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Purpose: Teachers are important stakeholders in supporting children's physical literacy (PL), yet teachers' perception of PL assessment is underexplored. Method: Utilizing a mixed-methods design, 122 primary school teachers (of children aged 5–12 years) in Australia completed an online survey, followed by nine interviews. Results: Teachers who favored assessment (58%) tended to report assessing PL in children (χ2[1, N = 110] = 7.025, p =.008). Those who reported assessing PL (also 58%) were more confident to do so (χ2[2, N = 109] = 10.540, p =.005). Teachers considered movement skills, engagement and enjoyment, relationships, and safety and risk as the most important elements for assessing PL. Qualitative data showed nonsupport for PL assessment stemmed from skepticism regarding relevance of assessment, appropriateness of assessment, and views that the curriculum and PL framework were implicitly linked. Conclusion: Professional development, resources, and suitable PL teacher assessments can upskill teachers' knowledge, confidence, and reduce barriers in implementing PL assessments. [ABSTRACT FROM AUTHOR]

Sexually inclusive primary education, namely a school environment that uses inclusive practices toward sexual minorities contributes to students' psychological and learning adaptation. Therefore, it is essential primary school stakeholders' perspective on sexually inclusive education to be explored, since this could facilitate the effective implementation of related prevention/awareness programs targeted at students. Nevertheless, teachers' and parents' related perspective, as main school stakeholders, as well as the predictive value of their homophobic prejudice and moral disengagement remain an under-investigated research field. The present study examined comparatively teachers' and parents' perspective on sexually inclusive primary education. Furthermore, the predictive role of homophobic prejudice and moral disengagement was investigated for each subgroup. Overall, 249 primary school teachers (78% women) of the fifth and sixth grades from randomly selected Greek public schools and 268 parents (81% mothers) of children who attended the above grades of the participating schools completed an online self-reported questionnaire on the variables involved. In general, participants expressed a relatively conservative perspective on sexually inclusive primary education, with teachers' perspective being less inclusive than that of the parents. Teachers' related perspective was predicted negatively mainly by homophobic prejudice and secondarily by moral disengagement. Parents' corresponding perspective was predicted negatively only by moral disengagement. Despite the differentiated perspective between the two subgroups, the findings imply that both teachers and parents need to attend prevention/awareness actions regarding students' sexual diversity and their school inclusion. Within these actions, differentiated experiential activities could be implemented for teachers and parents to combat homophobic prejudice and/or moral disengagement. [ABSTRACT FROM AUTHOR]

While legislation has been introduced in recent years to protect the rights of LGBT+ teachers in Ireland, teachers’ perspectives on the current reality are mixed and challenges still exist. Some teachers are comfortable stating their sexuality in schools, while others are not. This paper focuses on the views of seven primary school teachers, who discussed their experiences as LGBT+ employees in Irish schools during semi-structured interviews. The findings point to the importance of effective leadership as a means to make schools truly inclusive for all. The teachers also reported the wider school context being important including colleagues’ attitudes towards inclusion and, in particular, LGBT+ issues. The need for school-wide professional learning was seen as central to becoming a truly inclusive school, whereby teachers are equipped with the skills and knowledge to combat discrimination in all its forms. Finally, the study highlights the issue of LGBT+ teacher well-being and how this can be affected by the level of support shown to teachers in schools. [ABSTRACT FROM AUTHOR]

Perceived COVID-19 crisis strength has been associated with teachers' emotional labor, but little is known about the mediating and moderating mechanisms underlying this association. This study aimed to explore whether interpersonal stress would mediate the relationship between perceived COVID-19 crisis strength and emotional labor, and whether gender would moderate the indirect pathway between perceived COVID-19 crisis strength and interpersonal stress. Participants were 889 primary-and secondary-school teachers from Guangxi, China, selected using convenient sampling method. They completed measurements regarding emotional labor, interpersonal stress, and perceived COVID-19 crisis strength. Results showed that perceived COVID-19 crisis strength was negatively associated with deep acting but not surface acting, and this association was fully mediated by interpersonal stress. Moreover, the indirect relationship between perceived COVID-19 crisis strength and interpersonal stress was moderated by gender, with the indirect relationship being stronger for male teachers than for female teachers. This study illuminates the psychological mechanisms underlying the association between perceived COVID-19 crisis strength and emotional labor, enriching our understanding of this association and gender differences among primary and secondary school teachers. [ABSTRACT FROM AUTHOR]

Given the rapid development of Education for Sustainable Development (ESD) in the global north and south, the status of ESD in Chinese primary education remains underexplored. Teachers, who play a critical role as education stakeholders in enacting and spreading the influences of ESD, have been largely overlooked in ESD research focusing on China. This paper therefore aimed to narrow this research gap and provide an empirical snapshot illustrating the progress of ESD through the eyes of Chinese primary school teachers. Drawing on an analysis of 151 questionnaires and 25 semi-structured interviews, the study finds that ESD is primarily interpreted as environmental education and often linked through the literal connections of 'sustainability', 'education', and 'development'. ESD is enacted mainly through school activities, policies, curricula, and extracurricular opportunities, though inconsistencies in implementation are evident. The findings provides empirical evidence of ESD in Chinese primary education and build foundations for further investigation into how ESD can be more effectively integrated and practiced within China's educational system. [ABSTRACT FROM AUTHOR]

As part of their everyday experiences in schools, primary school teachers will engage with same-sex/gender parents. This study seeks to explore Australian primary school teachers’ experiences in which they have engaged same-sex/gender parents and the ways in which they have responded. Concepts of childhood innocence, hetero-cis-normativity and visibility/invisibility can reproduce cultural norms of ‘mum and dad’ families, but in the real world there is great variation in family make-ups including same-sex/gender parents. Teachers’ decisions about how to respond to same-sex/gender parents vary depending on personal, institutional and/or cultural beliefs and practices. We argue that teachers and schools need time, resources, and support to a) unlearn social norms about ‘family’ and b) to create practices that are socially just for children and their same-sex/gender parents. All children and families should be recognised in education policy and practice. [ABSTRACT FROM AUTHOR]

