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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]

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]

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]

BACKGROUND: Teachers' health behaviors and mental well‐being are important for their chronic disease risk and reducing burnout. This study investigates the health‐related behaviors and psychological distress of Australian teachers compared with other occupations. METHODS: Data from the nationally representative Australian National Health Survey (NHS) were analyzed. Employed adults (20‐64 years) from 2014/2015 (n = 8455), 2017/2018 (n = 9130), and 2020/2021 (n = 5753) survey waves were included. Logistic regression, adjusted for demographics, compared health‐related behaviors (eg, physical activity, diet), and psychological distress among teachers, nonteacher professionals (NTPs; eg, accountants, doctors), and other general occupations (eg, laborers, beauticians). RESULTS: After adjusting for demographics and survey wave, teachers had similar odds as NTPs for meeting physical activity (OR: 1.12, 95% CI: 0.90‐1.41), vegetable intake (OR: 0.72, 95% CI: 0.52‐1.00), and alcohol consumption (OR: 1.01, 95% CI: 0.83‐1.22) guidelines. However, teachers exhibited higher psychological distress (OR: 1.35, 95% CI: 1.01‐1.75). Elevated psychological distress levels were observed in all groups in 2020/2021, compared with pre‐COVID‐19. CONCLUSIONS: Compared with NTPs, teachers showed similar or better health‐related behaviors, although teachers had higher levels of psychological distress. School executives and policymakers need to implement sustainable measures to prioritise teachers' mental wellbeing. [ABSTRACT FROM AUTHOR]

Background/purpose: The aims of this study are: (1) to examine the mediating effect of teacher self-efficacy on the relationship between trust in colleagues and organizational citizenship behavior (OCB); and (2) to evaluate the moderating effect of collective efficacy on the relationships between teachers' self-efficacy and OCB, as well as between trust in colleagues and OCB. Design/methodology/approach: The cross-sectional data were based on 408 sets of usable questionnaires collected from teachers who worked in government schools in Malaysia. The partial least square structural equation modeling technique was used to test the model and hypotheses. Findings: The results indicate that trust in colleagues is positively related to organizational citizenship behavior (OCB) and teacher self-efficacy. Additionally, teacher self-efficacy and OCB are also positively related. Furthermore, the relationship between trust in colleagues and OCB is partially mediated by teacher self-efficacy. Moreover, collective efficacy significantly moderates the path between teacher self-efficacy and OCB but not between trust in colleagues and OCB. Originality/value: Despite earlier studies examining the relationship between trust, teacher self-efficacy, and OCB, little is known about the mediating mechanism of teacher self-efficacy and the moderating effect of collective efficacy. Thus, this present study makes significant contributions in both theoretical and practical aspects. [ABSTRACT FROM AUTHOR]

Background: School teachers perform numerous tasks that contribute to low back pain and affect their activities of daily living, social and vocational abilities. Low back pain is multidimensional in nature constituting physical, psychological and social components. Psychosocial variables pose as an obstacle to rehabilitative recovery and have a role in development of chronicity, these factors are often neglected in the rehabilitation process, the present study integrates psychosocial factors with musculoskeletal factors and utilises a rehabilitation program that focuses on overall recovery. Objectives: This study aims to find effective treatment for psychosocial variables and examines the physical and psychosocial changes that occur in school teachers suffering with CLBP when they receive occupational therapy augmented with psychosocial intervention. The intervention targets anxiety, perceived stress, and self-efficacy. Methodology: The study sample consisted of 60 school teachers, half of the sample was enrolled for occupational therapy intervention and other half for occupational therapy intervention augmented with psychosocial treatment techniques. Results: At post-treatment participants in the occupational therapy augmented with psychosocial treatment group showed significant difference in measures of anxiety, perceived stress and self-efficacy, pain intensity, pain severity, pain disability and 5-minute walk test distance compared to participants who received occupational therapy treatment only. The two groups did not differ significantly in finger-to-floor test. Conclusion: The findings of the study suggest that augmenting psychosocial variables is beneficial to personenvironment factors of disability and result in better rehabilitation outcomes in terms of both psychosocial variables as well as pain related variables. [ABSTRACT FROM AUTHOR]

The current study was designed within a survey-based quantitative research methodology in order to investigate Bulgarian teachers' familiarity with, use of, and attitudes toward artificial intelligence (AI) at the nascent stage of its integration into the Bulgarian education system. The survey was completed by 2252 teachers, of whom 16.30% were men and 83.70% were women. The majority of the teachers (72%) reported some level of familiarity with AI technology. Higher levels of familiarity were significantly associated with younger teachers (aged 20 to 29), mathematics, sciences, and technology subject areas, as well as the male gender. More than 50% of the teachers reported using AI technology in their instruction. Familiarity with AI technology was the only significant predictor of AI use, overriding the effect of other variables. The teachers used AI technology to prepare teaching, assessment, and homework materials; design individual and team tasks; and grade students' work. The teachers who regularly used AI technology were more favorable towards AI in contrast to those who seldom or never employed AI. The majority of the respondents recognized the need for teacher training in AI technology and expressed willingness to participate in teacher training initiatives. Therefore, the current situation requires teacher education programs to harness teachers' needs by equipping them with relevant AI literacy and skills that they could apply to the critical adoption of suitable AI tools. Educational institutions and stakeholders should provide guidelines and consultancy regarding technical, methodological, and ethical issues concerning the instructional use of AI technology. [ABSTRACT FROM AUTHOR]

