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The concept of teacher-student rapport is a relatively new concept that pertains to one of the factors in the classroom setting that promotes learning. It enhances the classroom atmosphere and promotes the well-being of students. The objective of our study was to examine the predictive value of teacher-student rapport in higher education on students' active participation in class. The study included a total of 1,682 students who were enrolled in classes taught by 50 instructors across three Slovene public universities. Self-reported measurements to assess teacher-student rapport (Instructor-Student Rapport Scale; Bardorfer & Kavcic, 2020), teachers' effectiveness (Student Evaluation of Educational Quality Scale; Marsh, 1982), autonomously regulated behaviour of students (The Self-Regulation Questionnaire-Academic; Ryan & Connell, 1989) measured by the index of relative autonomy (RAI), and participation levels (Participation Scale; Fassinger, 1995b) were used in the study. The findings from the hierarchical linear modelling analysis revealed that teacher-student rapport significantly predicted students' active participation in class. Establishing rapport between teachers and students therefore presents an effective way of promoting active student participation. The paper concludes by discussing the implications of the study on strategies that teachers might employ to foster rapport with students.

This study aims to develop a valid and reliable scale for determining the self-efficacy of teachers toward context-based science education. This study employed a survey design. The sample has formed 433 science teachers working in Kayseri province in the 2020-2021 spring semester. Firstly, an item pool of 85 items was developed by reviewing the literature. Secondly, a five-point Likert-type draft scale consisting of 67 items was developed. Required arrangements have been performed according to expert opinions to provide content validity. Explanatory and confirmatory factor analyses have been run to provide construct validity. As a result of explanatory factor analysis, a structure with four factors as "Learning/Teaching Process", "Self-efficacy Resources", "Academic Self-efficacy" and "Planning Instruction" consisting of 47 items has been reached. Factors have been confirmed by confirmatory factor analysis. Cronbach Alpha internal consistency coefficient has been calculated as 0.98. To provide criterion validity, the Pearson correlation coefficient has been found as 0.86 between the draft and criteria scales. Based on the findings, researchers have determined that the scale was valid and reliable, and they recommended that this scale should be used to determine self-efficacy beliefs towards context-based learning of science teachers.

During attempts to prevent and control the COVID-19 pandemic in China, higher education programs shifted their traditional educational models to online models. This paper aimed to explore how Chinese universities organized online teaching and learning during the pandemic. It investigated the factors affecting the implementation of online teaching and provided policy recommendations for improving the quality of education in the post-pandemic period. The primary data for this study came from in-depth interviews with nine students and five teaching and administrative staff at eight major universities in mainland China. Literature was obtained in both English and Chinese from January 2020 to September 2021. Peer-reviewed journals, policy reports, and university documents regarding online education in Chinese universities were reviewed, and their challenges and countermeasures were investigated. The paper found that the implementation of online education was affected by various sources, including technologies, teachers' teaching skills, network information literacy, and students' learning motivations and self-directed learning skills. Based on the insiders' views, the paper suggested that to promote the quality of online education in the post-COVID-19 pandemic, higher education institutes and programs could develop their infrastructure construction, improve teachers' quality of teaching, and focus on students' learning motivations.

The study aims to investigate the influence of the online professional development (PD) program focused on precollege engineering education on science teachers' teaching engineering self-efficacy. A nested mixed research design was employed to conduct the study, in which the basic qualitative design was integrated into a weak experimental design and data collection was interrelated. The quantitative dimension of the study utilized the engineering teaching self-efficacy scale, while the qualitative dimension utilized the teachers' reflections as a data collection instrument. Fourteen science educators were selected through purposive random sampling in a province in the Black Sea region of Türkiye. The study's results suggested that the self-efficacy of science teachers in teaching engineering was significantly enhanced by the PD program, which focused on engineering education. The qualitative results were consistent with the quantitative results. Considering the study's results, practitioners and researchers were provided with suggestions for future research in the field of teacher education or PD programs.