This study explored the relationship between work values and primary and secondary school teachers' professional development, as well as the mediating role of work engagement and the moderating role of perceived organizational support. Eight hundred and seventy-three primary and secondary school teachers were recruited at random to complete work values scale, work engagement scale, perceived organizational support scale, and professional development of primary and secondary schools teachers scale. The results revealed that work values positively predicted professional development; work engagement partially mediated the relationship between work values and professional development, and with the mediating effect accounted for 54.62% of the total effect; perceived organizational support regulated the direct path and the first half path of this mediation process. This study empirically clarified why (through work engagement) and when (perceived organizational support) work values were positively related to professional development among primary and secondary school teachers' in China, contributing to the existing work values and teachers' professional development literature. Future research could be encouraged to extend the findings by integrating theory of internal motivation with organizational support theory toward deepening current understanding of how and when work values can contribute to a teacher's professional development. [ABSTRACT FROM AUTHOR]

Background: Primary and secondary school teachers are a high-risk group for job burnout, and how to alleviate their job burnout has become an increasingly urgent issue. Previous studies have paid less attention to the differential effects of the bidirectional interaction between work and family on the job burnout of the teachers. This study aim to explore the different impact of work–family conflict and family–work conflict on job burnout among primary and secondary school teachers, as well as its underlying mechanisms. Methods: This study selected 2,184 primary and secondary school teachers in China (Mage = 37.26; SD = 9.40) as participants using a random sampling method. Using the SPSS Process 4.0 macro plugin constructed a moderated mediation model, the study explored the relationships between two different forms of work–family conflict, depression, cognitive reappraisal, and job burnout. Results: The study results indicated that both forms of work–family conflict were significantly positively related to the job burnout, and this relationship was influenced by the mediating role of depression. Furthermore, cognitive reappraisal moderated the relationship between depression and job burnout. Conclusion: This study revealed the potential pathways influencing job burnout among primary and secondary school teachers in the Chinese cultural context. Focusing on and alleviating work–family conflicts for primary and secondary school teachers is crucial for mitigating their occupational burnout. Additionally, teachers should also carefully and reasonably use cognitive reappraisal as an emotional regulation strategy to adjust the impact of depression on occupational burnout. [ABSTRACT FROM AUTHOR]

ICT training can be conceptualised based on affordance theory that offers a lens to observe how ICT training is perceived. This study examines teachers' perceived value of ICT training and how they developed their awareness of affordances in the pedagogical practice of ICT. Since government teacher training does not cover ICT, ICT training along with computer lab is provided by NGOs. NGOs, thus, stepped in to complement the generic government teacher training. This study reports the findings of how goal-oriented ICT training offers teachers the capability of recognising the potential of training, and teachers progressively actualise knowledge of affordances into practices. ICT is still not a part of the key universities' pre-service teacher training programmes. In-service training provided by NGOs that covers ICT is sometimes introductory and sometimes on-going. Following a one-week initial ICT training provided by NGOs, teachers were able to incorporate digital tools into lessons and use digital content to encourage students' collaborative learning. When it first became apparent that teachers needed ICT training, the government directed them toward ICT training programmes at for-profit institutions. This study, thus, contributes to a practical understanding of affordance that can be utilised in government interventions of training and information system management. [ABSTRACT FROM AUTHOR]

This study contributes to research on the doctoral experience of international students who are parents, and for whom the temporary experience of living elsewhere is both a challenge and a resource for all members of the family. The study investigated how a group of these students positioned themselves to their children's English and home language during their study abroad. A group of 12 international doctoral students from one Australian university and one primary school teacher took part in the study. The doctoral students were from a number of non-anglophone countries. Membership Categorisation Analysis was used to examine the identity categories invoked during focus group discussions. The categories bilingual, student, parent, tutor and spouse, the category devices family, study, nationality/language, time and location, and the attributes responsibility and inadequacy that emerged in the analysis, suggest that language issues are important considerations for international students with families, and need focused attention. [ABSTRACT FROM AUTHOR]

Internationally, university teacher educators have acted on the requirement that practising teachers need to be operational users of technologies. In response, coursework has been restructured to develop preservice teachers' (PSTs) use and application of educational technologies for teaching and learning purposes. This paper presents the development and use of a self-audit survey designed to guide primary school PSTs' self-directed learning and assessments in 10 specific categories of technologies, and to improve their confidence to apply their knowledge. The survey was administered to 296 PSTs in a pre- and post-course design and validated post hoc with Rasch analysis. Pre- and post-course comparison of responses showed significant increases in the PSTs' self-assessed confidence in their abilities across all ability categories with medium to large effect sizes (r =.42–.82). The survey had utility, providing each PST with a customised report with which to identify their technology learning needs; it also provided PSTs with the agency to be self-directed in their learning. The survey has the potential to provide teacher educators with fine-grained information regarding which technological pedagogical and content knowledge (TPACK) being currently taught can be adopted, adapted, or rejected to maximise PSTs' TPACK development. [ABSTRACT FROM AUTHOR]

There is a global trend in the increased adoption of e‐assessment in school classrooms to enhance learning. Teachers, as classroom‐based assessment designers and implementers, play a vital role in such assessment change. However, little is known about school teachers' classroom‐based e‐assessment practices and the underlying reasons. To address this research gap, this study identified the factors influencing Hong Kong primary school teachers' e‐assessment practices underpinned by the theory of planned behaviour (TPB). A large‐scale survey was issued to 878 teachers via Qualtrics. Structural equation modelling (SEM) analysis shows that primary school teachers' intentions of using e‐assessment and perceived behavioural control of it were the two strongest factors predicting their e‐assessment practices in a general way. Specifically, teachers' intentions outweighed perceived behavioural control in determining their use of alternative e‐assessment tasks and e‐feedback, but this reversed for e‐tests/exercises. The impact of perceived behavioural control was consistent across the three types of e‐assessment practices. Furthermore, teachers' attitudes significantly influenced their intentions to use alternative e‐assessment tasks, while subject norms primarily predicted their intentions to use e‐feedback. The findings have implications for primary schools to take countermeasures to facilitate the successful implementation of e‐assessment at the classroom level.Practitioner notesWhat is already known about this topicE‐assessment has the potential to influence learning.E‐assessment has often been used in a controlled environment with a relatively small sample size.The past 3 years have seen a surge in discussions and research around using e‐assessment in classroom settings, mostly in higher education.What this paper addsPrimary school teachers used more e‐tests or exercises than alternative e‐assessment tasks and e‐feedback in their daily teaching.Teachers' intentions outweighed perceived behavioural control in determining their use of alternative e‐assessment tasks and e‐feedback, but this reversed for e‐tests/exercises.Teachers' attitudes significantly influenced their intentions to use alternative e‐assessment tasks, while subject norms primarily predicted their intentions to use e‐feedback.Implications for practice and/or policyTeachers' intentions of using alternative e‐assessment and e‐feedback should be increased to enhance their usage in the classroom.Teachers' e‐assessment literacy should be developed to enable them to integrate e‐assessment into their daily instruction. [ABSTRACT FROM AUTHOR]

