adolescents with current anxiety were at decreased odds of engaging in school (aOR = 0.35, 95%CI = 0.29, 0.41) and participating in community service or volunteer work (aOR = 0.72, 95%CI = 0.59, 0.86) compared to adolescents without current anxiety. Adolescents with current anxiety were at increased odds of participating in paid work (OR = 1.18, 95%CI = 1.01, 1.38). This study reports that U.S. adolescents with anxiety were less likely to engage in school and participate in community service or volunteer work, but were more likely to participate in paid work compared to their peers without anxiety. Results should inform future interventions targeting adolescents.

Based on interviews and case studies in nonprofit organizations, this article examines the perspectives of evaluation advocates undertaking evaluation in culturally diverse contexts where interpersonal barriers may exist. Participants provided insights into how to overcome issues by developing meaningful interpersonal relationships, finding shared goals, and providing encouragement. This article presents practical strategies that anyone promoting evaluation may find helpful to develop positive interpersonal relationships and equitable and inclusive working environments.

The implementation of a research-based curriculum that enables students to develop essential capabilities for this complex world is challenging. There is limited understanding of the implementation of a research-based curriculum in a whole degree programme, and few studies examined how faculty members and students perceived such a curriculum. This study explored faculty members' perceptions and students' experiences of four research-based curricula in two research-intensive universities in Hong Kong. Based on document review, 18 faculty interviews, and 113 student interviews, we discovered an overall positive view of research-based curricula but also substantial differences between faculty members' perceptions and students' experiences. For example, faculty members emphasised the learning and critical evaluation of knowledge. In comparison, students focused on exploring specific interesting issues and collecting and analysing information without fully recognising the potential of research in generating, applying, and validating knowledge. Moreover, students' experiences of research-based curricula contained a broader scope of activities than the curriculum perceived by faculty members. These gaps demonstrate that the fundamental goals of research-based curricula to develop 'powerful knowledge' and induct students into disciplinary ways of thinking have yet to be fully achieved. The study implies a need to enhance communication between students and faculty members and build a consensus on designing and supporting undergraduate research across the curriculum.

Reading comprehension is one of the most valuable academic skills taught in school. Selecting the appropriate assessment instrument to ensure early identification and intervention is important as there is an amalgam of cognitive abilities and academic skills involved in reading comprehension. The GORT-5 is the most recent edition of a test that measures reading rate, accuracy, fluency, and comprehension among school-age children and young adults. The current study evaluated the concurrent validity of the GORT-5 with the WJ-IV ACH for a group of referred students. Findings indicate that Pearson correlation coefficients for all GORT-5 and WJ-IV ACH score comparisons were very large (0.70-0.89). Generally, GORT-5 scores were 2-3 points higher than WJ-IV ACH cluster scores. The diagnostic accuracy of the GORT-5 is excellent, with very few students' scores yielding a false negative.

Previous studies report that exposure to the Maori language on a regular basis allows New Zealand adults who cannot speak Maori to build a proto-lexicon of Maori -- an implicit memory of word forms without detailed knowledge of meaning. How might this knowledge feed into explicit language learning? Is it possible to "awaken" the proto-lexicon in the context of overt language learning? We investigate whether implicit linguistic knowledge represented in a proto-lexicon gives any advantages for intentional language learning in a tertiary educational environment. We conducted a three-task experiment which: (a) assessed participants' Maori proto-lexicon; (b) assessed their phonotactic knowledge; and (c) tested them on Maori vocabulary that they had been exposed to during the course at two time points. The results show that students with larger Maori proto-lexicons learn more words in a classroom setting. This study shows that proto-lexicon acquired from ambient exposure can lead to significant benefits in language learning.