Higher education institutions continually increase the demands on college instructors. Yet, all too often, many college instructors have had little to no preparation for teaching in higher education. What is needed is a comprehensive and clear list of characteristics expected of effective college teachers, both in-person and online, comprised by those who are focused on studying the subject matter deeply. To assess the characteristics deemed essential for college instructors to possess, a nationwide, modified Delphi technique was employed, eliciting opinions from an established panel of experts. At the conclusion of a three-round Delphi study, 46 of the 55 original items submitted by the panelists reached consensus of agreement. The 46 items were then categorized to establish six overarching themes associated with effective college teaching. The categorized themes and characteristics determined in the study of effective college teachers should be used as a comprehensive and clear list to provide college faculty with expectations of effective teaching. Additional research is needed to convert the items found in this study into an effective college teaching instrument. Such an instrument should be validated for use across academia as a starting point for the development, training, and support of future and current college teachers.

Purpose: This study introduces a policy with great strategic significance and far-reaching impact by analyzing the background, measures, and future development trends of teacher evaluation reform in China. Design/Approach/Methods: This study primarily conducts a policy text analysis of the section on teacher evaluation of the "Overall Plan for Deepening the Reform of Educational Evaluation in the New Era". Findings: The "Overall Plan for Deepening the Reform of Educational Evaluation in the New Era" was drafted to enhance the quality of Chinese teachers and address many problems in teacher evaluation. It comprised four sections: teachers' professional ethics, teaching effectiveness, evaluation models and methods, and honorary titles. The policy has distinctive features such as the high status and authority of the issuing body, a holistic and systematic nature, and an orientation toward practical issues. This article proposes three major policy foresights: promoting implementation through the force of political trends, giving schools autonomy in teacher evaluations, and implementing progressive reforms. Originality/Value: This study conducted a specialist analysis of the policy in combination with the real scenario and institutional environment of Chinese teacher evaluation, which could encourage international peers to better understand Chinese teacher evaluation policies and promote policy learning and dissemination internationally.

In the modern industrial revolution, this study looks at how education and curriculum development work together. It does this by looking at the Philippine educational system in particular. The project looks into ways to make curricula more flexible and able to change to changing technology and social and economic needs. The study uses a qualitative research method and involves talking to five teachers from a range of school backgrounds. The interviews aim to explore their experiences and perspectives on curriculum modifications, educational gaps, and the incorporation of technology in teaching. The findings emphasized the need for curricular improvements that integrate technological advancements, promote educational equity, and improve teaching effectiveness. The paper introduces a novel educational framework called "Education 6.0" that seeks to synchronize curricular goals with the ever-changing needs of the global environment. This framework prioritized a transition towards a comprehensive and flexible approach to education, facilitating the acquisition of skills that are applicable to forthcoming societal and economic concerns.

Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert scale questionnaire with a high level of reliability ([alpha] = 0.93) was used. The results of the research showed that, in the six dimensions, the best teacher performance concerning formative assessment is found in multi-grade schools and not in single-grade schools. This can be explained on the basis of several reasons, among them the level of adaptability that teachers have in this type of classroom, the heterogeneous characteristics of the classroom (different ages and learning goals) and the need for teachers to monitor the learning progression of students with different classroom characteristics.

Purpose: This study elucidates the rationale, implementation, values, and challenges of the Synergized Quality Improvement Program in Teacher Education (SQIPTE)--the first policy specifically dedicated to the development of teaching staff since the founding of the People's Republic of China. Design/Approach/Methods: After introducing the primary structure and rationale of the SQIPTE, this study reviews the existing data and research to explain why the program focuses on local normal colleges and determine how it could be implemented more effectively. Findings: In establishing group-based assistance under the principle of "1 + M + N" (M [greater than or equal to] N), the SQIPTE seeks to make normal colleges the primary force in the education of rural teachers and explores a collaborative operating mechanism to this end. Evidence suggests that this innovative program will provide new practical experience for the collaborative development and quality improvement of teachers. Originality/Value: This study reviews the SQIPTE as a new Chinese intervention to improve the quality of rural teachers. There is strong evidence to suggest that this innovative program will inspire the construction of collaborative operating mechanisms incorporating multiple resources for teacher education systems across different areas.