The use of external providers to deliver primary school physical education (PE) shows no signs of slowing in England. Longstanding concerns into outsourcing primary school PE have highlighted the extent to which external providers often lack appropriate teaching qualifications and pedagogical knowledge. That said, when compared to primary school generalist teachers, external providers have been argued to be the 'best fit' to deliver primary school PE due to their greater knowledge base and experience of delivering curriculum activities, such as competitive team games. There is a paucity of research however surrounding external providers' perspectives on their delivery of primary school PE, with their important insights and experiences underrepresented in the literature. This study, therefore, seeks to explore external providers' perspectives and reflections on curriculum, pedagogy and assessment practices as delivered by them in outsourced primary school PE lessons. Semi-structured interviews were conducted over the telephone and Skype (video call) with 10 external providers, from four different outsourcing companies in the North of England. Penney et al.'s (2009, Curriculum, pedagogy and assessment: Three message systems of schooling and dimensions of quality physical education. Sport, Education and Society, 14(4), 421–442) three message systems of curriculum, pedagogy and assessment were used as a theoretical lens that aided the analysis of the data. The findings demonstrate that external providers: (1) developed and followed their own curriculum frameworks formed by their outsourcing companies to deliver in schools; (2) utilised various student-centred pedagogical approaches to deliver curriculum content that was driven by their formal and informal educational experiences to engage young people and (3) unlike some of the literature suggests, they provided assessment practices that were integrated into their curriculum frameworks. It was concluded that careful consideration must be taken by schools when contemplating whether to employ (or not) external providers to provide their curriculum content, deliver their primary school PE lessons, and to assess their pupils. [ABSTRACT FROM AUTHOR]

This study examines perspectives of seven Jamaican primary school teachers on the degree to which their principals' leadership behaviours include emphasizes recognition, promotes participation in decision-making, takes account of their diverse skills, and demonstrates openness to criticism. The study further explores whether teachers consider the principal's behaviour as contributing to the culture of the school. The study found that teachers value expressions of recognition and opportunities to participate in decision-making. The study also found that while teachers are consulted, they are of the view that their contributions are not sufficiently considered. Instructively, all respondents held the view that while all members of staff were responsible for shaping the culture of the school, the principal had a leading role to play. The findings of the study suggest the need for post-training executive coaching component be implemented which would involve periodic structured conversations about growth, leadership, interpersonal relationships, and culture leadership, among other issues. This mechanism would allow the principal to reflect critically on how he/she in shaping the culture of the school. This coaching exercise would have an even greater impact if it were reinforced by confidential 360° performance reviews focussing on various aspects of cultural leadership. [ABSTRACT FROM AUTHOR]

Our study focuses on the effective implementation of constellations, an institutional scheme for the in-service training of primary school teachers of mathematics and French, established in France since 2020. Based on a bottom-up training model, this scheme aims to encourage reflexive analysis of practices among peers, based on professional needs. In this article, we adopt a comparative approach in didactics in the French tradition to studying the processes of co-development of the work object, entitled 'problematic', by trainer and teachers during training situations in two constellations in different disciplinary and geographical contexts. The methodology combines different levels of analysis in order to document the work of trainers in association with management by leaders, and to ascertain their practical epistemology. [ABSTRACT FROM AUTHOR]

Introduction: Academic dishonesty is addressed by various experts in pedagogy and psychology who seek to preserve academic integrity in accordance with the moral and ethical principles of contemporary society. Methods: The intention of the research was to find out how teachers evaluate different types of cheating by students during class, how they react to different types of academic dishonesty, and how they themselves were dishonest during their time in college. Teachers (N=272, mean age 40.85 years) responded on a 5-point Likert scale the attitudes towards morality, but also whether students cheated or self-reported their academic dishonesty when they were students. Results: Factor analysis indicated the existence of 4 factors of teachers' moral beliefs (Trust in implicit morality, Teacher-given morality, Need for explicit rules, and Internalization of moral principles), which were correlated with students' assessment of academic dishonesty (Use of external resources, Cooperation) and with teachers' self-reported academic dishonesty (Utilitarianism, Unauthorized advantage, and Helping others). Discussion: The research findings suggest that teachers should focus more on understanding their pupils' behaviour rather than condemning or punishing academic dishonesty and seek to develop their moral competence. Limitations: The research sample size is not representative, also the research method is not standardized. Conclusions: The role of teachers is to apply teaching strategies that will promote honest and responsible student behaviour. [ABSTRACT FROM AUTHOR]

This research used structural equation modeling (SEM) to explore the relationship between professional commitment, self-efficacy, psychological resilience, perceived organizational support and job involvement of female teachers in Chinese primary schools. The purpose of the study was to understand how these psychological and organizational factors work together on teachers' job involvement. Based on the questionnaire survey of 596 female teachers in primary schools, the data were collected and analyzed by AMOS software. The results show that professional commitment plays a central role in teachers' job involvement, and self-efficacy and psychological resilience, as important psychological resources, significantly affect job involvement through the mediation of perceived organizational support. The model fitting indicators CFI, RMSEA and SRMR were in line with the acceptance criteria, which verified the adaptability of the hypothesis model. The findings not only reinforce the application of resource conservation theory in the field of education, but also provide school administrators with strategies to improve teachers' job involvement, especially by enhancing the importance of organizational support and resilience. In addition, the results have practical implications for the design of targeted teacher professional development programs. [ABSTRACT FROM AUTHOR]