Background: The study aimed to develop a reliable and valid Teachers' Body Posture Literacy Questionnaire (TBPLQ) to examine their body posture knowledge. Methods: The tool was based on a Parents Body Posture Literacy Questionnaire (PBPLQ) and modified and validated through discussion with experts, conducted in two rounds. Corrective gymnastics, physiotherapy, ergonomics, and physical education (PE) experts and doctoral and postdoctoral scholars evaluated content validity. Test-retest repeatability was tested using Cohen's kappa coefficient. The study used a convenience sample of 195 teachers from three different educational levels: PE, kindergarten, and primary education in two rounds of test-retest (pilot test-retest reliability and main test-retest reliability of the questionnaire). The first round encompassed 95 participants, with pre-test and post-test procedures applied using the original TBPLQ. The second round involved 100 participants and followed a similar approach, incorporating modifications to the TBPLQ based on the reliability outcomes observed in the first round. Results: The results of the first-round test-retest TBPLQ reliability, with 95 samples, resulted in an overall reliability of 0.77 (range 0.02 to 1). This indicated that the questionnaire still lacks sufficient reliability. Consequently, after the necessary amendments and modifications, the questionnaire's reliability was tested for the second time with 100 samples. Notably, the overall reliability of 0.82 (ranging from 0.50 to 1) was established for the TBPLQ indicating that 87.5% of the questionnaire items achieved reliability scores within the substantial and almost perfect range and only 12.5% of the items attained moderate reliability scores. Conclusions: The questionnaire is a new self-report measure for evaluating teachers' literacy in postural health. It is applicable in both research and practical contexts, extending its use to larger and more diverse populations. [ABSTRACT FROM AUTHOR]

Copyright of Sakarya Tıp Dergisi is the property of Sakarya Tip Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract 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 Background/purpose The aims of this study are: (1) to examine the mediating effect of teacher self-efficacy on the relationship between trust in colleagues and organizational citizenship behavior (OCB); and (2) to evaluate the moderating effect of collective efficacy on the relationships between teachers’ self-efficacy and OCB, as well as between trust in colleagues and OCB. Design/methodology/approach The cross-sectional data were based on 408 sets of usable questionnaires collected from teachers who worked in government schools in Malaysia. The partial least square structural equation modeling technique was used to test the model and hypotheses. Findings The results indicate that trust in colleagues is positively related to organizational citizenship behavior (OCB) and teacher self-efficacy. Additionally, teacher self-efficacy and OCB are also positively related. Furthermore, the relationship between trust in colleagues and OCB is partially mediated by teacher self-efficacy. Moreover, collective efficacy significantly moderates the path between teacher self-efficacy and OCB but not between trust in colleagues and OCB. Originality/value Despite earlier studies examining the relationship between trust, teacher self-efficacy, and OCB, little is known about the mediating mechanism of teacher self-efficacy and the moderating effect of collective efficacy. Thus, this present study makes significant contributions in both theoretical and practical aspects.

Abstract The current study was designed within a survey-based quantitative research methodology in order to investigate Bulgarian teachers’ familiarity with, use of, and attitudes toward artificial intelligence (AI) at the nascent stage of its integration into the Bulgarian education system. The survey was completed by 2252 teachers, of whom 16.30% were men and 83.70% were women. The majority of the teachers (72%) reported some level of familiarity with AI technology. Higher levels of familiarity were significantly associated with younger teachers (aged 20 to 29), mathematics, sciences, and technology subject areas, as well as the male gender. More than 50% of the teachers reported using AI technology in their instruction. Familiarity with AI technology was the only significant predictor of AI use, overriding the effect of other variables. The teachers used AI technology to prepare teaching, assessment, and homework materials; design individual and team tasks; and grade students' work. The teachers who regularly used AI technology were more favorable towards AI in contrast to those who seldom or never employed AI. The majority of the respondents recognized the need for teacher training in AI technology and expressed willingness to participate in teacher training initiatives. Therefore, the current situation requires teacher education programs to harness teachers’ needs by equipping them with relevant AI literacy and skills that they could apply to the critical adoption of suitable AI tools. Educational institutions and stakeholders should provide guidelines and consultancy regarding technical, methodological, and ethical issues concerning the instructional use of AI technology.

Introduction: Epistaxis is commonly referred to as nosebleeds. The age range in which it most frequently manifests itself is three to eight years old. One of the primary settings for pediatric epistaxis is schools since kids can get accidental injuries while playing. The security and welfare of the pupils in school are the teacher's concerns. So, the teachers must be aware of the correct basic first-aid protocols. This study aims to assess the awareness of handling of epistaxis first aid in schools. Methodology: The study participant's responses were gathered using a pre-tested semi-structured questionnaire. Statistical analysis was done and the significance of the results was assessed Results & Conclusion: The majority of participants felt confident when it came to managing epistaxis, despite the fact that they had not received any formal training and simply possessed only an average understanding of the subject, lacking detailed insights and intricacies related to its first aid treatment. This underscores the fact that they were overestimating their knowledge and expertise in this domain. Therefore, educators, who are typically the initial responders to pediatric epistaxis in schools, have a limited or inadequate understanding and familiarity with the appropriate first aid protocols. Further studies scaling larger populations and propagating awareness in institutes related to children especially through means of live demonstrations and workshops can advance first aid management during emergencies. [ABSTRACT FROM AUTHOR]

Background: Schools have to ensure student safety and well-being. However, medical emergencies involving injuries are common, requiring teachers to provide prompt first aid before professional care arrives. This study assessed knowledge and awareness of first aid among school teachers to identify areas needing improvement. Methods: This cross-sectional study surveyed 371 teachers from the eastern region primary schools using a standardized questionnaire assessing first aid knowledge across areas like bleeding control, fractures, seizures, choking, and burns. Demographic factors were analyzed for correlations with knowledge levels. Pearson’s Chi-square tests analyzed bivariate relationships comparing correct knowledge identification percentages across teacher sociodemographic. The level of statistical significance was at a P value