Attention-deficit/hyperactivity disorder (ADHD) symptoms affect 40-60% of autistic children and have been linked to differences in adaptive behavior. It is unclear whether adaptive behavior in autistic youth is directly impacted by co-occurring ADHD symptoms or by another associated feature of both autism and ADHD, such as increased irritability. The current study examined relationships between irritability, ADHD symptoms, and adaptive behavior in 3- to 7-year-old autistic children. Results suggest that, after adjusting for co-occurring ADHD symptoms, higher levels of irritability are associated with differences in social adaptive behavior specifically. Understanding relationships between irritability, ADHD, and adaptive behavior in autistic children is critical because measures of adaptive behavior, such as the Vineland Scales of Adaptive Functioning, are often used as a proxy for global functioning, as well as for developing intervention plans and measuring outcomes as primary endpoints in clinical trials.

Lecture capture (LC) has been implemented globally to enhance accessible resources supporting academic success. Little is known about the effects of teaching students how to effectively use LC to augment learning. This correlational pilot study used a 14-item Likert-like survey to examine relationships between undergraduate LC viewing practices and final course grade. No statistically significant findings were identified between LC use and course grades. However, the mean course grade was 3.29% higher among students (n = 32) who implemented and maintained effective LC strategies (M = 90.61, SD = 5.68) compared with those who did not (n = 18). Six of the 14 LC survey items revealed significant positive correlations and two of the 14 LC survey items revealed significant inverse correlations. These findings could help educators prioritize teaching students how to effectively and efficiently use LC resources to enhance academic outcomes.

Administrators and faculty at many colleges and universities are dedicated to making the faculty hiring process fair and equitable. One program that has shown promise is to train and appoint a Diversity Advocate (DA) to serve on each faculty search and screen committee. In this study, we created and examined the early stages of a DA program at a single institution. After undergoing special training, the DA works on the search committee to encourage best practices and to discourage schemas and stereotypes from interfering with the process. Our DA program differs from some in that efforts are made to train DAs who are demographically in the majority, work in the area where the search is taking place, and have earned tenure or promotion. Training those who are demographically in the majority helps meet our goal of broadening the responsibility for evidence-based and equitable hiring practices across faculty members. While reliable data on hiring outcomes is not yet available, we developed a survey to evaluate the DA training and conducted focus groups to understand the DA experience better. Our results highlight how DAs intervened in the search process to make it more equitable. The interventions included encouraging the use of best practices, such as leading the committee in creating a rubric for evaluating candidates and intervening when bias was present. Our study provides evidence that a DA program is one way to expand the pool of faculty committed to inclusive excellence.

Educational research has emphasized the importance of help-seeking in learning and engagement. However, little is known about the impact that help-giving may potentially have on student engagement and academic achievement. There is also a lack of knowledge about the environmental factors that might facilitate help-giving. This study investigated how help-giving is associated with student engagement and academic achievement by drawing on the Chinese College Student Survey (CCSS), which involved data from 67,182 Chinese college students. Structural equation modeling was used to analyze the data. Results showed that students who experienced a positive social climate, particularly those who had positive social interactions with their peers, teachers, and university staff members were more likely to help their peers with schoolwork. In turn, these students who helped their peers were more cognitively, emotionally, and behaviorally engaged. They also had higher levels of academic achievement themselves. The results applied to students of different demographic characteristics and different school types. Theoretical and practical implications of the research are discussed.

Autistic people diagnosed in adulthood often report that the experience can be life-changing, but there are issues with the diagnostic pathway. Few studies consider the views of people "currently" seeking diagnosis or contextualise the experience of diagnosis around developing an autistic identity. In this qualitative participatory study, we explored experiences of navigating an autism diagnosis in adulthood in the UK. We recruited six women (aged 21-46 years) who were seeking diagnosis, who worked with the academic researchers across four sessions to develop the study, share their experiences and analyse the themes. In one session, they completed a semi-structured interview alongside photovoice, a community-based action method, to explain and reflect on their experiences. We used reflexive thematic analysis to identify patterns, with four key themes identified: (1) 'everything shattered', (2) 'being seen', (3) 'understanding not judgement, please' and (4) 'here's a leaflet, off you go'. The themes reflected a desire for change and improved support for both diagnosis and developing autistic identity. Following photovoice methodology, together we identified actions to improve adult diagnosis, including involving autistic people in making improvements to the diagnostic criteria, for key professional and community groups to listen more to autistic people and for diagnostic support services to be flexible and appreciative of wider neurodivergence and intersectionality.

