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Purpose: Literature suggest that physical education and health (PEH) may contribute to the sustainable development (SD) agenda, yet little is known how PEH teachers relate SD to their teaching practices. This paper explores Swedish upper secondary PEH teachers' experiences and perceived competence regarding teaching SD as part of PEH. Method: An online questionnaire was used to examine SD competence. Data from 702 PEH teachers were analyzed descriptively and inferentially. Results: PEH teachers perceive higher competence regarding the social dimension of SD compared to the economic and environmental dimensions. Female teachers and those with more than 15 years teaching experiences reported the highest perceived competence. Seventy percent of the respondents perceived that they lacked competence to teach SD. Discussion/Conclusion: PEH teachers struggle to relate SD to PEH practice and call for support to increase their competence in terms of how to conceptualize and transform SD into PEH teaching practice. [ABSTRACT FROM AUTHOR]

Purpose: Grounded in the occupational socialization theory, this study explored how gender interacted with and influenced socialization experiences in the careers of South Korean female physical educators. Specific attention was directed toward the gendered experiences that female teachers experienced and the coping strategies to navigate them. Methods: The study adopted a qualitative case study design, and the participants were 15 female secondary school physical educators. Data were collected through life story timelines, critical incident writings, and individual interviews. Results: Four themes emerged: (a) unwelcomed and invisible; (b) experiencing a physicality-driven hierarchy; (c) dual marginalization as female physical educators; and (d) retreating, masking, redefining, or leaving to cope with challenges. Discussion/Conclusions: The findings indicated that female physical educators experienced being dual-marginalized due to the interplay between gender and subject matter. In response to the challenges, some conformed to their gender role to be safe; however, other teachers employed various strategies to overcome the status quo. [ABSTRACT FROM AUTHOR]

Prior research has adopted a job-crafting perspective to explain why employees attempt to craft their roles meaningfully (Wrzesniewski & Dutton, 2001). We explore this theoretical lens in a new context that is particularly challenging for workers and where it would seem unlikely to apply: poverty. More specifically, we study female teachers in slums in India. We use a mixed-methods approach—first qualitative research, then quantitative research—to contextualize job-crafting theorizing by identifying, conceptualizing, and testing situational challenges and enablers in regard to meaningful work in this context. More specifically, we develop and corroborate new theory suggesting that poverty- and gender-related stressors deplete teachers' energy and resources, limiting relational job crafting, but that teachers' identification with the community helps to counteract this challenge, ultimately increasing their social impact. More fundamentally, we show how job-crafting theorizing, contextualized in a poverty setting, helps to explain how social organizations, through their fieldworkers (e.g., female teachers), create social impact. [ABSTRACT FROM AUTHOR]

This study aimed to describe the experiences of the female teachers who are single parents by focusing on the description of their significant experiences, their coping mechanisms, and the insights that they can share. The researcher employed a qualitative-phenomenological approach as the research design. The participants of the study were the ten teachers for the in-depth interview and ten teachers for the focus group discussions. These teachers are from the Municipality of Alabel, Province of Sarangani. The findings indicated that in the experiences of the teachers, four (4) emergent themes emerged, and these are: patiently taking responsibilities, good in managing time, experiencing financial instability, and becoming optimistic. On the other hand, in terms of the coping mechanism of the teachers, six (6) major themes emerged when the data was analyzed: overwhelming support from significant others, enriching one's spirituality, loving oneself, acceptance of the reality, possessing stronger personality, and focusing on the responsibilities. Lastly, in terms of the insights that the female single parents could share based on their experiences, six (6) major themes emerged: resiliency, feeling the pain until it hurts no more, never forget to pray, face life positively, managing finances well and be an inspiration. These could become the basis in crafting specific programs and projects which would benefit the female teachers who are single parents. [ABSTRACT FROM AUTHOR]

The main objective of this study was to determine the competency level among MAPEH teachers teaching Music to grade six learners of selected public school of Loreto North District. It utilized the descriptive causal correlational and comparative research design and applied the following statistical tools: mean Pearson - r, independent T-test and Anova. This investigation used a research-made survey questionnaire and summative assessment tool. Universal sampling technique was used to 20 MAPEH teachers and their respective music learners in Grade 6 from selected public elementary schools of Loreto North District. The study's result revealed that most teachers teaching Music to grade six learners ages 39 years and below. Female teachers dominate in the field of teaching. Most of them have less than 9 months of teaching experience. In addition, most teachers teaching music in grade six have less than 19 hours of training/seminar experience. Furthermore, the level of academic performance of grade six learners in music in terms of test scores is fairly satisfactory. Survey revealed that there is a significant relationship between the level of pedagogical competency of MAPEH teachers, the length of teaching experience, and the number of training or seminars attended to the academic performance of Grade six learners. However, there is no significant difference in the level of pedagogy of MAPEH teachers when grouped according to age and sex. As a recommendation, teachers must motivate themselves to grow professionally and develop a sense of responsibility in their competency. Ultimately, teachers must study the curriculum competency-based in Music education and acquire better self-study and learning skills to further develop a sense of responsibility in accomplishing the task provided in the MELC. In the same manner, teachers must engage in providing alternative instructional designs that use developed instructional materials that are based on the needs of the pupils. Most importantly, school heads must provide full support to teachers, especially in conducting seminars or training workshops to enhance the skills of their teachers and purchase in some way musical instruments for teachers and learners to manipulate in the classroom. [ABSTRACT FROM AUTHOR]