Our contribution depicts the emerging of a 'Deficit Perspectives' scale (Döll et al., 2021) by surveying prospective primary level teachers' deficit perspectives regarding migration-related multilingual pupils, based on the theoretical framework of Migration Pedagogy (Mecheril, 2015). We therefore collected and analysed qualitative and quantitative data concerning questions about students' beliefs towards, and experiences with, multilingual pupils and (inner) multilingualism. The aim was evaluating, whether and, if so, how students' deficit perspectives on migration-related multilingual pupils change over the course of two semesters of a required university module on topics such as migration and multilingualism, among others. Our findings show no increase in students' deficit perspectives, but no increase in appreciation and resource orientation either. [ABSTRACT FROM AUTHOR]

Teachers' organisational citizenship behavior has a significant impact on students learning outcome in particular, as well as the overall effectiveness of the school. The main purpose of this qualitative phenomenological study was to critically explore the practices and demurrals of primary school teachers' organisational citizenship behaviors in Bahir Dar city administration, Amhara Region, Ethiopia. Teachers working in primary schools were selected purposively to carry out the study. A semi-structured interview was used to gather data. The data was analyzed narratively. Findings revealed that the practice of organisational citizenship behaviors like civic virtue was found to be better. But practices of OCB dimensions such as sportsmanship, conscientiousness, and courtesy were found to be weak. Altruism was found to be moderate. Lack of belongingness, aspirations, limited knowledge, experience, skill, and meager resources were major challenges constraining teachers from practicing OCBs in primary schools. Facilitating the practice of helping new teachers; creating a culture that promotes voluntarism, high engagement, and cooperative and supportive work; and arranging training and experience sharing are major suggestions. [ABSTRACT FROM AUTHOR]

Background: This cross-sectional study explores the connections between burnout, personal resources, and teaching motivation among Italian special needs teachers (SNTs) one year following the start of the COVID-19 pandemic. It specifically seeks to determine if and how personal resources and teaching motivation can help SNTs by buffering the effects of burnout symptoms. Methods: The study was conducted using a sample of 837 full-time, in-service kindergarten and primary teachers at public schools in Italy. Data were collected through self-report questionnaires, including the Copenhagen Burnout Inventory, the Santa Clara Brief Compassion Scale, the Crèche Educators Emotional Style Questionnaire, and the Autonomous Motivations for Teaching Scale. A multiple regression model was performed to assess the predictive role of personal resources and teaching motivation on the burnout of special needs teachers. Results: The findings indicate that higher levels of autonomous motivation are associated with reduced burnout, specifically among special education teachers. Conversely, higher levels of negative emotion regulation strategies were linked to increased burnout, and this relationship was stronger in mainstream teachers than in special education teachers. We found no significant association between teachers' compassion and burnout. Conclusions: Our research supports the need for educational policymakers and school leaders to focus on personal resources and work-related well-being to enhance and support teachers, in particular during emergencies (e.g., the COVID-19 pandemic) and for specific groups of teachers, such as SNTs. [ABSTRACT FROM AUTHOR]

Using many years of experience in the UK's state primary schools, I consider that a limited understanding of time has damaging implications for both pupils and adults within the education system. The sector neglects the fact that time has much potential, many definitions and is a powerful influence on man. I share how education took clock‐time and manipulated it to an extreme, leading to the rule clock‐time now has over our schools. We are being held to account by time, and it has become our foe; however, I believe that it can become our friend. I explain why education should accept time's many facets and use them to help reshape its structure and practice. Time, in educational spaces, could be understood and experienced differently, taking in to account the human and all manner of other relevant things, for the greater good. This article began as a combined work of spoken word, poetry recital and research paper. [ABSTRACT FROM AUTHOR]

Using concepts from feminist surveillance studies, this study followed three early-career teachers as they transitioned from an educator preparation program to professional employment as primary classroom teachers. In particular, this analysis highlights how surveillance constrained and contributed to participants’ experiences and available subjectivities. Outcomes suggest experiences of surveillance significantly influenced the early-career teachers’ negotiations of personal and professional selves, contributing to workplace compliance and uniformity, as well as impacting their well-being. Understanding participants’ experiences as young women and new teachers amid school spaces saturated with various forms of surveillance can contribute to a better-informed perspective for supporting early-career teachers. [ABSTRACT FROM AUTHOR]

This paper focuses on one of the aspects most investigated and monitored in recent years by the Digital Economy and Society Index on the digitisation process in Europe—human capital, with an in‐depth focus on primary school teachers. Human capital is one dimension underlying school digital capital, closely related to integrating digital into daily practices. Starting from this framework, the paper will present the results of a survey on the digital competencies of teachers from five European countries (Italy, Spain, Lithuania, Romania and Poland), carried out in the framework of the European project Erasmus+ CAVE (Communication and Visual Education in homeschooling). This survey is preparatory to a training intervention and didactic experimentation on digital education, foreseen in the project, and used as a theoretical framework of reference for the DigCompEdu survey, promoted by the European Commission. The teachers' profiles, as the output of the research, will be able to give stakeholders a picture of the investment of schools and teachers, in terms of the application of digital competencies on different educational processes: classroom teaching, assessment, professional training, preparation of teaching materials for the lesson and the implementation of competencies, including digital ones, of students. [ABSTRACT FROM AUTHOR]

Introduction: Online self-regulated learning (OSRL) is crucial for online learners' success and lifelong learning. This study investigated the OSRL characteristics of K-12 teachers in China, who embody the dual roles of learners and educators. It also analyzed the differences in OSRL abilities across different genders, education stages, and school locations, and examined the correlation between education qualifications, years of service, and OSRL abilities. Methods: A self-report measure was used to assess K-12 teachers' OSRL, with data collected from 1,443 K-12 teachers (394 males and 1,049 females) in northeastern China. Descriptive statistical analysis was utilized to explore the characteristics of their OSRL. Independent t-tests and ANOVA were employed to investigate differences in OSRL among different genders, regions, and educational stages. Correlation analysis was conducted to examine the relationships between education qualifications, years of service, and OSRL among K-12 teachers. Results: The data analysis revealed that K-12 teachers scored the lowest in Online Learning Self-Efficacy (OLSE), followed by Online Learning Management Strategies (OLMS), and then Online Learning Resource Management (OLRM). Notably, urban K-12 teachers exhibited higher OLSE abilities than their rural counterparts, while high school teachers scored higher in OLSE and OLMS compared to primary school teachers. Furthermore, a positive correlation was observed between education qualifications and K-12 teachers' OLSE, whereas a negative correlation was identified between years of service and K-12 teachers' OLSE. Conclusion: The findings reveal an uneven development across various dimensions of online self-regulated learning among K-12 teachers, necessitating support for the advancement of OLSE, OLMS, and OLRM. Particular attention should be given to the OLSE of teachers with longer teaching years and rural teachers. Encouraging K-12 teachers with lower education qualifications to pursue further education is also recommended. This study provides evidence and a novel perspective for teacher educators to develop online professional development programs, which is significant for optimizing online learning experiences and enhancing educational outcomes. [ABSTRACT FROM AUTHOR]