School heads or principals have various roles in developing school quality, which can often be stressful. In this study we investigated principals' perceptions of quality schools, the practices performed to improve quality, and the stress and support factors involved. We adopted a qualitative inductive content analysis approach to analyse the transcribed data collected from 14 principals of senior high schools in the Volta region of Ghana. The findings show that principals perceive quality schools as having high academic performance, quality teachers, and adequate resources coordinated in a well-organised system. Furthermore, the results reveal practices that principals perform to improve school quality, such as promoting staff professional development, supporting students' intellectual and skills development, supervising teachers, and providing resources. On the other hand, supervision, non-cooperation of some teachers, inadequate resources, and administrative bureaucracy were revealed as causes of stress in improving school quality. Facing these challenges, the principals relied on their academic qualifications and experiences when engaging in practices to improve school quality. We recommend further research on the possibility of principals using technology to monitor the presence of teachers in classrooms from their offices.

Inclusive Education has been an emerging initiative in Indonesia, yet, the implementation of it in English Language Teaching is less explored. English Language Education Department, Faculty of Cultural Studies, Universitas Brawijaya has initiated the Introduction to Inclusive Education course to prepare students with inclusive teaching competencies. This course has been implemented for 2 years, a course evaluation needs to be carried out to evaluate and improve the course quality. This present study reports the evaluation of the aforementioned course with the Framework of Outcome Based Education from the students' perspective. The survey was distributed to 129 students enrolled in the course. Questionnaires were distributed after students completed the final semester exam in the course. Descriptive analysis was carried out with SPSS to calculate the average score for each aspect. This research revealed that most of the students agreed that this course has met their expectation toward the offered competencies (M = 3,25), positive perception toward course activities (M = 3,12), positive perception toward the benefits of course materials (M = 3,19), and positive perception toward tutor performance (M = 3.2). Surprisingly, despite the students' agreement on the usefulness of the courses, they also acknowledged that the course materials are pretty difficult (M = 3,15). The result of this course evaluation shed a light on the importance of adjusting the materials to be more achievable by the students so they have confidence in implementing inclusive teaching practices.

The aim of this study is to determine the effect of burnout levels and organizational cynicism attitudes of teachers working in public schools in Kyrenia region on teacher performance. The research was conducted using the relational survey model, one of the quantitative research methods. The population of the study consisted of 431 teachers working in the Kyrenia region in the TRNC, while the sample was determined by stratified sampling method. Accordingly, the sample consisted of 320 teachers working in official secondary and high schools in Kyrenia districts in the 2023-2024 academic year. The data were collected using the personal information form created by the researcher, the Occupational Burnout Scale developed by Minaz (2019), the Organizational Cynicism Scale for Teachers developed by Sagir and Oguz (2012), and the Teacher Job Performance Scale developed by Limon (2019). According to the results of the study, it was determined that the participants experienced moderate burnout in general and were emotionally and behaviorally distanced from their institutions, the factors that negatively affected their performance were at a moderate level, and the participants had a moderate negative attitude towards the school. While it was determined that the employees showed a moderate level of participation in organizational decision-making processes, it was observed that the dimensions of teacher performance were at a moderate level and overall performance was high. According to the results of the analysis, strong and significant relationships were found between professional burnout and emotional and behavioral distancing from the organization, factors that reduce performance, negative attitudes towards school and organizational cynicism. A negative and significant relationship was found between professional burnout and teacher performance. However, the relationship between organizational cynicism and teacher performance was not significant.