This study examines some teacher sociodemographic factors and school characteristics that may influence teachers’ identification of gifted students. Teachers initially nominated a sample of 505 students aged 7–17 years (M = 11.51, SD = 2.07), but only 359 completed a general intelligence test and 225 reached the minimum percentile to be considered potentially gifted. Only 20 of these had a previous diagnosis of giftedness. Results show that the teachers’ identification had a sensitivity of 63% and that the teacher’s sex and the type of school significantly influenced the identification of giftedness. Female teachers and teachers in private schools made more accurate identifications. There was no evidence for the influence of school setting or the educational stage. [ABSTRACT FROM AUTHOR]

Professional self‐esteem and job security perceptions of teachers are considered to be factors that increase their teaching performance and overall teaching quality. The purpose of this study is to investigate the relationship between teachers' professional self‐esteem and job security perceptions in Turkey and to determine the impact of demographic characteristics on this relationship. In the study, the nested embedded mixed research method was preferred. For quantitative data, the professional self‐esteem and job security level of 660 respondent teachers were compared in terms of demographic characteristics (gender, marital status, education level, union membership, staff type, age, and years of service). For qualitative data, a structured interview form was utilized to examine the views of 54 participants about their profession. Our study reveals the intricate dynamics between teachers' professional self‐esteem and job security, emphasizing the role of gender, union membership, and career stage. The findings of the study revealed that female teachers demonstrated higher professional self‐esteem, likely due to their emotional intelligence and communication skills. Un‐ionized teachers reported greater professional self‐esteem, suggesting the positive influence of unions in safeguarding teachers' rights. Contract teachers, aware of job insecurity, exhibited elevated professional self‐esteem, indicating a drive for continuous skill development. Younger teachers (aged 21–30) displayed higher professional self‐esteem, emphasizing their enthusiasm and adaptability. These findings underscore the complex interplay between self‐esteem, job security, and external factors, with significant implications for teacher support and policymaking. [ABSTRACT FROM AUTHOR]

Drawing on ethnographic data of an urban school, this paper contrasts how two White female teachers take up the idea of 'teaching for social justice.' Fourth-grade teacher Maestra Rachel enacts a superficial understanding focused solely on curricular topics, while third-grade teacher Maestra Jennifer roots her teaching in an understanding of how students experience racial oppression in school. These cases demonstrate that a praxis of justice attends to curriculum and power, relationships, pedagogy, achievement, and identity. White teachers, specifically, must interrogate the role of Whiteness in their teaching, or they risk engaging in virtue signaling that reproduces injustice. [ABSTRACT FROM AUTHOR]

The growth of social media has been suggested as a potential tool for teacher training and development. This study aims to identify patterns of SM use in the ongoing education of non-university teachers in Spain from a gender perspective. The research was based on a survey conducted between November 2021 and January 2022 involving 462 male and female non-university teachers. The data presented in this work reveals differences between teachers based on gender and associated patterns. It also highlights variables contributing to a better understanding of SM use and responsible use among female and male teachers. This study emphasizes teachers' role in implementing strategies to increase SM use among the studied population in Spain. This role requires promoting the dissemination and access to scientific knowledge from educational centres, training institutions, and university academic institutions. Actions should focus on providing relevant scientific content in appropriate and attractive formats to increase the use of SM as a continuous training resource. [ABSTRACT FROM AUTHOR]