Background: Childhood asthma is affected by events and conditions of the school environment. Teachers as de-facto caregivers of children with asthma have a major role to play in ensuring good asthma control in school. This study set out to determine the level of knowledge of school teacher about childhood asthma and factors influencing this knowledge. Methods: Four secondary schools (two private and two public) in Ilesa, South West Nigeria were selected by multistage sampling method. All the teachers in these schools were required to fill a self -administered questionnaire incorporating a validated 40-item asthma knowledge questions. Factors associated with the level of knowledge were determined appropriately. Results: A total of 132 teacher (M: F = 1:2) participated in the study with 85 (64.4%) from private school. The mean (SD) age of the teachers was 38.0 (9.1) years and median (IQR) years in teaching service was 7.0 (5.0 to 15.0) years. Majority (56.1%) of the teachers had university education while only 7 (5.3%) had a post graduate degree. The mean (SD) score of the 40 item questions was 21.5 (7.2) and majority (51.5%) had poor asthma knowledge (score < 22). Poorer knowledge was observed in questions related to the nature and management of childhood asthma than triggers and manifestations. No significant correlation was found between knowledge and age, teaching experience and qualifications (p > 0.05). However, teachers with previous training about childhood asthma had relatively good knowledge about the condition. (p

Aims: The current study assessed school teachers’ knowledge, attitudes, and practices regarding emergency dental trauma management in Visnagar, Gujarat. Settings and Design: The cross-sectional survey required participants to complete a validated, closed-ended self-administered questionnaire. Subjects and Methods: The questionnaire, which consisted of 15 questions, was completed by 326 primary and secondary school teachers. Demographic information, knowledge about the teeth most commonly affected by trauma, emergency care, and attitudes toward storage media, etc. were included. This questionnaire also tested the willingness of teachers to participate in future dental trauma management workshops. Statistical Analysis Used: An Excel spreadsheet was used to methodically collect and compile the data, which was then subjected to a statistical analysis using SPSS version 20.0. (Chicago, IL, USA: IBM Company, SPSS Inc.) The descriptive data were percentage-based. The Chi-square test was used to do inferential statistics. Results: Among 343, a total of 326 (95.04%) school teachers responded. Forty percentage of teachers possess knowledge regarding the emergency treatment of dental trauma, 47.90% of teachers were aware about pedodontists, and 93% of teachers showed a willingness to participate in training. Conclusions: The current survey findings indicate that educational activities should be developed to improve preschool teachers’ awareness of the need to treat traumatized teeth at once.

Objective: As key stakeholders in educational settings, teachers' awareness on Urinary Tract Infections (UTI) will ultimately enhance its management in schools and community. This study aimed to assess the level of knowledge, attitudes, and practices (KAP) on UTIs among teachers in Sri Lanka. Materials and methods: Conveniently selected 373 school teachers were assessed using a pre-tested questionnaire. Each of the individual was scored and categorized as either satisfactory or poor. Descriptive statistics and chi-square tests were performed to describe the outcomes. Results: Around 80% of respondents demonstrated awareness regarding the microbial origin of UTIs, while 42% possessed knowledge of women's increased susceptibility to UTIs. Over 90% of participants had favorable attitudes toward drinking adequate amounts of water, personal hygiene, and consulting doctors for UTI symptoms. Each inquiry demonstrated significant disparities between individuals with satisfactory and poor attitudes (p = 0.000), with over 95% adhered to effective hygiene practices as a preventive measure against UTIs. The demographics of the participants did not show any significance over the KAP results of the study (p < 0.05). Conclusions: The study revealed satisfactory levels of awareness and favorable attitudes among respondents on UTIs. However, there is a further need for increased awareness, specifically regarding the risk factors associated with UTIs. [ABSTRACT FROM AUTHOR]

The study aims to understand participants’ perspectives on the prevailing conditions and practices of inculcating democratic values and how these values can be instilled among secondary school students. A qualitative research design was employed to execute this study and a purposive sampling technique was used to select twelve study participants including seven secondary school teachers and five students from the Sahiwal division of the Province of Punjab, Pakistan. An interview guide was constructed to conduct in-depth interviews with these participants which lasted for 53 minutes on average. After data gathering, thematic analysis was performed on the interview transcripts following six steps of the analysis i.e., familiarization, coding, categorizing, generating themes, reviewing themes, and writing up for the analysis. The emerging themes include perceptions of democratic values, inculcation of democratic values, democratic principles of schools, and challenges and issues of inculcation. The themes revealed that the situation regarding inculcation of democratic values among school students was not encouraging although teachers were struggling with many limitations. It is recommended to address the challenges and issues related to curriculum, school environment, school administration, class size, teachers’ and parents’ training, and promoting democratic literacy among the parents. The study has implications for promoting democracy in the school and society for the larger interest of the county. [ABSTRACT FROM AUTHOR]

The paper deals with the study to investigate the level of correlation existing between Digital Competence and Pedagogical Management noticed among school teachers. For the study undertaken a sample size of 100 school teachers were randomly chosen from different schools in the district of Thiruvallur. Adopting a descriptive research study method, the investigation was done with the aim to explore the relationship between variables - Digital Competence (independent variable) & the Pedagogical Management (dependent variable). The variables in regard to demography were - 01. Gender (Male & Female) 02. Qualification (B.Ed. & M.Ed.) and 03. Subjects taught were (Arts & Science). For the research study the tool 'Digital Competence Assessment' developed by Dr. G. Jemima, was utilized together with the Pedagogical Management Questionnaire, constructed and also validated for study by the researcher her-self with the help of the Research Guide. The findings revealed not only a positive relationship between the independent and dependent variables, but also the relationship was observed to be significant between the two variables - Digital Competence and Pedagogical Management - noticed among school teachers. [ABSTRACT FROM AUTHOR]