In Spring 2020, there was a sudden shift from face-to-face (F2F) to distance learning (DL) due to the COVID-19 Pandemic. A study by Al-Jarf (2020) showed that 55% of the students and instructors preferred F2F instruction and were not satisfied with DL due to unfamiliarity, lack of training, interaction, technical problems and others. In the Fall Semester 2021, Saudi universities resumed F2F instruction in combination with some online classes. In some emergencies such as weather conditions, all students study online rather than cancelling classes. This status quo has continued until now. This study explores students' preferences for DL vs F2F learning, their attitudes towards each and reasons for their preferences. Responses to a survey showed that 36% of the students in the sample prefer DL because it has become a necessity during emergencies such as pandemics and wars. They can check the lecture recording any time. They save commuting time. In addition, 40% of the respondents prefer F2F instruction because they get better grades. It is more suitable for science classes (labs, experiments, anatomy). Participation, interaction, and questions make a difference. In DL, students can leave Blackboard or Zoom, walk around, and take a nap, whereas in F2F, they focus better. Some health sciences, engineering, law, and/or business instructors talk about their experiences and views of the job market which is enriching and enjoyable for the students. Moreover, 17% have no preference and believe that the mode of learning depends on the instructors' competence, teaching techniques used, integration of technologies, and online resources, interaction, engagement, and students' participation. Participants' views and recommendations are given in detail.

The roles of teachers as educators are to impart knowledge and skills to students, as well as develop their mental character. Therefore, this study aims to analyze the influence of locus of control, leadership style, environmental factors, and work motivation on teachers' performance in guiding students toward a higher level of education. A sample size of 720 high school teachers was used to explore the perceptions of locus of control, leadership style, environmental factors, and work motivation on performance. Furthermore, the data were analyzed using the Smart-Partial Least Square software. The results showed a direct effect of locus of control, leadership style, and environmental factors on work motivation. Moreover, there was an effect of locus of control, environmental factors, and work motivation on teachers' performance. These results highlight the necessity for qualified teachers, which the government of Indonesia needs to fulfill in order to achieve a better education across the country.

This study explores university students' perceptions of how the classroom learning environment and Economics teachers' instructional practices promote learning in higher education (HE). The purpose of the study was to develop and empirically test a framework that characterises quality Economics instruction. Based on a literature review, a conceptual framework was built consisting of 75 attributes related to quality teaching and learning of Economics. To test the validity of the framework, a cross-sectional survey design was adopted to collect the data on students' evaluation of teachers' effectiveness in promoting students learning. The study respondents comprise 403 students sampled from four public universities in Ghana. Exploratory and confirmatory factor analysis suggests that the conceptual framework is valid and reliable and can effectively be used to evaluate quality Economics instruction in higher education. The results indicate key areas that are beneficial concerning student perceptions of teacher effectiveness in promoting student learning. These include planning and preparation, scaffolding of instruction, classroom communication, classroom management, classroom learning environment, and teacher characteristics. We argue that these factors are significant predictors of quality Economics instruction in HE and suggest a model that can be used as an effective evaluation tool or training toolkit for ensuring high-quality teaching involving Economics. HE authorities need to constantly evaluate Economics teaching in the key domain areas based on students' feedback to improve upon quality teaching and learning.

The purpose of this study was to: 1) study the components and indicators of being quality organization of Phrapariyattidhamma School, General Education Department, in the Northeast, and 2) evaluate the suitability of the components and indicators of being quality organization of Phrapariyattidhamma School, General Education Department, in the Northeast. The phases were divided into 2: 1) studying documents and related works on the components of being quality organization and synthesize received data of components of being quality organization with 7 experts, and 2) evaluating the suitability of components and indicators of being quality organization employing suitability test verified by the experts on question details. The data analysis was by computer program using Rating Scale, Average, and Standard Deviation. The findings of the study were found that the components and indicators of being quality organization Phrapariyattidhamma School, General Education Department, in the Northeast contained 5 components and 43 indicators: 1) 9 indicators of quality learners, 2) 8 indicators of professional teachers, 3) 9 indicators of high-performance school, 4) 5 indicators of strategic management, 5) 8 indicators of community cooperation and the results of the overall evaluation of the components and indicators were at a higher level.

