Search

This study aims to determine the regulatory role of organizational support perceptions on the indirect impact of science teachers' entrepreneurship perceptions on innovation through work-life balance. The research was conducted within the functional paradigm and in a descriptive and relational survey model. The population of the study consists of full-time science teachers working in the districts of Üsküdar, Fatih, Pendik, Besiktas, Kadiköy, Maltepe, and Kartal in Istanbul, Turkey. In the research, four hundred and one science teachers were reached by taking the a=.05 table into account. These teachers were identified by simple random sampling and cluster sampling. In the research, "entrepreneurship, innovation, work-life balance, and organizational support" measurement tools were used. Confirmatory factor analysis and reliability analyses were performed for each of these measurement tools. SPSS 25, AMOS 23, and PROCESS MACRO 3.5 package programs were used for the data analysis of the research. Throughout the research, it was found that there is a statistically significant relationship between entrepreneurship, innovation, work-life balance, and organizational support averages. It was concluded that there is a mediating role of work-life balance in the relationship between entrepreneurship and innovation, and there is a moderating role of organizational support in the relationship between entrepreneurship and work-life balance. Entrepreneurship of science teachers enhances their innovation through work-life balance. Additionally, this indirect relationship is contingent on whether science teachers receive organizational support. In other words, when organizational support provided to science teachers is high, the entrepreneurship levels of science teachers further enhance their innovation through work-life balance.

While the outcome of the COVID-19 pandemic was largely the same across higher education institutions (HEI) -- a rapid transition to online teaching and learning (OTL) -- the processes and institutional support leading to this transition varied greatly. As such, the perception and anxieties experienced by faculty warrant exploration as these perceptions likely dictate the future of online teaching and learning within higher education institutions. Through the use of tweets made during the pandemic and interviews with faculty, this study reveals the emotional stress experienced by faculty when playing multiple, unfamiliar roles hindered the implementation of online teaching and learning initiatives. This hindrance may in part be alleviated through well-targeted institutional support.

It is widely acknowledged that adult education and lifelong learning are becoming more important than ever. Several universities in Britain are responding, by placing lifelong learning at the centre of their university strategy for the institution as a whole. But it will take investment to bring about the sort of change required, and to develop the new provision. The university sector in Britain is facing a financial squeeze, with costs rising faster than income. Some universities may therefore think that even the modest investments required are not affordable. It is vital that the government steps in to ensure that these opportunities are not lost. Many of the government's own priorities will be far more likely to be delivered if we can usher in a new era of adult education and lifelong learning -- from overcoming the well-being and mental health crisis, to boosting innovation and productivity, to tackling the climate crisis.

In the author's experience, students are often coming to the school library to explore new ideas and concepts that they may not be able to explore in the traditional classroom because of curricular demands or time constraints. And the library is always open to that exploration. According to the author, they build the high-interest collections for this purpose. The author ensures they have books that capitalize on students' curiosity and allow them to learn new things about themselves -- to be brave and see where they can go. Then there are those who come to learn in less traditional ways in the library. The author states they are notorious for always saying "Yes!" to trying something new in the library if students make a case for it. This is how they have gotten a bearded dragon, a sewing club, a recording studio, coding workshops, a Dungeons & Dragons club, and a forthcoming e-sports team. Saying "Yes" comes from a wish to respect students' courage to explore. But having a pet also gives the students a moment to show a different kind of bravery: feeling vulnerable but doing something anyway. In New York City, the Department of Education has an initiative called "Respect for All." The author's campus serves a primarily Afro-Caribbean population. This means students who are queer are feeling a tremendous amount of societal pressure. Books on relationships, sexuality, abuse, dealing with being arrested -- resources on topics that students are dealing with but are too nervous to check out. All of this seeking of this important and sensitive information takes bravery, even if young people choose not to interface with me to acquire it. Most of the time, it's an admission to themselves that they need guidance. It takes bravery to organize your peers, to take charge, and to build a community. It takes courage to work together and to make decisions on your own. Because the school library is a center of self-guided learning, it harnesses this brand of bravery. The school library is a proving ground for leadership, collaboration, and finding oneself. Students demonstrate this every day in school libraries across the country. Students see the school library as somewhere worth fighting for, and their bravery is the truly sustaining power in our space.