The paper portrays the result of the study done to find out whether a correlation exists between the 'Emotional intelligence' and 'Teaching competency'. The study has been done on 100 school teachers from Thiruvallur district selected randomly for the purpose. The method of research employed on descriptive mode is aimed at the co-relationship between the independent variable Emotional intelligence and the dependent variable Teaching competency. Further the demographic variables considered for the study have been - a) type of institution (Govt./Govt.aided/Private), b) teaching experience of the teachers (10 years and below & 11 years and above). The tools used for the study are Emotional Intelligence Questionnaire for school teachers (EIQST) and Pranay Pandey's Teachers' Competencies Measurement scale. Results at the end have revealed that there is a positive and significant correlation between Emotional Intelligence and Teachers' Competency of the school teachers. [ABSTRACT FROM AUTHOR]

Introduction Teachers are a high-risk group for the development of vocal dysfunction, as they use voice extensively in their profession. Objective To know the prevalence and risk factors associated with voice strain in teachers. Methods A cross-sectional study was conducted among schoolteachers in Chitwan, Nepal. The Voice Handicap Index questionnaire was used as a survey tool. Result A total of 315 teachers were enrolled in the study. The mean age of the participants was of 36.7 years. Teachers from public schools, primary grade classes, > 50 pupils in the classroom, > 24 hours of classes per week, dust in class, and recurrent tonsil problems were associated with various degrees of vocal handicap. Conclusion There is a high prevalence of voice disorder among teachers. A holistic approach, which includes teacher education regarding voice care during their work and management of their voice handicap by taking into consideration different risk factors, must be adopted. [ABSTRACT FROM AUTHOR]

There is a lack of comprehensive and concisely validated tools to measure schoolteachers' intention to report child abuse and neglect in an Arabic context. This study aims to develop and evaluate the validity and reliability of the Intention to Report Child Abuse Tool (IRCAT) to measure schoolteachers' intentions to report child abuse and neglect. The framework proposed by Benson and Clark (1982) was used to guide scale development. The theory of planned behavior (TPB) and literature review guided the construction of the IRCAT items. Total of 653 Arab female schoolteachers from 200 cycle 1 education schools in Oman were recruited in the study using convenience sampling technique. The validity of the tool was determined by assessing its face validity, content validity, and construct validity. Psychometric properties were tested using exploratory factor analysis (EFA). Inter-item correlations and internal consistency were used to determine the reliability of the tool. The newly developed IRCAT demonstrated excellent face and content validity. Using EFA, four factors (i.e., attitudes, perceived behavioral control, subjective norms, and intention to report) were determined for construct validity (KMO = 0.92). The tool also showed good overall internal consistency (Cronbach's alpha = 0.82) and acceptable inter-item correlations (varied between 0.003 and 0.62, with about 20% of the correlation coefficients below 0.1). This study suggests that the IRCAT is a valid and reliable tool to assess schoolteachers' intention to report child abuse and neglect in an Arabic context. IRCAT tool can be utilized by researchers and practitioners interested in investigating the phenomenon of child abuse. • No validated tools exists to measure schoolteachers' intention to report child abuse in an Arabic context. • A valid, reliable, and comprehensive tool to measure schoolteachers' intention to report child abuse is highly needed. • Intention to Report Child Abuse Tool is a valid and reliable tool aids practitioners interested in child abuse. [ABSTRACT FROM AUTHOR]

The implementation of Computer Science (CS) in Malaysian secondary schools aims to develop digital proficiency among youths. Despite this, Kedah state has seen fluctuating enrolment in CS elective subjects for the Sijil Pelajaran Malaysia (SPM) exam between 2018 and 2021, which contrasts with the increasing popularity of CS programs in higher education and the rising demand for CS skills. Addressing the challenges teachers face in delivering CS subjects is crucial, including issues like inadequate training, limited resources, language barriers, and diverse student backgrounds. This study uses a quantitative approach with self-developed questionnaires distributed among experienced CS teachers in Kedah to identify these challenges and propose solutions. Findings reveal a mix of experienced and less experienced teachers, mostly with medium-level proficiency. The study highlights difficulties in teaching Form 4 and Form 5 content and suggests improvements through professional development, collaboration, hands-on experiences, and updated resources to enhance teaching effectiveness and better align secondary education with higher education and job market needs. [ABSTRACT FROM AUTHOR]

Copyright of Teacher Education Research is the property of Teacher Education Research Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Learning Management Systems (IJLMS) is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to discuss the influence of teachers' organizational silence on job performance and the serial mediation effect of psychological empowerment – organizational commitment. This research surveyed 564 primary and secondary school teachers in China through questionnaires. The quantitative analysis shows that teachers' organizational silence significantly negatively correlates with job performance, indifferent silence negatively predicts job performance, and acquiescent silence positively predicts contextual performance. Psychological empowerment and organizational affective commitment respectively have a mediation effect, and the chain mechanism of teachers' psychological empowerment – organizational affective commitment has a full mediation effect on the relationship between teachers' organizational silence and job performance. [ABSTRACT FROM AUTHOR]

Aim: This study examined the psychosocial (psychological distress, job-specific wellbeing, burnout) health of a large sample of teachers in New South Wales (NSW), Australia, specifically the association between psychosocial health, work-related factors, and lifestyle behaviours. Subject & methods: An online survey collected lifestyle behaviours, work-related factors, and socio-demographics from primary and secondary school teachers in NSW from February to October 2021. Associations between work-related factors, lifestyle behaviours, and psychosocial health were modelled using logistic regression in R and adjusted for gender, age, and geographic location. Results: In our sample (n = 1136), 75% were women and 28% of the sample worked in rural or remote areas. Women reported higher levels of psychological distress (51%), compared with men (42%), and over 30% of teachers reported high levels of burnout. Teachers who engaged in three or more positive health-related behaviours had lower odds of psychological distress and burnout as well as higher odds of job-specific wellbeing. Multiple work-related factors such as hours worked, teaching load, teaching experience, teacher type, and teacher role were associated with one or more aspects of psychosocial health after adjusting for socio-demographic variables. Conclusion: More is needed to support the psychosocial health of teachers in NSW. Future lifestyle programs for this population should include psychosocial outcomes to further explore the relationship between teachers' health-related behaviour and their psychosocial health. [ABSTRACT FROM AUTHOR]