This study aims to analyze the characteristics of good teachers at St. Paul de Chartres parish schools in Thailand including directors, heads of department, and teachers who make up the total population of 2,400 from 24 schools. A sample of 420 people was selected by stratified random sampling. The research tool was the Good Teacher Characteristics Questionnaire and Rating Scale. The statistics used to analyze the data included was exploratory factor analysis. The results were divided into two parts: The General sample data analysis of good teachers at the Sisters of St. Paul de Chartres Schools in Thailand was comprised of good teachers. 361 of the 420 teachers were female, 86.0% were between the ages of 36 and 45, and 111, or 26.4%, were female. When categorized by level of education, it was discovered that 334 teachers, or 79.5%, held the highest level of bachelor's degrees. There were 211 teachers or 50.2% with at least 16 years of experience, and 375 teachers, or 89.3%. were teachers at the school. And the analysis of the data was analyzed with good teacher characteristics component analysis and divided into 6 components as follows: knowledge (well-rounded), interpersonal skills (interpersonal skills), working spirit spirituality, lifelong learner, teacher leadership) and a good role model (role model). [ABSTRACT FROM AUTHOR]

As the use of artificial intelligence (AI) in academic fields increases, it has become necessary to evaluate its effectiveness before integrating it extensively into the training of school teachers. While AI is known to improve pre-service teachers' classroom management skills, its role in improving their learning outcomes is understudied. This descriptive study aimed to examine whether the use of artificial intelligence (AI) improves the learning outcomes of pre-service social studies teachers in Kuwait. A questionnaire survey was conducted among a randomly selected sample of 100 female teachers at Kuwait University's College of Education. The data were analyzed using SPSS software and simple linear regression analysis to derive Pearson's correlation coefficient, Cronbach's alpha, means, frequencies, percentages, and standard deviations. The results revealed that using AI applications significantly enhanced the participants' learning outcomes, indicating AI's potential to transform educator training. Pre-service teachers demonstrated a strong grasp of AI's value in education and proficiency in integrating AI into their lessons. They effectively utilized Intelligent Tutoring Systems (ITS) and Smart Content, highlighting their ability to leverage advanced AI tools to enhance teaching strategies and student engagement. This study highlights the critical role of AI in contemporary education, contributes to the theoretical literature, and paves the way for further research. Moreover, it holds practical significance as the findings can be used to extensively adopt AI-supported learning in teacher preparation courses to align teaching methods with modern educational trends. [ABSTRACT FROM AUTHOR]

The discussed period of Hungarian film history lies in between socialist realism (1948–1953) and the new wave (1963–1968) and is therefore considered by film historians to be a transitional period, including the period between 1954 and 1956. The author analyses teacher characters who appear in the films of this eight-year period. The article claims that, while before this period there are hardly any depictions of teachers (in previous years party secretaries were featured in the role of educators), in these years the male teacher appears in some films as a leader and the female teacher as a role model. There is a positive correlation between the education policy agendas of the Party during the consolidating Kádár regime and the challenges teachers faced in the film plots. [ABSTRACT FROM AUTHOR]

The role of teacher empathy is recognized as a key factor in improving teacher–student interaction, motivation and academic performance. Despite the importance of teacher empathy, its role in promoting inclusive education is still largely unknown. High levels of empathy are not necessarily associated with greater ability to implement inclusive education, as they can lead to excessive emotional engagement and stress, which negatively affect teachers' abilities. Therefore, the present study explored whether the relationship between high empathy and perceived ability to implement inclusive education could be moderated by other variables, such as emotional self-efficacy and gender. A large sample of Italian support teachers (N = 739; Mage = 37.7; females = 86.9%) was recruited for this study. We found that higher levels of empathy were related to higher levels of self-efficacy in inclusive education, especially when levels of emotional self-efficacy were higher. This relationship was only found for female teachers. The results contribute to knowledge about the role of teachers' empathy for inclusion as well as the moderating role of the ability to regulate negative emotions. The study has implications for pre-service teacher education and in-service teacher training. [ABSTRACT FROM AUTHOR]

AbstractThis paper conceptualises the inaction of school leadership teams in response to systemic sexual harassment as institutional gaslighting, a theoretical tool to date unutilised in studies of sexual harassment in educational settings. Drawing on case studies of two women teachers who experienced sustained sexual harassment in Australian schools, and whose leadership responded with denial, minimisation and intentional mixed messaging, we argue that schools are home to and perpetuate unequal epistemic terrains, where women’s knowing is under­mined by dominant operations of the school that work to maintain structural and cultural norms. These norms, we suggest, are informed by hegemonic masculinity and feminine stereotypes of irrationality and deviance, and prevent violence against women in schools being addressed. We argue that institutional gaslighting is a productive concept to expose the epistemic injustice that delegitimates women’s knowledge of their experience and help in addressing systemic issues with responding to sexual harassment in schools. [ABSTRACT FROM AUTHOR]