Physical education teachers are the practitioners of physical education curriculum reform who work at the front line of teaching, and their innovation behavior play a crucial role in promoting the smooth implementation of physical education curriculum reform. This study uses goal orientation theory as a theoretical basis to explore the mediation effect of learning goal orientation in the influence of perceived organization support on physical education teachers' innovation behavior. A total of 402 valid questionnaires were collected from physical education teachers in 40 schools at the basic education level in China, and the relationship between the variables was tested using structural equation modeling. The findings showed that physical education teachers' perceived organizational support had a positive effect on learning goal orientation and innovation behavior. Physical education teachers' learning goal orientation significantly influenced their innovation behavior. Additionally, learning goal orientation partially mediated the relationship between perceived organizational support and innovation behavior.

Parental involvement, as well as parent and teacher relations, have been considered as a significant factor that affects children's schooling. Still, in order to foster inclusion, parent-teacher relations need further investigation. This study explores parent and teacher perceptions of parental involvement in the education of students with Learning Disabilities (LD) based on Epstein's (1995) parental involvement typology. Epstein's questionnaires for parents and teachers were administered to 151 mothers, 77 fathers, 232 general, and 126 special education teachers in Greece in order to investigate their perceptions of parental involvement types and practices concerning the education of children with LD. The differences among parent- and teacher-related sociodemographic characteristics were also examined. The findings reveal that the parents associate their involvement in the education of their children with LD more with Type 1-Parenting, whereas the teachers with Type 5-Decision making. Parents use more Type 4-Learning at home practices, whereas teachers employ Type 2-Communicating practices. Notwithstanding, there are a series of statistically important findings concerning parent and teacher perceptions of parental involvement and practices in the education of children with LD by sociodemographic characteristics. Results are discussed in relation to their implications in promoting more inclusive and sustainable home--school partnerships.

All higher education institutions have concerns about their fiscal health, and many have engaged in fundraising practices to augment and supplement other sources of revenue. Community colleges have been slower than their 4-year counterparts to engage in fundraising. Despite enrolling almost half of all students in postsecondary education, they continue to raise a small percentage of all philanthropic funds that are given to education. The current study was designed to develop an understanding of the operations of fundraising in community colleges to create a baseline for both further research and additional educational opportunities. Through structured interviews with 12 current community college presidents, data highlighted the wide range of practices and resources available for fundraising. Additionally, findings indicated that some community colleges have a rudimentary, almost non-existent structure for fundraising while others have highly sophisticated programs. These results stress the need for both further research and professional development targeted at community colleges, their leaders, and providing an understanding of the range of community college structures and settings that might impact fundraising.

Sustaining innovation is a topic of broad concern to higher education, particularly in a pandemic-driven time of challenge to the sector. This scoping review of the literature examines thirteen studies that have considered sustainability of teaching and learning innovations within the past two decades. From these thirteen studies, we derive key enablers, barriers, and longitudinal insights into sustained innovations in higher education. Although there is consensus on the importance of staff engagement, collaboration and appropriate institutional conditions, some contradictions emerged around the roles of funding, leadership and time. In almost all of the included studies, innovation was framed as an intrinsic benefit, which limited consideration of challenges or innovations that ceased to be useful. Although some insights into the sustainability of teaching and learning innovations may be drawn from existing studies, there is scope for further research which extends longitudinal understandings of how and why innovation may be sustained in higher education.

Although the role of leadership in school improvement is widely recognized, there is less understanding of what leaders can do to support (and mitigate barriers to) the implementation of mandated educational change. This systematic literature review analyzed findings from 191 relevant primary studies published between 2000 and 2020 and identified four broad themes: developing a reform-ready school climate, comprehensive planning, preparation for implementation, and building capacity. These results offer practical information about malleable school-level factors to which school leaders can attend (before implementing mandated reform) to support the school's capacity for change.