There has been a global consensus to develop computational thinking (CT) in primary education, but the biggest obstacle to promoting CT is teachers' lack of sufficient CT. This study explored the effects of micro: bit educational robotics (MER) programming activities on primary teachers' CT and programming attitudes (PA) while considering the teachers' gender effects. We implemented a single-group pre-test and post-test experiment with 56 primary teachers in China. We also measured teachers' CT and PA levels before and after the MER activities intervention. The results showed that MER activities significantly enhanced teachers' CT and PA and had different effects on each dimension of their CT and PA. The analysis of variance by gender showed that male teachers had significantly higher overall CT and PA scores than female teachers. However, female teachers performed better on collaborative skills in CT, indicating that female teachers also have the potential to develop CT. In addition, we found the mediating effects of PA, which means that MER activities affect CT through PA. Furthermore, PA predicted CT positively, suggesting that PA could be a key factor in enhancing CT. This study clarified the mechanism of gender and PA influence on CT during the MER activities intervention, which provides references for future researchers to conduct teacher training. [ABSTRACT FROM AUTHOR]

ABSTRACT Context Objective Design Results Conclusions Starting face‐to‐face education while the COVID‐19 pandemic was ongoing was a risk for public health. Determining teachers’ initial reactions to public health practices during this high‐risk period may contribute to the redesign of public health and school nursing policies.The aim of this research is to examine the relationship between primary school teachers’ COVID‐19 fear levels and COVID‐19 vaccine attitudes.The research has a descriptive correlational design. The data were obtained from teachers working in primary schools (n = 430). Simple random sampling method was used in the data collection process. Data were obtained with the Scale of Attitudes Towards COVID‐19 Vaccine and Fear of COVID‐19 Scale.In the study, 50.5% of teachers reported that they were afraid of catching COVID‐19, 41.9% said their risk of catching COVID‐19 was “high,” and 87.7% reported that they voluntarily got the COVID‐19 vaccine. Of the teachers, 4.6% (n = 20) stated that they regretted getting vaccinated. A positive and significant relationship was found between teachers’ Fear of COVID‐19 Scale and COVID‐19 Vaccine Attitude Scale scores (r = 0.133, p < 0.001).During the pandemic, it was observed that teachers’ fear level of COVID‐19 increased with the start of face‐to‐face education. In addition, it is seen that teachers started to have doubts about some public health practices. This may indicate that public health nurses should take a more active role in school health practices. [ABSTRACT FROM AUTHOR]

Computational Thinking, a capacity based on the principles of computing, has been highlighted in the specialized literature as an essential skill for the 21st century, bringing significant benefits to the problem-solving process. In this way, norms for the integration of Computational Thinking in education have emerged in the educational curricula of several countries. For this integration to be successful, it is essential that the training given to pre-service teachers enables them to develop well-planned and structured interventions to promote the development of Computational Thinking. This article presents a systematic review of the literature that aims to investigate how the development of Computational Thinking has been integrated into teacher training. Eleven articles that corresponded to the selected research criteria were found, and the characteristics of their studies are analysed and presented in this article. The article concludes that it is necessary to invest in pre-service teacher training, highlighting the need for long-term and more comprehensive training covering not only the theoretical component but also the practical component, as well as reflection on practice. [ABSTRACT FROM AUTHOR]

Digital technologies are increasingly integrated into early childhood education (ECE), prompting discussions regarding their potential benefits and drawbacks. Research has shown that technology designed for children's developmental needs can enhance learning and development, while also improving communication between parents, teachers, and children. However, issues like access, equity, ethics, and teacher workload require careful consideration. This qualitative study explores the expected outcomes of integrating e-portfolios into ECE through one-on-one interviews with key stakeholder groups. After gathering general opinions, the participants were asked to provide detailed feedback on how the application affects children, teachers, and parents. In addition to revealing a diverse range of voices regarding the implementation of e-portfolios, this study aims to utilize the information gathered from participants for informed decision-making, offering valuable insights for the improved e-portfolio design and implementation. The study involved 34 Turkish participants from five stakeholder categories: ECE and primary school teachers, faculty members from ECE and primary school education departments, and parents. Results revealed that e-portfolios were viewed as highly beneficial, providing permanent and comprehensive documentation, facilitating data transfer to subsequent schooling levels, enabling multidimensional assessment, promoting child-centred practices, improving communication, enhancing reflective thinking and digital skills, and allowing resource utilization. However, participants raised concerns about workload, documentation gaps, and ethical issues. While e-portfolios hold promise for integrating digital technologies into ECE, current teacher education may lack sufficient training in key areas like digital literacy, documentation, assessment, and ethics. Further education in these areas can help ensure effective implementation and positive outcomes. [ABSTRACT FROM AUTHOR]

Background: Primary and secondary school teachers are a high-risk group for job burnout, and how to alleviate their job burnout has become an increasingly urgent issue. Previous studies have paid less attention to the differential effects of the bidirectional interaction between work and family on the job burnout of the teachers. This study aim to explore the different impact of work-family conflict and family-work conflict on job burnout among primary and secondary school teachers, as well as its underlying mechanisms. Methods: This study selected 2,184 primary and secondary school teachers in China (Mage = 37.26; SD = 9.40) as participants using a random sampling method. Using the SPSS Process 4.0 macro plugin constructed a moderated mediation model, the study explored the relationships between two different forms of work-family conflict, depression, cognitive reappraisal, and job burnout. Results: The study results indicated that both forms of work-family conflict were significantly positively related to the job burnout, and this relationship was influenced by the mediating role of depression. Furthermore, cognitive reappraisal moderated the relationship between depression and job burnout. Conclusion: This study revealed the potential pathways influencing job burnout among primary and secondary school teachers in the Chinese cultural context. Focusing on and alleviating work-family conflicts for primary and secondary school teachers is crucial for mitigating their occupational burnout. Additionally, teachers should also carefully and reasonably use cognitive reappraisal as an emotional regulation strategy to adjust the impact of depression on occupational burnout. [ABSTRACT FROM AUTHOR]