Teaching English speaking has become a centre of attention among scholars and teaching English to speakers of other languages (TESOL) practitioners for a few decades. However, the issue of teaching English speaking in "Kampung Inggris"/English Village remains under-researched, notably viewed from the tutors' challenges and solutions in the Indonesian English as a foreign language (EFL) milieu. This study addressed this gap. Two English tutors from "Kampung Inggris"/English Village got involved as the participants. The data were collected through semi-structured interviews and analyzed with thematic analysis. The findings reported that there were five challenges encountered by tutors when teaching English speaking, namely tutors' inability of exploring English language teaching materials, tutors' insufficient English vocabulary, tutors' ineffective time management during language teaching practices, demotivated tutees to learn English, and perceived teaching anxiety. In addition, the tutors stipulated four solutions to cope with such challenges, namely building a good rapport between tutor and tutees, tutors' self-motivation to English vocabulary enrichment, selecting appropriate and providing updated English language teaching materials, and motivating English language tutees. Therefore, teaching English speaking should not only rely on immersing students in fluency-based activities but also manage tutees' psychological factors to attain more effective teaching English speaking objectives.

Using student self-reports on a survey and objective records of academic achievement, I examined the effects of course modality on student satisfaction and academic outcomes at a selective liberal arts college in spring 2021. I compared three groups of undergraduates (N = 729) based on their predominant course modality: Online-Class Group, Residential Blended Learning Group, and Residential In-Person-Class Group. After controlling for gender, race/ethnicity, class level, and socioeconomic status, course modality demonstrated significant main effects on all three satisfaction variables and sense of connection a student felt to the institution. The Online-Class Group reported the lowest satisfaction with level of academic challenge, quality of teaching, and overall quality of academic experiences; it also reported the weakest sense of connection. The Residential Blended Learning Group differed from the Residential In-Person-Class Group on one variable: satisfaction with quality of teaching, on which the former reported lower satisfaction. Course modality did not affect a student's grade point average; although it interacted with gender in its effect on the number of course units a student passed, no subgroup difference by course modality and gender was significant. This study indicates that online classes and blended learning, especially the latter, have potential at liberal arts colleges. [Note: Last page of the PDF is blank, as provided by the publisher.]

This comprehensive scoping review aimed to identify and synthesize the existing research on professional development (PD) for educators and educational leaders in the United Arab Emirates (UAE) between 2018 and 2023. Fourteen scholarly articles covering a wide range of topics related to education in the UAE were collected and analyzed. The review revealed that PD initiatives in the UAE often focus on enhancing teacher effectiveness and leadership skills, particularly in the context of educational reforms and inclusive education practices. However, significant challenges were identified, including implementation gaps, cultural barriers, and resistance to centrally imposed PD programs. The findings suggest that while PD programs positively impact teacher performance and educational quality, further efforts are needed to address the challenges within the UAE's unique socio-cultural context.

High-performance work systems (HPWS) have been a topic of interest in various industries, but their impact on teachers' productivity in Nigeria is a crucial area of study. The education sector in Nigeria faces numerous challenges, including inadequate resources, large class sizes, and limited professional development opportunities. In addressing the challenges, this research was conducted to seek their perception of the role of HPWS on teacher's productivity. Data were collected from the six educational districts of public schools, among 492 teachers in Lagos, Nigeria. The data was analyzed using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The findings provide new insights into the value of HPWS in SHRM in the education sector. The result showed that implementing high-performance work systems in this context could potentially lead to improved teacher productivity, benefiting both educators and students alike.

This study explored online mentoring dialogues of first-year science teachers (FYSTs) to construct a model that was informed by metaphors in teaching dilemmas. Nine teachers' yearlong threaded dialogues were archived and first analyzed by Windschitl's (2002) four dilemma categories, and later by Lakoff and Johnson's (2003) conceptual metaphor theory. Particularly, we charted conceptual metaphor systems and schematic elements of FYSTs' teaching practices in conceptual, pedagogical, cultural, and political dilemma categories using computer-mediated discourse analysis. Findings indicated that the FYSTs' mentoring dialogues were predominantly pedagogical dilemmas (64.34%), mostly related to mastering the art of facilitation. The conceptual metaphors and schematic elements include (a) "Teaching is a trip" within a path schema, (b) "Teaching is a race" within an up-down and more-less visual field schema, (c) "Teaching is policing" within a sanctioned land schema, and (d) "Teaching is building a house" within a construction site schema. This study contributes to the understanding of challenging factors that FYSTs encounter and also illustrates the functionality of the conceptual metaphors for teacher effectiveness.