Consistent with a "double empathy" framework, autistic adults often experience better interaction with autistic compared with non-autistic partners. Here, we examined whether non-autistic observers detect differences in autistic interactions relative to non-autistic and mixed ones. Non-autistic adults (N = 102) rated the interaction quality and traits of 42 autistic and 44 non-autistic male participants interacting in same or mixed-neurotype dyads. Non-autistic interactions and participants were evaluated most positively, with participants rated more favorably when interacting with non-autistic partners and rated as less intelligent and awkward when interacting with autistic partners. Observers perceived mixed interactions as the least successful overall. Whereas non-autistic interactions were rated as smoother and more enjoyable than mixed interactions, they were not rated differently from autistic interactions on any measure of interaction quality. Observers also perceived that non-autistic participants but not autistic participants disclosed more to non-autistic partners. However, they evaluated autistic participants more negatively than their partners in the interaction evaluated them; they disproportionately underestimated trust and intelligence ratings made by autistic participants; and they and reported lower social interest in participants than did the autistic and non-autistic people in the interactions. Collectively, these findings indicate that non-autistic adults both detect and demonstrate the double empathy problem when observing social interactions involving autistic people.

According to extensive research, problem-based learning (PBL) in STEM education improves student learning outcomes and supports them in gaining practical skills necessary for upward future careers. Despite current efforts to promote PBL-STEM activities in education, their uptake in life science remains low. Several types of research involving college instructors indicate that instructor guidance of PBL-STEM activities is one of the crucial aspects for its successful usage in educational settings. However, to our knowledge, little research has been undertaken on the effectiveness of participants' PBL-STEM learning in coping with problems and dilemmas encountered during the STEM learning process. This research intends to investigate the efficacy and provide experiential references to demonstrate the existing gaps by a transdisciplinary approach. The effect on participants' professional learning interest, comprehension capacity, problem-solving ability, self-efficacy, and cooperation abilities is related to five dependent variables. Our findings from paired t-test analysis demonstrate that STEM participants had a significant difference before and after experiencing PBL-STEM learning objectives. In the light of a one-way ANOVA, STEM learner participation in this course was more important than gender and age in improving STEM literacy through classroom activities. In line with feedback interviews, students who engaged in experiential learning favored reciprocal advantages and mutual benefits within their groups through teamwork, practical application, and information acquisition. Given that the participants in this study were early adopters of PBL-STEM, any future research should aggressively encourage these students to create and implement solutions in the classroom based on their ideas.

Social contagion, the process whereby psychological states spread from one person to another, is a pervasive phenomenon. However, this has not been adequately explored in the educational context, especially in relation to the social contagion between principals and teachers. This study aimed to examine the social contagion of job satisfaction from principals to teachers and its implications for instructional quality (i.e., clarity of instruction and cognitive activation). We made use of the Teaching and Learning International Survey (TALIS) 2018 data and drew on 47,315 teachers and 3008 principals from two cultural groups: Confucian societies (Japan, Taiwan, Korea, and Shanghai) and English-speaking societies (Canada, Australia, New Zealand, United States, and United Kingdom). Results of multilevel mediation analyses revealed that principal job satisfaction was related to teacher job satisfaction, providing support for the principal-teacher job satisfaction contagion. The job satisfaction contagion was subsequently associated with teachers' clarity of instruction and cognitive activation in Confucian societies, but only cognitive activation in English-speaking societies. Teacher job satisfaction was associated with both instructional quality indicators in both cultural groups. The study provided evidence of the social contagion of job satisfaction between principals and teachers. Study results also demonstrated how the contagion of job satisfaction is subsequently associated with teachers' instructional quality across different cultural contexts.