This paper draws on a wider study that sought to explore the constructions of masculinity and professional identities of nine foundation-phase male educators teaching in rural contexts of the Mpumalanga Province of South Africa. Using case study methodology, we interviewed each of the teachers twice. We use Connell’s theory of masculinity alongside Crenshaw’s intersectionality theory to showcase the complex ways in which the local context, together with its racialised and patriarchal history, produces a particular position of ambivalence in how the nine male teachers constitute their masculinities. Some of the male teachers exhibit a caring masculinity that challenges the hegemonic, toxic masculinities of the context, while simultaneously enjoying and claiming male privilege – a form that supports patriarchy and undermines women teachers. We argue that this ambivalent position does little to bring about transformed gender relations in the foundation phase. We therefore call for teacher training programmes to address male privilege and patriarchy to assist men to unlearn their socially assumed position of authority. [ABSTRACT FROM AUTHOR]

The inclusion of transgender women teachers as human beings with rights and privileges deserves respect and equality in their workplace and the community they belong. In the literature, limited studies explore the lives of transgender women in the workplace as this requires careful exploration of their encounters due to their sensitive disposition. This study aspires to deeply understand the personal experiences of the participants on a certain phenomenon such as the inclusion of Transgender women teachers in the Department of Education (DepEd) Guihulngan City Division. This study utilized Heideggerian phenomenology as a research design anchoring the Interpretative Phenomenological Analysis (IPA) popularized by Moustakas and modified by Van Kaam. Three (3) participants saturated the data in the research environment. Inclusive and Exclusive Criteria were established in the study using a snowball-purposive sampling technique. After the analysis, the emerging themes were generated such as the darkest reality, Towards complete acceptance, Favorable Professional Reception, and Women that Matter. These themes provide a clear picture of how transgender women are living their lives in the department. The main issue faced by Transgender women teachers is the question of labeling. Thus, Transgender women teachers must carry on their duties and responsibilities and improve their personal and professional growth to enhance learners' capability in learning amidst the issue regarding their preferences. [ABSTRACT FROM AUTHOR]

The education sector has witnessed new developments in several areas, one of which is the constructive teaching practices of mathematics teachers and their beliefs about them. This has a significant impact on education and teaching methods. There are many different techniques and approaches that enhance the assurance of a better experience for both teachers and students. Therefore, the research aimed to reveal the degree of consistency in mathematics teachers' beliefs about constructive learning and their teaching practices. The researcher followed a correlational descriptive approach, and a simple random sample of (50) male and female teachers from the General Directorate of Education in Misan was selected. The researcher prepared two tools: the first was a questionnaire to measure teachers' beliefs about constructive learning, and the second was an observation card to measure the constructive teaching practices of mathematics teachers. The psychometric properties of both tools were verified. The results showed that the degree of mathematics teachers' beliefs was moderate, as well as the degree of their constructive practices. Furthermore, there was a strong positive correlation between the beliefs of mathematics teachers and their constructive teaching practices. [ABSTRACT FROM AUTHOR]

The study aimed to identify to what extent future leadership skills are available among public school principals in Bethlehem city, Palestine from the point of view of the teachers working with them. It also sought to find out whether there are statistically significant differences at (α ≤ .05) in the availability of such skills attributed to gender, educational qualification, and years of experience. The analytical descriptive approach was used. A simple random sample of (44) male and female teachers was selected. The tool of the study was a questionnaire. The key results showed that the availability extent of future leadership skills was moderate, with a (2.95) average. The technical field scored the highest arithmetic average, followed by practical field, and then the creative field. Additionally, there were no statistically significant differences in the degree of availability of future leadership skills among government school principals in the city of Bethlehem in Palestine from the point of view of the teachers working with them based on the variables of gender, academic qualification, and years of experience. [ABSTRACT FROM AUTHOR]

The study aimed to identify the level of administrative transparency among public school principals in Palestine and its relationship to organizational culture from teachers’ perspective. For this purpose, a questionnaire was developed and administered to a random sample of (737) male and female teachers, representing (2%) of the study population. The results showed that administrative transparency level and organizational culture among sample members was moderate. The differences were not statistically significant between the averages of their estimates in administrative transparency level regarding gender, years of experience in all fields, and overall score. There were statistically significant differences in the sample’s estimates means of administrative transparency degree attributed to qualification over the total degree between (Bachelor and higher than a bachelor degrees, favoring higher than bachelor’s degree, and on (transparency of administrative procedures, and decision-making) areas. Findings also revealed no statistically significant differences in the sample members’ estimates for organizational culture level based on gender, academic qualification and years of experience variables on the total score. It was concluded that there was a strong, statistically significant positive correlation between the total score for administrative transparency aspects domain and total score for organizational culture items. [ABSTRACT FROM AUTHOR]