Managing challenging behaviour is a prominent issue in inclusive educational settings, particularly for teachers working with diverse student populations. Without early identification and intervention, these behaviours can increase in both severity and frequency, potentially impeding educational outcomes. It is therefore paramount to gain a deeper understanding of teachers’ perspectives and strategies concerning these behaviours to guide effective prevention and intervention efforts. In this context, our qualitative study explored primary school teachers’ perceptions and management of challenging behaviours within inclusive classrooms in Turkey. We employed thematic analysis to investigate teachers’ approaches and responses to such behaviours. The findings reveal that the teachers have limited knowledge and expertise in managing problem behaviour. Future implications for practice and policy are discussed. [ABSTRACT FROM AUTHOR]

In recent years, we have seen an increased politicisation and objectification of what teachers should know, what teachers should do and who teachers should be while they are doing it. While evident across the continua of teacher education, such politicised constructions are particularly acute at initial teacher education. Given such attention to constructing what has been described as a ‘preferred’ teacher identity, this paper explores how prospective teachers construct themselves in ethico‐political terms (i.e., how prospective teachers construct the relationship that they have with themselves and how they account for themselves in that regard). Informed by a Foucauldian perspective and using a composite case that draws on interview data (photovoice and semi‐structured interviews) from a small sample (n = 4) of prospective Irish primary school teachers at various stages during their final semester of initial teacher education, this paper addresses ethico‐political identity in terms of substance, authority sources, self‐practices and telos. Findings illuminate prospective teacher ethico‐political identity as: (i) substance as the basis for nascent teacher practical knowing‐in‐action and pedagogical sensitivities; (ii) temporally organised authority sources; (iii) dynamic and interrelated self‐practices; and (iv) telos as a form of identity prolepsis that emphasises three major valuational endpoints. The paper concludes by contemplating the generativity of an ethico‐political conceptualisation of teacher identity (re)formation for teacher education purposes in terms of its conceptual, contextual, critical and reflective utility. [ABSTRACT FROM AUTHOR]

The purpose of this study is to identify the challenges and solutions associated with implementing cooperative learning (CL), based on the lived experiences of teachers in Iran. Thirty-two primary school teachers participated in a 16-session CL workshop. However, only thirty participants were able to implement this approach in their classrooms, and 19 of them voluntarily took part in the interviews. The data collected through interviews were analysed using Atlas.ti software. Three challenges and two solutions emerged as our main findings. The lack of stakeholders’ readiness, lack of facilities, and traditional structure hinder the effective implementation of CL. The results also revealed that improving curriculum elements and fostering a positive attitude among principals, educational policymakers, and other stakeholders towards the CL approach can create suitable conditions for effective implementation in Iran. Identifying perceived challenges and solutions can encourage teachers, parents, policymakers, and principals to provide suitable platforms for implementing CL in Iran. The results of this study highlight the necessity for teachers’ in-service training and participation of stakeholders to improve the delivery of CL. [ABSTRACT FROM AUTHOR]

Guided by Bronfenbrenner's (1994) ecological systems theory Bronfenbrenner (Int Encycl Educ,3(2):37–43) , this study highlights the interplay between learner psycho-social challenges and teacher emotional fatigue, which affect classroom dynamics, and the critical role of systemic support—the role of school social workers (SSWs)—in South Africa. Using an exploratory-descriptive qualitative design, we conducted semi-structured interviews with 15 primary school teachers and 13 SSWs from various provinces. Our participants' diverse backgrounds and experiences provided comprehensive insights. Findings highlight the need for a holistic approach to addressing learner psycho-social challenges, emphasising comprehensive support systems for teachers, including training and early intervention. Additionally, the integration of full-time SSWs and the active involvement of psychologists, families, and communities is crucial. Insights can inform educational policies and practices, enhancing teachers' and learners' well-being and effectiveness. [ABSTRACT FROM AUTHOR]

The objective of this study is to undertake a comparative analysis of the approaches adopted by preschool teachers employed in the same age groups by two distinct institutions: the Ministry of National Education and the Presidency of Religious Affairs. The focus of this analysis is on the methods employed by these educators in managing their classrooms. For this purpose, the opinions of teachers and trainers were examined and compared in terms of the dimensions of classroom management. This research is a case study suitable for the qualitative research model. In this study, a holistic multi-case design was used. The study group comprises 10 pre-school teachers employed in primary schools during the 2022-2023 academic year and 10 instructors engaged in Quran courses for children aged 4-6. The data were analyzed by descriptive analysis. The themes created are presented in the findings section. These are: planning the daily flow of education, physical variables affecting the classroom, behavior management, management of undesirable behaviors, strategies and methods used in classroom communication, and ways of communicating with the family. The findings were presented together with comparative tables in order to solve the research problem more clearly, and direct comparisons were made with direct quotations of the participants related to the same theme. According to the research findings, it has been determined that preschool teachers adopt a holistic approach that is appropriate to the classroom resources and the developmental stages of the children. In contrast, it has been found that instructors teaching at Qur'an courses are limited in terms of classroom management and lack sufficient knowledge and skills regarding the variable affecting classroom management. [ABSTRACT FROM AUTHOR]

Background: Teaching is a physically and mentally challenging profession that demands high emotional involvement, often leading to stress and anxiety. Understanding how teachers cope with these demands is essential for enhancing their well-being and effectiveness. Objectives: This study aimed to (1) investigate personal and school-based well-being initiatives that teachers use for maintaining their occupational well-being, and (2) develop a coping strategy model that enhances teachers' occupational well-being. Methods: This study utilised a qualitative phenomenological approach to explore the coping strategies of Australian primary school teachers. Results: The twenty-one participants interviewed employed ten diverse coping strategies classified into five personal and five school-based well-being-enabling initiatives. The personal strategies included setting boundaries, exercise and physical health, social support and interactions, mental health and mindfulness, and work–life balance. The school-based initiatives comprised supportive leadership, colleague support, flexibility and autonomy, resource availability, and proactive approaches to address challenges. A novel SHIELD model incorporating Support, Health, Interaction, Empathy, Leadership, and Development strategies was formulated as a holistic coping strategy for enhancing teachers' occupational well-being. Conclusions: The findings highlight the necessity of a holistic approach to teacher well-being, integrating both personal and institutional support systems. Schools can enhance teacher well-being by fostering a supportive and empathetic culture, providing necessary resources, and encouraging healthy lifestyles. The SHIELD model offers a comprehensive framework for supporting teachers and improving educational outcomes. [ABSTRACT FROM AUTHOR]