Continuous professional development for teachers will always be prioritized, especially in cases where there are obvious and conspicuous gaps in their subject-matter expertise and when they handle practical skills exercises with inadequate planning and delivery. Hence, this study explores the effects of equipping Civil Technology teachers with hands-on skills and provision of educational resources for effective teaching of practical lessons. This study purposefully sampled nine (09) Civil Technology teachers from Ekurhuleni East, Gauteng province of South Africa. This study was hinged on Stronge's qualities of effective teachers as its framework. This study adapted a mixed method design where closed-ended questionnaires and semi-structured interviews were considered relevant data collection instrument and sources. A sequential explanatory design was used to analyze the collected data. The findings reveal that even though teachers get continuous hands-on skills training from the Gauteng Department of Education (GDE) annually, the trainings are often too generic and do not adequately boost teachers with confidence to teach specific skills (i.e., construction and plumbing) to learners. As a result, Civil Technology teachers could not actualize their continuous professional development training as an element of learning to become innovative skills teachers. The survey found that while certain Ekurhuleni East schools have instructional tools, some of the teachers were not trained to use them, which made it difficult to effectively teach practical lessons in Civil Technology. Therefore, this study recommended that the Gauteng Department of Education should focus on discipline specific instructional strategies that will promote innovation in skills-based activities in Civil Technology.

Teaching is an important part of an Extension agent's duties; however, little is empirically understood about effective teaching practices in an Extension context. The purpose of this study was to explore the adult teaching practices of exemplary extension agents. Through a nomination process, seven agents in Florida were interviewed. The analysis revealed four themes: (a) approach to teaching adults, (b) awareness of learners, (c) planning, and (d) learning to teach. Each theme had several sub-themes. Recommendations for practice and additional research are provided.

Extension agents frequently teach adult audiences, who require a different approach than youth audiences. Andragogy has been frequently used to frame research in Extension. However, it is not clear if Extension professionals apply andragogical principles in practice when teaching programs. We used Knowles' theory of andragogy and the Personal Adult Learning Style Inventory to investigate the andragogical tendencies of Extension agents who were nominated as exceptional teachers in Florida. Our study results suggest that the agents viewed as exceptional teachers in Florida embrace an andragogical philosophy when it does not conflict with their understanding of their job responsibilities.

This time capsule case study aims to examine the development of teacher identity among preservice teachers who are enrolled in the teacher education program at the Faculty of Education in Turkey, based on their beliefs about what makes a good teacher. At the beginning of the teacher education (BTE), pre-service teachers wrote an essay answering the questions 'What makes a good teacher?' and 'Do I believe that I will be a good teacher?' and put their essays in a time capsule. At the end of the teacher education (ETE), pre-service teachers read their essays and wrote a second essay answering the same questions. The findings show that teacher education and especially school practice have an impact on pre-service teachers' self-beliefs about being a good teacher. However, although the effects of teacher education are seen in the development of teacher identity, stable beliefs come to the fore and sociocultural influences play a role in beliefs that remain stable in teacher identity beliefs. In addition, it is seen that emotions such as love for the profession and love for children come to the fore in pre-service teachers' beliefs about being a good teacher. The findings provide evidence that emotions should not be ignored in teachers' professional development.

Educators have widely adopted artificial intelligence (AI) as a product of technology to prepare teaching materials and enhance their understanding of technology integration in language teaching. As prospective teachers who may teach digital native students later, pre-service teachers must be more capable and knowledgeable in technologically-based pedagogy, materials, and assessment. This study aimed to explore English as a foreign language (EFL) pre-service teachers' technological knowledge of utilizing AI-powered tools using the technological pedagogical content knowledge (TPACK) framework and investigate their strategies in the advanced of their technological knowledge. This mixed-method research design employed a five-point Likert scale questionnaire and a semi-structured interview as instruments to collect data. Fifty-five EFL pre-service teachers were purposively selected. Data from the questionnaire were analyzed statistically and descriptively, and data from interviews were analyzed thematically. The first findings of this study comprehensively revealed that EFL pre-service teachers exhibit a moderate level of proficiency in addressing technological knowledge (TK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), and TPACK in utilizing AI-powered tools. Meanwhile, the second finding revealed that the participants employed four key strategies to advance their technological knowledge using AI-powered tools: engaging in TPD programs, collaborating with tech-savvy colleagues, staying informed about AI trends, and experimenting with AI-powered tools.