This ethnographic study aims to understand school-based gender interaction and its implication on the practices of Sexuality Education (SE) in a public primary school in Ethiopia. The study engaged Connell's gender theory to explain the gender interaction from gender division of labor, power relation and cathexis dimensions. The study employed school observations, Focus Group Discussions (FGDs) with students (age 13-16), and in-depth interviews with sexuality education teachers. The findings showed that the selected school is a gendered site in the aspects of division of labor, power relation and cathexis, where boys and girls learn and perform gender through various processes inside the classroom, outside the classroom, and in the immediate school surroundings. The findings also indicated that sexuality education responded to this by taking dual and complex role by both emancipatory (by challenging overall social gender power patterns) and reproducing gender relations (by neglecting the school-based gender bias). The study suggested the need to continuously reflect and reimagine the gender values embedded in sexuality education to improve gender relations in school context.

Tools that assess school supports for highly mobile, military-connected students are lacking. This study describes the development and preliminary validation of the Inventory of School Supports-Parent Report (ISS-PR). Participants were 433 parents (74% female; 62.5% White, 12% Black, 6.5% Asian, 5.5% Pacific Islander, 4% Native American, and 9.5% bi/multiracial; 19% Latinx) of students (grades 3-5) from families with an active-duty military parent. Parents completed the ISS-PR and rated: (a) how welcoming schools were toward military-connected families; (b) parent-teacher relationship quality; and (c) satisfaction with their child's school. We created three proportional index composite scores: a 26-item school supports score, a 13-item parent-focused supports score, and a 13-item child-focused supports score. Results supported the ISS-PR's psychometric properties: summary scores were positively linked to parent-teacher relationship quality, school welcoming, and parent satisfaction with the school. We also found evidence for test-retest reliability for parents completing the inventory with students who had either moved schools or remained in their previous schools. Future studies could use the ISS-PR to assess whether parents' perceptions of the availability and importance of school supports for military-connected families are related to other constructs such as overall school climate, student academic performance, and socioemotional functioning. Schools could use the inventory to determine which supports could potentially have the greatest impact for military-connected families and to what extent parents are aware of the supports schools offer.

"Research Findings": The purpose of this qualitative study is to understand parents' perceptions of changes in early care and education (ECE) in the early stage of the COVID-19 pandemic in South Korea. Thirty-three parents of young children who attend three different types of ECE programs (i.e. kindergartens, childcare centers, and non-accredited programs) participated in a 30-minute semi-structured interview. Through an applied thematic analysis, three major themes were generated: Structural Changes in ECE Settings, Support from ECE Programs and Teachers, and Changes in Parents' Perceptions of ECE. Parents reported that they wanted their voices to be heard going through the changes in ECE settings. Some parents expressed concerns about the changes and were not satisfied with support provided by ECE programs. However, when ECE programs maintained regular communications, parents felt grateful, and parent-program relationships remained uninterrupted. "Practice or Policy": The findings highlight the importance of recognizing parents as a meaningful part of the ECE community, understanding and addressing parents' perceptions, and engaging parents in the frequent and open communication. Understanding parents' perspectives can potentially improve the quality of ECE programs and promote high-quality parent-program relationships. Continuous efforts are needed to further explore parents' perceptions in ECE research and practice.

What can the federal government do to help ensure that the public schools attended by children living in poverty have enough resources to serve their students? In this brief, we describe existing federal efforts to support education spending in high-poverty districts, discuss their limitations, and suggest alternative approaches for federal policy. We focus especially on the Education Finance Incentive Grant (EFIG) formula--a part of the compensatory Title I grant program designed to encourage changes to state school finance policy--and show that the incentives embedded in the formula are in fact negligible; revising the formula to be more effective would be difficult. Further, any attempt to incentivize desirable state policy faces a fundamental trade-off: Such policy can reinforce inequality because districts in states that do not respond to the incentives by adopting desirable policies also do not receive (as much) federal funding. We argue that federal policy should be more attentive to state fiscal capacity because it is an important determinant of district-level school spending, and the federal government is uniquely positioned to address between-state inequality.