Teacher networks and communities have played an important role in teacher professional development. In such contexts, teachers often receive extensive feedback from peers as part of social learning. However, many teachers have difficulty identifying essential information from a large amount of peer feedback, which may impede self-reflection and peer learning. This study proposes the use of computer-assisted visual analytics of peer feedback to address this challenge. A visualisation-based analytical dashboard was designed and applied to help teachers analyse and reflect on peer feedback in a lesson study community for Technological Pedagogical Content Knowledge (TPACK) development. Primary school teachers participated in the lesson study, in which they collaborated to discuss lesson plans, observe recorded lessons, and give peer ratings and comments using an online platform. By comparing the performance between those using the analytical dashboard and others not using it, the results show that the approach has promising effects on improving teachers' TPACK as reflected in the lesson plans and their perceived confidence in TPACK. The implications of the findings are also discussed. [ABSTRACT FROM AUTHOR]

The paper attempts to investigate how contributive primary school principals' e-leadership proved to the work and preparation of teachers for the implementation of the Distance Education during the covid-19 pandemic. By employing quantitative modes of enquiry and specifically a significant number of questionnaires, we concluded that the teachers' level of education doesn't affect their opinion towards the degree of the school principals' contribution to their work and preparation or the implementation of distance education, contrary to their educational experience. Moreover, the majority of teachers who participated in the research consider the presence and involvement of the electronic leader as important. [ABSTRACT FROM AUTHOR]

Given the significant influence of managerial reforms in education fields, how to promote teacher professionalism appears to be a priority task for school leaders. This study examined the mediation role of teacher recognition on the association between transformative leadership and teacher professionalism. From a sample of 1196 primary and secondary school teachers nested in 98 schools from mainland China, this study used the multilevel structuration equation model to explore the associations among the study variables on both the teacher level and school level simultaneously. On the teacher level, the results showed that transformative leadership was positively related to teacher professionalism and verified the mediation role of teacher recognition for social esteem. On the school level, transformative leadership was associated with teacher professionalism through the mediation role of recognition for care. This study suggests that transformative leadership may influence teacher professionalism via teacher recognition on both individual and school levels, while the influence mechanism could be different. [ABSTRACT FROM AUTHOR]

Professional development can be used as a tool to increase teacher confidence and competence. Consequently, it may improve the quality of education available to students. Previous research suggests that many teachers lack the confidence to teach health despite it being an area that they are expected to teach. This paper locates and considers the health specific professional development opportunities that exists for primary school teachers internationally. The authors brainstormed a list of search terms and followed the PRISMA guidelines to search EBSCO databases. The findings were screened and sorted. The review found that educators who value and understand health are more likely to teach health related topics. Professional development related to health that was most effective was characterised as being (1) multidimensional, (2) integrated, (3) adaptable, (4) modelled, (5) collaborative, (6) supported by school leadership, and (6) valued. Despite the importance of health, the review found a lack of professional development for teachers. This may in turn create a barrier to students accessing health education. Thus, professional development programmes for teachers that aim to improve their confidence and competence to teach health in the classroom are urgently required. [ABSTRACT FROM AUTHOR]

This study identified preservice teachers' perceptions toward the Sustainable Development Goals (SDGs). The study group comprised 22 Turkish preservice primary school teachers. The Q-methodology was adopted, the statements of which concerned the 17 SDGs. The data analysis revealed two main perspectives: the prioritization of basic human needs and the prioritization of future human needs. As a common perception, preservice teachers placed a higher priority on peace, justice, and strong institutions, no poverty, and quality education than on any of the other SDGs. The results shed light on how preservice teachers perceive the SDGs. Different perspectives of preservice teachers on the SDGs may influence their future teaching practice. This study highlights the importance of considering different perspectives among preservice teachers to ensure the effective implementation of SDGs in education. [ABSTRACT FROM AUTHOR]

In this study employing a qualitative approach, we explore and compare the mathematical reasoning of active primary school teachers and individuals with limited education when tackling problems involving false proportionality and lack of authenticity. The research is justified by the importance of understanding how these issues are addressed in various educational groups and how teaching strategies in this area can be enhanced. An individual questionnaire containing five problems was administered to five participants in each group. The results indicate that teachers tend to more frequently succumb to the illusion of linearity, incorrectly applying linear relationships to non-proportional problems compared to individuals with lower educational attainment. This suggests a greater influence of algorithmic approaches and clauses of the didactic contract on their mathematical reasoning. This tendency could be attributed to a greater exposure to algorithmic approaches during the formative stages, as well as certain clauses in the experimental contract. Conversely, individuals with limited education approached problems with greater flexibility, linking their responses to everyday experiences. The study concludes that it is imperative to implement educational strategies aimed at overcoming limitations such as the illusion of linearity and fostering meaningful problem-solving skills from the early stages. It is recommended to developteacher training programs that promote a more contextualized and flexible approach to mathematics teaching, as well as the include contextualized and meaningful problems in the school curriculum. [ABSTRACT FROM AUTHOR]