Background: Hypertension, a major cause of cardiovascular disease, is increasingly common among urban professionals, including school teachers, who face unique stressors and lifestyle challenges. Understanding these factors is essential for developing targeted health interventions. This study aims to determine the prevalence and key determinants of hypertension among government school teachers in Patna. Methodology: A cross-sectional survey was conducted from November 2021 to October 2022 with 1321 teachers from 325 urban schools in Patna. The sample size was calculated based on a 45.4% estimated hypertension prevalence, with a 3% margin of error and 20% non-response rate. Teachers were selected using stratified sampling with probability proportional to size. Results: Of the 1283 respondents, 61.34% were male and 38.66% female. The overall prevalence of hypertension was 14.1%, higher in males (15.5%) than females (11.9%). Hypertension was significantly associated with frequent fast-food consumption, extra salt intake, tobacco use, stress, and higher BMI (p

Background The study aimed to develop a reliable and valid Teachers’ Body Posture Literacy Questionnaire (TBPLQ) to examine their body posture knowledge. Methods The tool was based on a Parents Body Posture Literacy Questionnaire (PBPLQ) and modified and validated through discussion with experts, conducted in two rounds. Corrective gymnastics, physiotherapy, ergonomics, and physical education (PE) experts and doctoral and postdoctoral scholars evaluated content validity. Test-retest repeatability was tested using Cohen’s kappa coefficient. The study used a convenience sample of 195 teachers from three different educational levels: PE, kindergarten, and primary education in two rounds of test-retest (pilot test-retest reliability and main test-retest reliability of the questionnaire). The first round encompassed 95 participants, with pre-test and post-test procedures applied using the original TBPLQ. The second round involved 100 participants and followed a similar approach, incorporating modifications to the TBPLQ based on the reliability outcomes observed in the first round. Results The results of the first-round test-retest TBPLQ reliability, with 95 samples, resulted in an overall reliability of 0.77 (range 0.02 to 1). This indicated that the questionnaire still lacks sufficient reliability. Consequently, after the necessary amendments and modifications, the questionnaire’s reliability was tested for the second time with 100 samples. Notably, the overall reliability of 0.82 (ranging from 0.50 to 1) was established for the TBPLQ indicating that 87.5% of the questionnaire items achieved reliability scores within the substantial and almost perfect range and only 12.5% of the items attained moderate reliability scores. Conclusions The questionnaire is a new self-report measure for evaluating teachers’ literacy in postural health. It is applicable in both research and practical contexts, extending its use to larger and more diverse populations.

The current study examined whether racially minoritized children and racial majority children demonstrate different race-based learning preferences and whether the racial demographics of their schools and neighborhoods predict these preferences. Race-based information endorsement and teacher preferences of Black and White 3- to 7-year-old children (n = 238) recruited from a metropolitan area in the midwestern United States were examined. Across racially homogeneous and diverse schools, both Black and White children showed a White preference in information endorsement and teacher preference. Black and White children did not differ in their information endorsement, but they did differ in their teacher preferences: Black children chose Black teachers more than White children. Further, children overall chose the accurate adult as their teacher regardless of the adults race, but the racial demographics of childrens schools and neighborhoods related to these responses: Three-year-old children were more likely to select the accurate Black adult over the inaccurate White adult if there were more Black teachers in their schools and larger Black populations in their neighborhoods. Exploratory analyses indicated that 5- to 7-year-old White children who had non-White classroom teachers chose Black adults more than those who had White classroom teachers, but classroom teachers race did not relate to Black childrens teacher preference. The findings suggest that both microlevel factors (e.g., childrens classroom teachers) and macrolevel factors (e.g., proportion of Black teachers in childrens schools and Black population in their neighborhoods) could influence who children choose to learn from and prefer as teachers. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Background: Hypertension, commonly known as high blood pressure, is a global health concern that significantly impacts the quality of life. The primary objective of this study was to evaluate health-related quality of life and the factors associated with it in hypertensive patients across the physical, psychological, social, and environmental domains. Methods: A cross-sectional investigation was conducted involving 503 public school teachers from Herat province of Afghanistan. The World Health Organization Quality of Life Bref 26 (WHOQOL-BREF 26) questionnaire was used to assess quality of life of participants. Each participant's blood pressure was assessed twice. Participants with a systolic blood pressure of 140 mmHg or higher, a diastolic blood pressure of 90 mmHg or higher, or both, were classified as having hypertension. Results: Of the 503 participants, 23.5% of them had hypertension. Age group, gender, and aware of hypertension were significantly associated with presence of hypertension. Physical domain, psychological domain, and social relationship domain were significantly associated with prevalence of hypertension. Conclusion: This study underscores the significant impact of hypertension on the health-related quality of life among Afghan school teachers. Effective management strategies targeting physical, psychological, and social health are essential to mitigate the adverse effects of hypertension. Further research should explore the role of cultural and occupational factors in shaping the quality of life in this population.