This research aimed to identify the importance of active learning strategy in improving students, learning in science from the point of view of teachers in government schools in Aden Governorate. The descriptive approach and questionnaire were used as a tool for collecting data, which consisted of (23) statements, and the study sample consisted of all male and female teachers. Science subject in public schools in Aden Governorate, numbering (64) male and female teachers. The results showed that the degree of effectiveness of the active learning strategy in improving students, learning in science from the teachers, point of view was high with a rating of (3,69 of 5) and there were statistically significant differences attributed to the gender variable. In favor of females and there were no differences attributed to the variable of teaching experience. The researcher recommended the necessity of training students To employ an active learning strategy to develop their academic achievement. [ABSTRACT FROM AUTHOR]

This study aimed at investigating the effectiveness of a suggested professional development program in enhancing nano-literacy for a voluntary sample of secondary school female science teachers in KSA. A quasi-experimental approach based on a one-group pretest-posttest design was used. The population included all female science teachers at secondary schools in KSA. From these, a sample of (33) science teachers were selected voluntarily. Data was collected by the Cognitive Aspect of Nano-Literacy Test (Al-Atiyat, 2016). An online program focusing on six domains of the cognitive aspect of nano-literacy was developed. Results demonstrate the effectiveness of the program in developing nano-literacy as a total degree and sub-domains. The study recommended implementing the professional development program introduced in this study for developing the cognitive aspect of nano-literacy for pre- and in-service science teachers. It was also suggested to conduct a study investigating the effectiveness of a program that integrates the other aspects of nano-literacy (such as the skill dimension, critical thinking, decision-making, and educational applications) in developing science teachers’ nano-literacy. [ABSTRACT FROM AUTHOR]

The research aims to determine the digital skills of Islamic studies teachers in the secondary stage in light of the European Digital Framework for Teachers (Dig Comp Edu) in the Kingdom of Saudi Arabia, and to reveal the degree to which they possess them from their point of view. The questionnaire was used and the descriptive survey approach was adopted,. The study showed a number of results, including the general arithmetic mean for the axis (2,49) with a standard letter (0,54), and this indicates that the degree of possession of Islamic studies teachers in the secondary stage of digital skills was low, where professional interaction comes. It ranked first with a arithmetical mean (2.57) and with a standard letter (0,62), followed by evaluation with a arithmetical mean (2,50) and with a standard letter (0,82), and in third place it comes after empowering learners and facilitating digital competence with a arithmetical mean (2,48) and with a standard letter (0,81), and in fourth place. It comes after teaching and learning with a mean of (2,47) and a standard letter of (0.81), and finally comes after digital resources as the least dimension of digital skills in terms of the degree of possession among female teachers with an arithmetic mean of (2.42). [ABSTRACT FROM AUTHOR]

The aim of the current research is to study the effectiveness of training biology teachers remotely using educational infographic to develop concepts related to dual-use issues, social responsibility, and the level of their technological acceptance. To conduct this research, the experimental approach was used with a quasi-experimental design. The research sample consisted of (64) male and female biology teachers affiliated with the educational administrations of (Damanhour-Itay al-Baroud-Shubrakhit), and they were divided into two groups: (33) male and female teachers for the experimental group, and (31) male and female teachers for the control group. The research tools were a training program using educational infographic, test of concepts related to dual-use issues, a scale of social responsibility, as well as a scale of technological acceptance. These tools were applied to the experimental and control research groups, and then remote training was provided using the educational infographic for teachers of the experimental group, then research tools were applied to both groups. The results of the current research indicated the effectiveness of remote training using educational infographics in developing the research variables. The research recommended that the Ministry of Education hold courses to train teachers on converting educational material into educational infographic and using them in the classroom, and the need for biology teachers to use educational infographic in the teaching and learning processes. In addition to the importance of including general education curricula with infographic texts appropriate to each stage. [ABSTRACT FROM AUTHOR]

The present study aimed to find out the gender difference in psychological capital and happiness of government school teachers. It also examined the relationships between each attribute of Psychological Capital and Happiness of school teachers. The research includes Gender (Male & Female) as independent variables and Psychological Capital and Happiness as dependent variables. The sample of the study comprised of 143 Government school teachers, consisting of 69 females and 74 males. Participants were selected randomly from different government schools in Cuttack district, Odisha. Psychological Capital Questionnaire and Subjective Happiness Scale were used to collect the data from the participants. Independent sample t test and correlation were used to analyze the data. The findings revealed that the female teachers were higher in efficacy, hope, and resilience than the male teachers; whereas the male teachers were higher in optimism and happiness than the female teachers. Results also showed significant positive relationship between efficacy and Happiness; Hope and Happiness; Resilience and Happiness; and Optimism and Happiness in the combined sample of male and female teachers. [ABSTRACT FROM AUTHOR]