Identification of learning barriers is a critical issue for support provision in inclusive classes, as it informs individualised support plans for each learner who experiences barriers to learning. However, the school support stakeholders in Quintile 1 rural schools in South Africa face challenges in identifying learning barriers experienced by learners in their classes. Quintile 1 is a socially based ranking given to schools in poverty-stricken communities where most people are unemployed. This study focuses on identifying the perceptions of school support stakeholders in the identification of learning barriers in Quintile 1 rural schools. In this qualitative research study, a multiple case study design was used and 15 participants from three categories (teachers, principals, and school-based support team coordinators) were purposively sampled from three secondary and two primary rural schools due to the different roles expected from each category in the identification of learning barriers. Data were analysed using thematic content analysis. The findings revealed insufficient knowledge about the identification of learning barriers; lack of support in identifying learning barriers; lack of continuous in-service training on inclusive practices and education policies as barriers to the identification of learning barriers, which led teachers to perceive their roles in identifying learning barriers in a negative way. In general, this article contributes to understanding the complexities surrounding the identification of learning barriers for support provision in rural settings. It highlights areas for improvement in inclusive practices and supports structures to enhance the inclusivity and effectiveness of rural education systems.

Enrolment numbers in online higher education courses have continued to increase over the last decade. The challenges brought about by the COVID-19 pandemic have further accelerated the growth in online and blended course offerings. The development of institutional support services, however, does not reflect this growth. Many students are not equipped with the skills or given adequate support to engage and succeed in their courses, leading to student disengagement and attrition. This study investigated the perceptions of students in online and blended subjects, regarding both the academic and institutional support they were provided. The research team collected interview data from 41 online and blended-learning students and then analysed these data using an iterative thematic analysis approach. This article introduces the key findings with two models: one presenting support strategies at multiple levels within this university; the other presenting three key elements of subject-level teacher support, which were identified by the interviewees as the most significant, effective, and relevant support mechanism in this context. The findings will inform higher education institutions who aim to engage and support online and blended students better, through an improved understanding of how support is perceived by this student cohort. This study was conducted at one Australian university; however, the findings are relevant to higher education institutions in other countries that strive to bring about positive experiences and enhance retention rates for online and blended students.

This paper reports on a study investigating the implementation of peer support groups (PSGs) for the purpose of supervisor development in higher education. The context for the study is a national doctoral programme in Norway, where PSGs were introduced as an important part of measures aimed at the development of PhD supervisors. The aim of the PSGs was to establish forums for discussions of specific challenges that the supervisors faced in their supervision. Furthermore, our aim was to contribute to supervision development via meaning-making, problem-structuring and problem-solving. The supervisors discuss challenges from their own supervision practices according to a specific five-phase model. Using a combination of thematic analysis and interaction analysis, we found that the discussions enabled by the PSGs resulted in altered comprehensions of the challenging situations the supervisors faced, as well as thoroughly considered strategies with which to progress.

National Blue Ribbon Schools (NBRS) are a select group of US schools, identified annually, in recognition for their success at either (a) overall student achievement or (b) achievement gap closing. The first purpose of this qualitative study was to examine teacher leadership in a sample of US NBRS for alignment with contemporary standards for teacher leadership. Second, this study was designed to determine what supports are available for teacher leaders in these schools. The written applications of 25 US NBRS from 2019 were examined. Results included five themes: "How US NBRS Support Teacher Leadership," "Teachers as Instructional Leaders," "Teachers as Decision Makers," "Teachers as Agents of Change and Professional Growth," and "Teachers as Leaders Beyond their Schools." Results aligned strongly with the Standards with respect to instructional leadership, decision making input, and leading beyond their schools. Results did not align with the Standards with respect to teacher leadership for improving family/community connections or equity. Supports for teacher leaders included a culture of risk taking, trust in teachers, espoused leadership expectations, and shared leadership, in addition to systems within which teacher leaders could operate. Overall, teacher leadership was referenced consistently by all sampled schools, indicating its importance in their success.

This study was conducted to gauge the nature and level of organizational legitimacy of private higher education institutions (PHEIs) in Ethiopia through the perspectives of regulators involved in accrediting and auditing private institutions. The study adopted a mixed-methods approach, particularly the explanatory sequential design, and used questionnaire, documentary evidence, and interview as principal means of data collection. One hundred and twenty-one regulators were involved in the survey and ten regulators participated in the in-depth interview. The findings revealed that both the overall rating of PHEIs and the various categories of legitimacy identified as procedural, consequential, structural, personal, and linkage received average ratings by regulators. This denotes a threshold level of acceptance suggesting the need for a more substantial legitimacy level that the Ethiopian private higher education sector should attain if it seeks to earn heightened credibility and active support from stakeholders. Conclusions and implications of the study at the nexus of theory, policy, and practice are discussed.