Introduction: Teaching work, which is characterized by being exhausting, with a significant workload, with synchronous and/or asynchronous remote classes. Objective: To describe associations between the working conditions of school teachers at home and their food consumption during the suspension of face-to-face classes. Materials and methods: Cross-sectional study using a self-administered online questionnaire with 15,372 working teachers from Minas Gerais, Brazil. The dependent variables analyzed were the consumption of healthy and unhealthy foods. Independent variables included sociodemographic factors, remote work conditions, understanding of online technologies, computer access, and quality of Internet connection. The Poisson model with robust variance was used to determine the association between working conditions and food consumption. Results: In the analysis of the adjusted multivariate model, there was a significant association between eating habits and the following variables: gender, age, working hours (per week), feelings regarding teachers’ work during the pandemic, working hours during the pandemic and quality work internet connection. Our data shows that teachers’ remote working conditions are associated with worse food consumption. They also showed that working hours equal to or greater than 40 hours per week, feelings of dissatisfaction with working conditions during the pandemic, increased working hours during the pandemic and poor quality of internet connection were variables correlated with the consumption of unhealthy foods. Conclusions: Remote working conditions during the pandemic influenced primary school teachers’ food choices. More studies are needed to delve deeper into issues related to teachers’ working conditions and the implications for food choices.

Teaching is a high-demand profession where teachers encounter work-related and distinct emotional turmoil of differing intensities while instructing and interacting with students. Teachers’ occupational wellness is compromised because of these experiences, which frequently lead to high levels of stress that exacerbate burnout. This empirical study is novel in addressing the positive psychology mediating and moderating effect between perceived stress and occupational well-being among teachers. Adopting a quantitative research design, a sample of 388 teachers was drawn and analyzed using Smart PLS 4. The findings uncovered that teachers experience multifarious challenges and stressors that negatively impact their occupational well-being. Further, psychological capital partially mediated the relationship; however, coping strategy did not mediate between perceived stress and occupational well-being. Coping strategies partially mediated the relationship between psychological capital and occupational well-being. Lastly, psychological capital significantly moderated the relationship between stress and occupational well-being positively. These results aid the organizations in choosing an approach to practice positive psychology, which in turn creates satisfied teachers with exceptional performance.

The aim of this study was to assess the association between the symptoms of temporomandibular disorder (TMD), sleep quality, and indicators of burnout syndrome in teachers. This cross-sectional study included 330 teachers with an average age of 43 years. The Diagnostic Criteria for Temporomandibular Disorders, Pittsburgh Sleep Quality Index, and the questionnaire to assess burnout syndrome - teachers' version were used for data collection. Simple and multiple logistic regression models were applied to analyze the independent variables at a 5% significance level. Teachers with poor sleep quality, indicators of burnout syndrome, female sex, and impact on the domains of psychological exhaustion and guilt were, respectively, 1.91,1.92, 2.66, 1.97, and 2.60 times more likely to present at least one TMD symptom (p < 0.05). Teachers with indicators of burnout syndrome and impaired sleep quality were more likely to present with at least one TMD symptom. [ABSTRACT FROM AUTHOR]

Purpose: Climate change is the biggest global health threat of the 21st century. Its impacts scatter through every stratum of society placing the marginalized clusters at the highest vulnerability and calling for action at all levels. Adaptation enhances resilience, whereas mitigation minimizes the anthropogenic forces of climate change; these are crucial initiatives for climate-resilient sustainable development. The aim of this study was to determine the knowledge and attitudes on climate change adaptation and mitigation at individual level and assess related factors. Design/methodology/approach: A descriptive study is done to assess the knowledge and attitudes of school teachers in three educational zones of the Kalutara district using random cluster sampling. A self-administered questionnaire including 25 equally weighted questions to assess knowledge and 10 statements to assess attitudes was used. Findings: The response rate was 98.8% [n = 618] and 23% of the study population had poor knowledge of climate change adaptation and mitigation at the individual level. Favorable attitudes were observed among more than 65% of participants for all the statements on climate change adaptation and mitigation. Average family income, working duration, involvement in school environmental societies and highest education qualification showed a significant positive association, whereas age and current grade had a significant negative association with good knowledge. The level of knowledge had no significant variation among male and female teachers. Originality/value: Overall knowledge was poor among more than 20% of the teachers highlighting the need for school and community-based awareness programs to be implemented to address the issue. [ABSTRACT FROM AUTHOR]

BACKGROUND: A high workload has been associated with musculoskeletal pain in public school teachers. However, the hypothesis of the present study was that physical activity (PA) practice is able to attenuate this association. OBJECTIVE: To analyze the associations between high workload with musculoskeletal pain according to PA levels in public school teachers. METHODS: Teachers (n = 239) from 13 public schools were evaluated. Workload was assessed using a Likert scale in which teachers reported their perception of their work routine as: very low, low, regular, high, and very high. Musculoskeletal pain and PA were assessed using questionnaires. Multivariate logistic regression models were used to investigate the association of high workload with PA levels and musculoskeletal pain in different body regions, compared to participants with normal workload, adjusted by sex, age, and socioeconomic status. RESULTS: A high workload was associated with higher chances of reporting pain in the wrists and hands (OR = 3.55; 95% CI = 1.27–9.89), knee (OR = 3.09; 95CI% = 1.09–8.82), and feet and ankles (OR = 3.16; 95% CI = 1.03–9.76) in less active teachers. However, these associations were not observed in teachers considered more active. CONCLUSION: PA practice is able to act as a good protector against musculoskeletal pain in teachers, even in individuals with a high workload. [ABSTRACT FROM AUTHOR]

Copyright of Jordanian Educational Journal is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