The role of women in education is increasingly important, especially in the context of career development and leadership. This study aims to look at the dynamics of women in the Teacher Mover program in learning communities, including the challenges faced, the seniority dilemma, and their role in curriculum implementation. The research approach used is qualitative with a phenomenological design. The research subjects consisted of female teachers who have graduated and have a Teacher Mover certificate. Data collection techniques were conducted through interviews and documentation, followed by data analysis through data reduction, presentation, and verification. The results show that (1) women's struggles in the Teacher Mover program include a rigorous selection process and six months of training; (2) the dilemma faced relates to the perception of seniority in the school that often doubts their abilities; and (3) the presence of women as Teacher Mover proves significant in leading learning and contributing to seminars related to the independent curriculum. This research highlights the importance of environmental support for women's career development in education, as well as the need for policies that strengthen women's position in learning communities. The findings are expected to provide insights for the development of more inclusive education policies. [ABSTRACT FROM AUTHOR]

Objective: The study aimed to identify the predictive ability to support principals of cycle two schools (grades 5-10) on the job satisfaction of teachers in the Sultanate of Oman. To achieve the objectives of the study; Methodology: The article used a questionnaire tool that consisted of two scales: the principal support scale for teachers, which included 16 statements distributed over four dimensions: emotional support, professional support, operational support, and evaluative support, and the Minnesota Job Satisfaction Scale, which contained 20 statements distributed over three dimensions. They are external job satisfaction, internal job satisfaction, and general job satisfaction. The questionnaire was applied to a sample of the community using the available sample method, as it consisted of 740 teachers out of a total community of 14682 male and female teachers in the Sultanate of Oman, Conclusions and results: The responses constituted approximately 5% of the study population, which is an acceptable percentage in this descriptive study for large communities of up to ten thousand (Al-Mahmoudi, 2019). The study showed that 39% of the variance in the job satisfaction of cycle two schoolteachers in the Sultanate of Oman is attributable to the support of school principals, which is a large percentage according to Cohen’s classification (Cohen, 2013), Recommendations: The importance of supporting second-cycle school principals to increase teachers’ job satisfaction [ABSTRACT FROM AUTHOR]

This paper is a comparative study about the male teacher who works in the primary public education in Rio de Janeiro -- Brazil and Aveiro -- Portugal. We intended, fundamentally, to investigate the reasons of teachers 'professional choice who are engaged in area typically associated to women, for this we analyze the teachers' professional choice from questionnaires and interviews that we made with them. We note that the representations of the attributes considered feminine exert great influence on male 'teachers' career choice, which have repercussions on the high percentage of primary female teachers and in low percentage of male primary teachers. However, we demonstrate that man can choose this activity for pleasure and success and those individuals are capable of doing their job regardless of gender prejudice in education. [ABSTRACT FROM AUTHOR]

Objective: In spite of the fact that pluralistic education has formally found its own way into the World educational systems, seemingly, ESP teaching system of Iran is almost devoid of pluralistic principles. This study aimed at exploring Iranian psychology teachers' perceptions of pluralistic English for Specific Purposes (ESP) teaching in Iran. Methods: In so doing, it benefited from a grounded theory approach. The participants of the present study consisted of 20 Iranian male and female psychology teachers who were selected through purposive sampling from those teachers who were teaching ESP in different branches of the field of psychology at different universities in Iran including Allameh Tabataba'i University, University of Tehran, Tarbiat Modares University, Shahid Rajaee University, Shahid Chamran University, Hormozgan University, Isfahan University, and Shiraz University. To collect the data, a semi-structured interview was used. Results: According to the results of thematic analysis, several themes were extracted as Iranian psychology teachers' perceptions of pluralistic English for Specific Purposes (ESP) teaching in Iran which were mainly related to ESP teaching methods, assessment procedures, and content. Some of the extracted themes included Using Diverse Methods of ESP Teaching, Developing ESP Courses based on the Students' Needs, and Teaching ESP Students to be Creative. Conclusions: The findings have some implications for ESP teachers and students in the field of psychology, ESP materials developers, and researchers. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Curriculum & Teaching Methodology / Maǧallaẗ al-Manāhiǧ wa-Turūq al-Tadrīs is the property of Arab Journal of Sciences & Research Publishing (AJSRP) 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 Journal of Curriculum & Teaching Methodology / Maǧallaẗ al-Manāhiǧ wa-Turūq al-Tadrīs is the property of Arab Journal of Sciences & Research Publishing (AJSRP) 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 Trakya Journal of Education is the property of Trakya Journal of Education 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.)