This research aimed to assess the readiness and efforts of civics teachers in developing literacy and numeracy skills. For data collection, qualitative methods including surveys and interviews, were employed. A total of 38 civics teachers from junior high schools in Pacitan Regency, Indonesia were selected based on gender, teaching experience, and certification. The data was analyzed using both qualitative narrative and quantitative descriptive analysis, employing percentages. The results showed that civics teachers demonstrated moderate proficiency in literacy skills, while their numeracy abilities were considered sufficient. In addition, teachers exhibited a greater readiness for literacy-oriented learning compared to numeracy. The efforts made by teachers encompassed four aspects, namely (i) collaborating with colleagues and implementing student-centered collaborative learning, (ii) developing a culture of literacy and numeracy through training and discussions, (iii) seeking out learning resources and media that supported literacy and numeracy, and (iv) promoting reading, annotating texts, and analyzing numeracy-related readings.

This research aims to analyze the role of teacher learning agility in supporting the success of Islamic education in Indonesia. Researchers used a survey method distributed via a Google Form questionnaire. The population of this study were elementary, middle school, high school, bachelor's and master's level teachers, and a sample of 517 people was obtained, taken using random sampling techniques with the classification of 150 elementary school teachers, 135 middle school teachers, 148 high school teachers, 85 undergraduate lecturers, and 53 master level lecturers. The data were analyzed descriptively and measured using the analysis of variance (ANOVA) test assisted by the SPSS 22 program. The results of the research show that outstanding educators in Indonesia have high learning agility at work. More than 50% of respondents respond to current developments and apply learning agility in the workplace. Based on job classification, lecturers have higher learning agility with an overall average of above 4.20. Meanwhile, based on gender, women are superior to men in its application. Educators with learning agility display maximum work performance, are able to draw lessons from work experience, adapt to change with full awareness and enthusiasm for learning to improve their skills, knowledge and competence.

This study delves into the intricate relationship between pre-service teachers' (PSTs') Mathematical Knowledge for Teaching Fractions (MKTF) and its influence on their teaching practices. Grounded in the premise that MKTF domains exhibit interconnectivity, shaping the constructs of teaching practices, the study employed the mathematical task framework and the framework for mathematical knowledge for teaching. Utilizing the Mathematical Knowledge for Teaching Fractions test and the Teaching Practices test, data were collected from 171 PSTs. Regression analyses uncovered significant effects of MKTF domains on five teaching practice components, underscoring the pivotal role of a teacher's mathematical knowledge in effective teaching. Notably, among the six MKTF domains, the KCFS domain emerged as the most fundamental, strongly predicting various MKTF domains and influencing teaching practice constructs. This study underscores the significance of the KCFS domain in shaping both MKTF domains and instructional practices. The findings bear implications for the education of PSTs in Ghana and other nations facing similar educational landscapes.

The present study investigates the application of Neuro-Linguistic Programming (NLP) as an innovative approach in second language teaching (SLT) to explore its impact on the professional identity of English as a Foreign Language (EFL) teachers. Employing a sequential explanatory mixed methods design, the research involved 148 Iranian EFL teachers of both genders. The quantitative phase employed NLP and Teacher Professional Identity questionnaires, with a selected group of 20 teachers participating in a four-week NLP training workshop designed to enhance their understanding and application of NLP in classroom discourse. A researcher-designed observation checklist measured teachers' use of NLP techniques. The subsequent qualitative phase involved two rounds of semi-structured interviews with the workshop participants. Spearman rho analysis revealed a significant positive correlation between NLP and the professional identity of EFL instructors. Thematic analysis of qualitative data further affirmed NLP's potential to enhance teaching quality and contribute to teachers' professional identity development. These findings underscore the substantial role of NLP in positively influencing teachers' professional development.