The topic of teacher work satisfaction has long been a focus of educational study. This study examined the impact of school organizational support on teacher job satisfaction as mediated by teachers' engagement in educational research, utilizing the findings of a survey on the academic quality of basic education students in Jiangsu Province in 2020 and analyzing the data of 21,154 primary and 16,585 secondary school teachers. In this work, the structural equation model is utilized. Significant favorable relationships are shown between school organization support, teachers' participation in educational research, and teachers' work happiness. The engagement of teachers in educational research somewhat mediates the relationship between school organization support and teacher job happiness. School organization support positively predicts teacher job satisfaction. The impact of school organization support on teachers' participation in educational research and job satisfaction is greater at the primary level than at the junior secondary level.

The COVID-19 pandemic, with the consecutive lockdowns, has led schools around the world to transition suddenly from face-to-face education to online teaching. The purpose of this paper was to investigate secondary school teachers' beliefs on online teaching presence and school support for online learning during the pandemic. The sample was 238 teachers in Greece who are interested in e-learning and received some preparation to teach online courses. An online questionnaire was administered and three factors were revealed: instruction and organization, facilitation and cognitive activation, and school support. Teachers' perceived online teaching presence was strong (over 63% expressed agreement), and the highest percentages of agreement were linked to clear instruction, communication of time frames and course topics, and facilitation and encouragement that could help students learn. On the other hand, perceived school support for online learning was weak (over 50% expressed disagreement and neutral views), and the highest percentages of disagreement regarded the existence of a professional development strategy and of clear objectives/vision towards online learning. Gender, years of teaching experience, and experience with online teaching had a small effect on teachers' beliefs. Implications for teacher professional development, educational policy, and the design of educational technology applications are discussed.

Teachers enter the profession with enthusiasm for the new adventure. Unfortunately, when they start working, they encounter circumstances that give rise to stress. The present study, which used a sample of 550 participants from 50 primary schools selected from the Kisarawe district in the Coastal Region of Tanzania, examines the extent of stress among primary school teachers and the factors influencing stress. Overall, the results indicate that teachers' levels of stress range from low to moderate. Moreover, the results from hierarchical regression analysis indicate that factors such as sex, class size, age, career intentions and teaching subject significantly predict teachers' stress. The study concludes that there is a need for the government, policymakers and school administrators to reduce teachers' workload. Furthermore, school administrators in particular should be supportive and should design mechanisms that could develop a sense of collegiality among teachers in order to improve teacher-to-teacher relationships.

Background/purpose: As COVID-19 spread around the globe, learning was greatly impacted, with teachers having to pivot to remote delivery. This study documented teachers' perceptions on the transition to online teaching and learning. Materials/methods: The phenomenological approach was used to gather and analyze responses to open-ended survey questions that solicited teachers' reflections on the benefits and challenges of instructing online, the quality of interactions with families, and the support provided by the leadership in school districts. Results: Two themes emerged from the data, teachers' challenges adjusting to new circumstances, and the complexities of meeting students' needs remotely while maintaining high academic expectations in pedagogy, instructional content, student outcomes and engagement, and parental involvement. Conclusion: Student engagement during remote learning indicate the need for educators and technology designers to begin to consider the future of learning in online formats among younger children.

In the United States, academic advising is among the highest turnover professions in the university system. Academic advisors, who work at the intersection of academics and student life, bear the brunt of increased pressures and decreased resources. Yet, primary-role advisors often do not experience high salaries or opportunities for advancement. Despite a high turnover in advising, some advisors have intentionally chosen to remain in advising. Framed by the social cognitive model of career self-management, this phenomenological study examined the workplace career management of female primary-role advisors at public institutions in the midwestern region of the United States. Through holistic coding, three primary factors emerged from the data: students, supportive environments, and balance and benefits. We offer implications for practice.