One of the most common dental problems seen in children is trauma to primary and permanent teeth. To evaluate through questionnaire the awareness and knowledge of primary school teachers in Sangli regarding dental injuries. A 13 question close ended questionnaire was formulated in English and Marathi language. Questionnaire was face validated by experts in our department. 780 primary school teachers were selected from urban and rural area of Sangli district using stratified random sampling method. Care was taken to include equal number of school teachers from urban and rural part. 93% teachers responded that they think that it is important to seek emergency management for dental trauma and 4.8% teachers responded that they think that it is not important to seek emergency management for dental trauma while 2.2% teachers responded that they didn't know that it is important to seek emergency management for dental trauma. In conclusion, based on the present study results, it can be concluded that the primary school teachers from Sangli district have poor knowledge and awareness regarding traumatic dental injuries in children and their emergency management. [ABSTRACT FROM AUTHOR]

Study design: Crosssectional Background:Diabetes mellitus type 1 (DM) is a serious chronic disease, with incidence rates ranging from 64/100,000 to 0.1/100,000 per year in various countries. A study of school-aged children in Istanbul, Turkey, discovered a frequency of 0.67/1 000. The prevalence of type 2 diabetes has also increased in school-aged children, accounting for 10-40% of adolescent diabetics. Diabetes is a disorder that necessitates ongoing monitoring of individuals. Early detection and appropriate management will lower the likelihood of illness consequences. Given that school-aged children spend the majority of their time at school, instructors can play an important role in the monitoring of diabetic students. Methods:In this cross - sectional study data was collected by the purposely constructed questionnaire. Questionnaire composed of the demographic items and items related to the DM and teacher’s awareness regarding DM. Questionnaire was constructed after the series of discussions between the panel of experts this panel composed of from subject specialist, researcher, language expert. Cronbach alpha of the questionnaire was calculated. Results:39.7% considered DK is an emergency situation, 8.52% only believed that DK will effect kids only, taking multiple dose of insulin is the major risk factor, in emergency 56.82% will call the ambulance. Conclusion:There is a need for programs to educate teachers on diabetes and its management, as well as their roles in managing diabetic children in schools. Having a trustworthy source of DM knowledge for teachers will help them enhance their KAP level and increase their confidence in sharing and using their KAP. [ABSTRACT FROM AUTHOR]

Copyright of Enfermagem Brasil is the property of Atlantica Editora and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction. Guidance on vocal health promotion can benefit teachers; however, the impact of presenting such guidance in videos is not well understood. Objective. To evaluate the self-reported effects of vocal health promotion videos on a cohort of teachers. Method. Cross-sectional observational study. Two videos containing speech therapy guidance for voice management in both remote and resuming in-person classes during the COVID-19 pandemic were distributed to 1081 teachers. Subsequently, an online questionnaire was administered to the teachers to assess their learning from the videos, changes in vocal habits resulting from the content, specific behavioral changes, and suggestions for additional health promotion initiatives. Descriptive and inferential analyses were performed using the Mann-Whitney U test and Fisher's exact test. Results. Thirty-three teachers participated in the study. Participants positively evaluated the videos and reported implementing changes in their vocal habits and teaching practices. They also noted post-viewing improvements in their voices. Changes in behavior included reduced smoking, increased water intake, decreased shouting and throat clearing, improved relaxation and reduced tension during classes, and improved eating habits. Most teachers indicated that remote speech therapy guidance was more accessible than in-person consultations. Conclusion. The videos promoted self-perception and facilitated positive changes, improving the teachers’ vocal health and communication.

Introduction Teachers are a high-risk group for the development of vocal dysfunction, as they use voice extensively in their profession.

To identify target areas for professional development, this mixed-methods study examined general education teachers' perceptions of autism and pedagogical practices in early elementary classrooms in the United States. In focus groups, teachers (N = 18) identified terms they associated with autism and strategies they used for inclusion and relationship building. Participants systematically free-listed and ranked their responses to three prompts. Using ranked responses, saliency scores were calculated to assess the perceived importance and frequency of responses. Teachers' most salient perceptions of autism (e.g., social difficulties, focused/fixed interests) revealed an awareness of core symptoms. Salient inclusion practices included assigning special classroom responsibilities and showcasing student talents; salient relationship-building strategies included embracing students' special interests and engaging in one-on-one time. Implications for teacher trainings are discussed.

While school meals are often the healthiest option for students, lunch participation remains relatively low. Few approaches for increasing participation have leveraged teachers' potential social influence. We determined if a teacher intervention about the benefits of school lunch could improve teachers' perceptions of, and participation in, school lunch, and encouragement of students to eat school lunch. This repeated cross-sectional study included teacher/student survey administration in spring of 2016 and 2018 in 19 public secondary schools (9 intervention, 10 comparison) educating students of ages ≈ 11-18. Intervention teachers received monthly newsletters; lunch taste tests; and a promotional video and website. Mixed effects models with a random effect for school showed the proportion of teachers that reported eating with students increased in intervention schools relative to control schools (difference-in-change: 7.6%; 95% CI: 3.578%, 14.861%), as did student agreement that adults at their schools encouraged them to eat school lunch (difference-in-change: 0.15 on a 5-point scale; 95% CI: 0.061, 0.244). There were no between-group differences in teachers' perceptions of school meals or teachers' lunch participation. These findings suggest that teachers' perceptions of school meals do not necessarily need to improve to promote the school lunch program to students. However, to see meaningful change in teacher lunch participation, the taste of school meals likely needs improving.