Despite an increase in ethnic diversity within the country, the English language teaching workforce remains undeniably binary in Korea. Using an intersectionality lens, this study was an exploration of the racialized experiences of one Ugandan female teacher of English working in Korean ELT. Semi-structured interviews were conducted to investigate how she perceived herself as an English speaker and teacher and how Koreans' stereotypes of ideal English teachers and Black people affected her professional identity and self-perceptions. Findings suggest that the Ugandan woman was rejected by the formal accreditation process and faced considerable challenges in her efforts to be accepted as a qualified English teacher in Korea. On the other hand, she perceived herself as a native-like English speaker and a fully qualified English teacher with an MA degree in TESOL and years of English teaching experience. This study reveals not only the practical difficulties of a biased assessment system, but also the narrow discourse concerning who can legitimately be recognized as an English teacher in Korea, which is at odds with the Korean policy of a pursuing multicultural society and honoring diversity and with the global trend of recognizing multiple English. [ABSTRACT FROM AUTHOR]

Copyright of Arab Journal for Scientific Publishing is the property of Research & Development of Human Recourses Center (REMAH) 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 Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education 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 investigates the role of artificial intelligence in developing free writing and self-authorship skills among female kindergarten teachers, using ChatGPT as a generative AI model. Employing an experimental methodology, the research utilized a quasi-experimental design involving a single group and assessed differences through pre- and post-test measurements. The sample comprised 45 female kindergarten teachers from the second and third levels. A comprehensive training program was crafted, focusing on the effective utilization of ChatGPT to enhance specific skills in free writing and authorship. This program consisted of 15 interactive training sessions designed to foster engagement and collaboration among participants. The Free Writing and Self-Authorship Skills Test was administered to assess the teachers' competencies both before and after the training. Statistical analysis, using the paired samples t-test, revealed significant differences favoring post-training scores. The results indicated marked improvements in the teachers' abilities in areas such as planning for free writing, producing written content, and performing editing and revision tasks. The findings underscore the substantial impact of integrating ChatGPT into the professional development of female kindergarten teachers, enhancing their free writing and self-authorship capabilities. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

Purpose: To examine the current pedagogical practices among physical educators with different dispositions toward the change process and belonging to different demographic categories. We hypothesized that change-disposed, nonchange-disposed, and neutral change disposition teachers, along with teachers of different gender identities and student grade level(s), implement "best practices" with differing frequencies. Methods: Eight hundred thirty U.S. physical educators completed the Teacher Change Questionnaire-Physical Education and a 15-item adaption of Society of Health and Physical Educators America's 20 Indicators of Effective Physical Education Instruction. Results: Nonchange-disposed teachers more frequently provided objective-related feedback, provided assessment for differentiation and summative evaluation, ensured 50% student moderate to vigorous physical activity during physical education classes, and set student learning goals than change-disposed or neutral change disposition teachers. Female and elementary teachers reported more frequent use of written curriculum and assigned grades based on student knowledge/skill assessment than male and secondary counterparts. Discussion: Continuing professional development initiatives should be designed with consideration given to change disposition, gender identity, and grade level. [ABSTRACT FROM AUTHOR]

The stereotyping of older adults shapes our society and has significant implications for our future as an aging population. While considerable research addresses negative stereotypes across various contexts, a notable gap exists regarding teachers’ stereotypes. Given teachers’ unique role as agents of change, this quantitative study utilized a survey method to investigate the stereotypes and views of 236 preschool and elementary school teachers concerning older adults, along with factors influencing these stereotypes, such as age, gender, frequency, and nature of interaction with older adults, and aging anxiety. The Older Adult Stereotypes Questionnaire and the Anxiety about Aging Scale, supplemented with custom questions, were employed. Findings revealed that the participants generally exhibited a tendency to hold negative stereotypes about older adults. Positive stereotypes and views were linked to the perceived importance of interactions and coherence of views with older adults, while high aging anxiety correlated with negative stereotypes and views. Notably, the older teachers and the female teachers with high aging anxiety displayed more negative views regarding older adults. These findings suggest that age and gender should be considered when designing interventions to address teachers’ negative stereotypes and reduce their anxiety about aging. Also, with new educational policies, more opportunities for intergenerational interaction should be provided to build meaningful relationships among generations to promote a more inclusive and positive view of aging within the school environment. Addressing these issues is crucial for fostering an age-inclusive education system and preparing future generations to value and respect older adults. [ABSTRACT FROM AUTHOR]