In the context of digital technologies, computational thinking (CT) is considered a key competence of primary school teachers. However, assessment tools to measure in-service teachers' CT competence are rare. The current study explains the design, development, and validation of a scale to determine the in-service teachers' mastery level of their Computational Thinking Competence (CTC) in the Chinese context. The validity and reliability of the scale have been studied by conducting exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and calculating internal consistency coefficients. The sample of this study consisted of 631 in-service teachers from different Chinese primary schools (EFA N = 189; CFA N = 442). The 31-item scale mirrors five factors: cognitive knowledge of CT, practices and skills of CT, attitudes and perspectives of CT, CT teaching design, and CT teaching implementation. The discussion of the results looks at the future use of the CT scale in Chinese educational settings that mirror a specific national education policy, talent demand, and educational culture. [ABSTRACT FROM AUTHOR]

eTwinning is a community of European schools that promotes networking and transnational collaboration projects. Therefore, as part of the Initial Teacher Education (ITE) initiative, we decided to explore how the research projects on scientific topics familiarize pre-service primary school teachers with eTwinning. 251 pre-service primary school teachers from Spain, Iceland, and Slovenia designed and carried out joint research projects on scientific topics. The aim was to gain insight into their self-assessment of their knowledge of the platform, the limitations of working with it, and their responses. An electronic questionnaire was used as the main instrument for data collection. It turned out that the pre-service teachers enjoyed this international collaboration, but also found it challenging. By the end of the projects, they were familiar with the eTwinning platform, although the least engaged prospective teachers recognized that they needed strong support and considered the platform a non-intuitive environment. Overall, they were willing to use the platform with pupils in the future, which is in line with the aim of the ITE initiative. [ABSTRACT FROM AUTHOR]

Learning innovation is very important to develop to support effective implementation. Slow learner students need student media and evaluations that make it easier to understand lecture material. So far, researchers have not found any media that helps slow learner students in inclusive education courses. This research aims to produce and develop MEDIVA products for slow learning PGSD students. This development uses a 4D model (Define, Design, Development and Dissemination). The results of this research are research and development carried out using a 4D model, the initial stage or needs analysis stage is carried out by analyzing the basic problems that exist in the learning process, the design stage is creating an Android-based application. designing learning media using a storyboard framework, the development stage is developing Android-based learning media applications, then validation is carried out by material and media experts. The validation results show that in terms of material it is valid, suitable for use with revisions. In terms of media, it is valid, suitable for use with revision. Next, conducting a limited trial (implementation), at the limited trial stage, 21 students including 2 slow learners gave very good responses and carried out evaluations by revising the product according to expert input. Based on the research results, it can be concluded that MEDIVA based on the Android application is declared valid, feasible, easy to use and interesting to use. [ABSTRACT FROM AUTHOR]

In recent decades, the advancement of information and communications technology (ICT) has transformed language learning by providing learners with extensive exposure to the target language beyond the classroom, impacting language learning methodologies and assessment practices. This study examined the out-of-class English-language-related practices of 91 prospective primary teachers at the University of the Balearic Islands and their influence on academic achievement. Using a questionnaire and the participants' grades, the study revealed significant differences in engagement frequency and grades across reading, writing, speaking, and final course grades, highlighting the positive impact of informal practices on academic achievement. No significant gender-related differences in the choice and frequency of informal language activities were observed, except for involvement in digital gaming and 'other' activities. These findings emphasize the need for L2 teachers to integrate real-world language use into formal instruction, fostering more meaningful teaching and assessment practices aligned with 21st-century learning. [ABSTRACT FROM AUTHOR]

Currently there is an attempt to combine subject-generic and subject-specific teaching frameworks to comprehensively capture teaching quality. This study explores the possibility of integrating two widely used and validated frameworks, the subject-generic Dynamic Model of Educational Effectiveness (DMEE) and the subject-specific Mathematical Quality of Instruction (MQI). Toward this end, we drew on data from 38 upper-grade primary school teachers, each observed in six mathematics lessons, which were coded using both frameworks. Data were analyzed using the Extended Logistic model of Rasch to explore whether a common scale of teaching quality with good psychometric properties could be developed. Saltus was then utilized to investigate the possibility of forming levels of effective teaching in mathematics. A common scale encompassing both subject-generic and subject-specific teaching aspects, which had good psychometric properties, was developed. The subject-generic and subject-specific teaching aspects of these frameworks were clustered in five distinct levels. With the exception of the top level that included only subject-generic aspects, all other levels included teaching aspects from both frameworks, thus providing support to the assumption that it is possible to develop levels of effective teaching that combine related subject-generic and subject-specific aspects. In discussing the study findings, we consider their implications for developing an integrated framework of teaching quality and for developing professional development programs that combine subject-generic and subject-specific teaching aspects. [ABSTRACT FROM AUTHOR]

This study evaluated the effectiveness of neurodiversity training modules from a mental health literacy program for primary school staff offered over a three-year period (2013–2015), entitled 'Teaching and Mental Health'. Using archival data, this study aimed to identify how much teachers learned, how confident they were about using this newly acquired knowledge, and how well the training met the teachers' learning needs. This study also aimed to explore the relationship between knowledge and confidence, and how satisfaction indicators affected this relationship. Key ethical considerations of neurodiversity training and outcome measurement are discussed. A pre-test and post-test survey design was conducted with 99 primary school teachers from the Brisbane region in Australia. Analyses included three paired-samples t-tests, descriptive statistics, a linear regression analysis, and a mediation analysis. Significant increases of knowledge and confidence were found compared to baseline, and mean satisfaction ratings were high. Knowledge was a significant predictor of confidence, and mental health presenter ratings partially mediated this relationship. It is proposed that future delivery of the program should invest in improving presenter effectiveness. [ABSTRACT FROM AUTHOR]

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The exploration of teacher performance for the improvement of educational quality and student achievement is an important subject in Indonesia. Therefore, this research aimed to specifically explore the impact of principal adaptive leadership on teacher performance in the Indonesian educational landscape, with collaborative school culture serving as the mediating variable. To achieve the stated aim, data were collected through the administration of questionnaires from 425 public primary school teachers in West Java, Indonesia. Accordingly, the collected data were then analyzed using structural equation modeling with partial least squares (SEM-PLS). The results showed that adaptive leadership had a significant and positive influence on teacher performance. It was also observed that collaborative school culture acted as an effective mediating variable during the process. This research offers both theoretical and practical implications for the broader implementation of adaptive leadership theory in schools. Additionally, recommendations for future research areas are provided. [ABSTRACT FROM AUTHOR]

This paper presents a performance text, crafted by university researchers and teachers from a primary school in China. The "embodied narrative" is explored as theory, method, practice, event, and action within this collaborative inquiry. Through vignettes, we delve into the positionalities of teachers and teacher educators, highlighting the fluidity between participant, researcher, and performer roles. Our endeavor challenges the dominance of textualism in educational research, emphasizing "culture as performance" and "practice as research." This embodied narrative approach allows teachers and teacher educators to bridge theoretical and practical divides, merge personal and public realms, and take proactive actions. [ABSTRACT FROM AUTHOR]