Findings from a recent study highlight beginner teacher's perceptions about the nature of support they had received to enhance their competencies (Esau, 2017). Against this backdrop, with this article we aim at problematising support for beginner teachers in relation to the National Policy Framework for Teacher Education and Development in South Africa of 2006. This teacher education policy stipulates principles that require of a novice teacher to assume specific roles and responsibilities which they find difficult to fulfil. The findings reveal that compliance with this policy is inhibited by the fact that teachers feel ill-prepared and unsupported on entering the teaching profession. Investigating the nature of support of beginner teachers, therefore, provides an opportunity to re-imagine both teacher education and context. In this article we highlight the risk evaluations of beginner teachers using Amartye Sen's Capability Approach (CA).

Teachers are more likely to include children with developmental needs (DN) in their classroom when they perceive that important people around them, such as principals, colleagues, and parents of children with and without DN, endorse inclusive education. Adequacy of resources and availability of training opportunities may also affect how teachers perceived being supported. This study examines Singapore preschool teachers' perception of support received from their working environment to include children with DN and how this predicts their intention to practice inclusive education and self-reported implementation of inclusive practices in the classroom. The original Perceived School Support for Inclusive Education (PSSIE) scale, developed in Bangladesh, was reviewed for relevance and clarity by a panel of six experts familiar with Singapore preschool inclusion. 211 preschool teachers in Singapore completed the new 11-item revised PSSIE -- Singapore Version online. Perceived school support was found to be a single construct that significantly and reliably predicts both intention and self-reported practices (alpha = 0.929). Stakeholders in Singapore can now use this newly validated instrument to reliably understand the support received by teachers and to re-examine the strategies provided to support preschool teachers in this journey towards quality inclusive education.

Purpose: Early in the COVID-19 pandemic, there was a concern that cyberbullying incidents would increase as youth were spending more time online. Additionally, reports emerged that Asian American citizens were being disproportionately targeted due to the purported origination of the disease. The current study explores whether cyberbullying incidents increased among adolescents overall--and Asian American youth in particular--since the onset of the coronavirus. Methods: Three unique national surveys of teens (aged 13-17, mean = 14.96) conducted in 2016 (N = 4742), 2019 (N = 4250), and 2021 (N = 2546) were analyzed to track experience over time with general cyberbullying, as well as cyberbullying based on race or color. Additionally, respondents were asked in 2021 whether they had been cyberbullied more or less since the start of the COVID-19 pandemic. Results: More youth have experienced cyberbullying since the beginning of the COVID-19 pandemic, with Asian American youth most likely to report increased victimization during the pandemic. For example, in 2021, 23.2% of youth reported experiencing cyberbullying compared to 17.2% in 2019 and 16.7% in 2016. Among Asian American youth, 23.5% said they were cyberbullied because of their race in 2021, compared to 7.4% in 2019 and 13.9% in 2016. Conclusions: As more adolescents continue to spend more time online, cyberbullying victimization may increase across all racial groups. In the current politicized environment, Asian Americans may continue to be targeted because of their race. Schools and communities should augment existing implementations and pedagogy with more population-specific approaches that are culturally relevant, culturally sustaining, and that reflect the unique lived experiences of Asian American youth. Implications and contribution: The current study shows that more adolescents have experienced cyberbullying (both general and race-based) since the start of the COVID-19 pandemic. The increase in race-based victimization was highest among Asian American youth.

In 2003, the Department for Education in England commissioned research which supported the policy drive to reduce the reliance on statements for special educational needs (SEN). Twenty years on and the government's emphasis has now switched from reducing workload to creating financially sustainable systems. There continues to be wide variations in local authority (LA) statutory assessment practice, with considerable differences in the proportion of pupils with education, health and care plans (EHCPs), even when benchmarked across demographically comparable authorities. LAs with low EHCPs have smaller high needs block (HNB) budgets but typical rates of special needs and disability (SEND) Tribunal appeals. A comparison is also made of the statutory assessment process within the four nations of the UK. The discussion considers the implications of the findings for sustainable high needs systems and for appropriately managing the demand for EHCPs. The current 25-year trendline is projecting towards 10% EHCPs by 2042, a remarkable increase from 2.5% in 2017.