Introduction: India, with its massive population, witnessed a surge in COVID-19 cases leading to a nationwide lockdown, profoundly affecting the education sector. The closure of schools for an extended period exacerbated the learning gap among students, prompting a swift transition to online education. This abrupt shift posed challenges for teachers unfamiliar with e-learning methods, necessitating a paradigm shift in teaching approaches. While virtual classrooms introduced logistical hurdles, they also spurred innovations like state-run education TV channels and doorstep education schemes. Materials and Methods: Ethical clearance was obtained, and a mixed-method survey was conducted among government and private school teachers in Western Tamil Nadu, using online platforms. The questionnaire covered teaching styles, online teaching difficulties, impact on physical well-being, gadget usage, and more. Data from 44 participants were analyzed using SPSS version 27, employing descriptive statistics, Chi-square tests, and Mann-Whitney U tests. Results: Of the 44 participants, 84.1% were females, and 61.4% were above 40 years. A majority (95.4%) taught in private schools, and 70.4% taught state board syllabus. While 72.7% spent 0-2 hours daily on online classes, 88.6% preferred live online classes. Network issues (75.7%) were the primary difficulty faced, and 56.8% felt the need for technology training. Health-wise, 47.7% spent 6-10 hours on gadgets, and 90.9% invested in gadgets for online classes. Conclusion: The study identified age-associated perceptions in schoolteachers regarding online teaching challenges but found no significant association between age and health issues due to increased screen time.

Background: Despite numerous research reports demonstrating the effectiveness of mindfulness-based stress reduction (MBSR) intervention on psychological well-being, it is unclear how MBSR intervention affects primary school teachers’ job stress, especially in a developing country like Nigeria. This study aims to examine whether MBSR intervention is effective in stress reduction among primary school teachers in Nigeria. Methods: This study employed a quasi-experimental pre-test-post-test design with a control group. A total of 70 primary school teachers with stress symptoms were selected using a random sampling technique in Nsukka City, Nigeria during the third academic session of 2023. Thereafter, the sampled teachers were randomly assigned to experimental and control groups (each group=35). The teacher stress scale (TSS) and perceived stress scale (PSS) were administered. Teachers in the experimental group received a MBSR intervention for eight weeks while the control group received no treatment. The data were analyzed using analysis of variance (ANOVA) in SPSS software, version 29. Results: The results showed that the MBSR interventions had a significant reduction in the job stress of primary school teachers in the study (F(1.126, 68)=159.386; P=0.001, η2=0.221). Also, a statistically significant interaction effect was observed between time and intervention (F(2, 67)=120.272; P=0.001, η2=0.115). Conclusion: This intervention relies on the individual’s ability to consciously involve their efforts to pay attention to the surroundings, body sensations, thoughts, and emotions in dealing with job stress. This study adds to the emerging literature on mindfulness-based interventions in solving related psychological problems.

BACKGROUND: Psychologically empowered employees are more innovative and proactive. Individual well-being is greatly impacted by psychological empowerment. Examining school teachers’ “psychological empowerment” is important since it motivates them more than external circumstances and contributes to their well-being. Spreitzer’s “Psychological Empowerment Scale” (PES) is a well-known instrument used for this purpose. Scarcity of studies on teachers’ psychological empowerment and cultural differences in populations prompted the researcher to re-evaluate PES. This research would help bridge this gap by adapting PES to teachers and generating a valid and reliable measure of their psychological empowerment in India. MATERIALS AND METHODS: Using convenient sampling, data was gathered from 498 secondary school teachers (age range of 30-55 years) in Assam (India) in 2023 for this cross-sectional study. IBM SPSS version 26 was used to conduct descriptive statistics, including Cronbach’s α for evaluating internal consistency. Exploratory factor analysis (EFA) was used to investigate the factor structure of the instrument, followed by confirmation of factor structure via Confirmatory factor analysis (CFA). RESULTS: EFA provided considerable evidence of 4-factor structure, viz., meaning, competence, self-determination, and impact. The 12-item factor structure depicted good reliability and evidenced good model-fit indices values. CONCLUSION: Psychological empowerment (PE) scale with four factors and 12 items is a reliable and valid tool for assessing PE of Indian teachers. The scale can be a good resource for principals, educational administrators, and teachers themselves to assess overall as well as dimension-wise components of PE while norms development of PE as per Indian teachers is recommended.

High quality teacher-student interactions are critical for the healthy social-emotional, behavioral, and academic development of middle school students. However, few studies have explored patterns of teacher-student interactions in middle school classrooms or the relation between teacher-, classroom-, and school-level factors and patterns of interaction. The current study employed latent profile analyses (LPA) to identify patterns of teacher-student interactional quality in a sample of 334 teachers from 41 schools serving middle school students within the Mid-Atlantic region of the U.S. Three distinct profiles of teacher-student interactional quality were identified that were characteristic of higher, lower, and intermediate quality and were differentially related to teacher, classroom, and school characteristics. Compared to classrooms with lower interactional quality, classrooms with "higher" or "intermediate" profiles were more likely to be taught by early career teachers, to have higher rates of observed student cooperation, and to be in schools in rural fringe areas. Classrooms with lower interactional quality were more likely to have larger student-to-teacher ratios and higher rates of student disruptive behaviors than classrooms with intermediate interactional quality and to be in schools with a higher percentage of out-of-school suspensions than classrooms with higher interactional quality. These findings suggest that interventions at the teacher, classroom, and school levels may promote positive teacher-student interactions, such as consultation to support teachers' effective classroom management, alternatives to out-of-school suspensions, and smaller student-to-teacher ratios.

This study examined the role of racial attitudes in a diverse high school setting. Teachers and students were recruited from a public charter high school in Albuquerque, New Mexico. The final sample consisted of 19 students and 10 teachers who participated in face-to-face interviews regarding racial attitudes and racial bias in the academic setting. Three themes emerged among the teacher interviews: rejecting racial inequalities, contradicting thoughts and color-blind explanations, and racially conscious explanations. For the student interviews, two themes emerged: color-blind racial attitudes and witnessing/experiencing bias. These findings yield evidence that color-blind racial attitudes are prevalent in diverse schools among students and teachers, presenting a challenge to intervention efforts in schools aimed at promoting racial justice.