Background: Positive feelings about one's work are referred to as job satisfaction. On the other hand, a bad attitude regarding one's employment is job discontent. In mainstream research, studies on work satisfaction are commonplace. There have been thousands of research done all around the world. Teachers at secondary schools in Pakistan are taking the lead in conducting research on work satisfaction, despite the fact that this field is still underutilized. Aim and objectives: The current study's goal was to find out how satisfied male and female instructors were with their jobs in Bahawalpur, Pakistan's private and public secondary schools. Teachers employed at Pakistan's public and private schools in Bahawalpur were the study's targeted demographic, which was chosen for this cross-sectional quantitative investigation. Random sampling was used in the selection of the research sample. Method: There were five hundred male and female secondary school teachers in the final sample. The survey was self-administered using a 36-item structured questionnaire by good docs. Descriptive and inferential statistics were employed in the data analysis to examine the collected information. The participants were categorized based on their age, gender, experience, qualifications, and type of institution (public vs. private) in order to determine the difference in work satisfactions using one-way ANOVA and an independent sample t-test. Findings: The findings showed that compared to male instructors, female teachers had higher levels of satisfaction. Conclusion: The research investigated that different public and private school teachers' work satisfactions are based on factors including age, experience, and qualifications. Limitations: The research findings may not be applicable to other school districts and a sizable population living in Bahawalpur, Pakistan. The author selected a broad sample of teachers (male/female) from public and private schools. Managerial implications: The current study was to characterize the elements that lead to teacher satisfaction and discontent among secondary school instructors in Bahawalpur, Pakistan. [ABSTRACT FROM AUTHOR]

This study on core behavioral competencies, teaching capability, and performance is related to different literature and studies. The core behavioral competencies of a teacher include self-management, professionalism and ethics, result focus, teamwork, service orientation and innovations. On the other hand, capability assessment focused on content knowledge and pedagogy, learning environment and diversity of learners, curriculum and planning, assessment and reporting and plus factor. Finally, the Department of Education has its electronic version of self-assessment tool for Result-based Management System (RPMS). This provided an overall picture of the teachers’ strengths and needs which will be used in the planning for the next school year. The data reflected the performance of the teachers used as one of the bases for promotion and designation. This study set out to determine the level of teachers ' demographic profile, which showed result that there were more female teachers than male teachers in public schools. It simply implied that female teachers made up a larger part of educators despite the equal opportunity for both genders in the said profession, and largely because female teachers were pursuing teaching at far greater costs than male teachers do. This explained the fallacy that entailed education where Gender norms traverse a relatively female-dominated profession. Also, a significant high result has shown in the level of core behavioral competencies of the teachers that exhibited the greatest number of indicators in Professionalism and Ethics, followed by Self-Management, Teamwork, Results Focus, and Service Orientation. On the other perspective, teachers achieved a low result in Innovation. In selfmanagement, it indicated that female teachers have significantly greater levels of self-management than their male colleagues. In DepEd Schools Division of Himamaylan City, teachers were required to have this performance review every end of the school year by rating their performances based on criteria set forth by the DepEd. With this, teachers were accomplishing this Individual performance, Commitment and Review Form (IPCRF) together with the Electronic Self- Assessment Tool (ESAT) as basis of their performances in schools. The institutional improvement plan has been crafted to help improve the rating performance of the teachers in the identified districts. [ABSTRACT FROM AUTHOR]

The main purpose of this study is to investigate the relationship between cognitive flexibility and positive humor styles in teachers, as well as to examine the differences in cognitive flexibility and positive humor styles according to gender, marital status, and school level variables. This study was conducted based on a correlational survey design, with a total of 613 volunteer teachers participating, 332 of whom were female (52.5%). Data collection instruments included the Cognitive Flexibility Scale, the Self-Enhancing and Affiliative Humor subscales of the Humor Styles Scale, and a Personal Information Form. Pearson product-moment correlation, independent samples t-test, and one-way analysis of variance were used for data analysis. The findings revealed a statistically significant positive relationship between cognitive flexibility and positive humor styles. Cognitive flexibility and self-enhancing humor style did not differ significantly according to gender, marital status, and school level variables, but affiliative humor style varied depending on gender and marital status. Accordingly, female teachers were found to have a higher level of affiliative humor style than male teachers, and single teachers exhibited a higher level of affiliative humor style than married teachers. [ABSTRACT FROM AUTHOR]

This study aimed to determine the knowledge level of primary school teachers regarding their gender-based variations and the obstacles they face with using Assistive Technologies (ATs) for students suffering from dyslexia and dysgraphia in Abu Dhabi, UAE. For this purpose, a three-point Likert scale questionnaire was used to get teachers' responses. The study's main findings revealed that teachers have a high degree of knowledge about some of these technologies, such as highlighters, pen grips, voice recorders, and specific software applications. It also reveals significant gender differences in teachers' knowledge of some of these technologies, with male teachers being more familiar with voice-based tools and female teachers being more familiar with visual and tactile tools. The most significant challenge was the short class timings, followed by the teachers' lack of knowledge and training about the relevant ATs. This prevented primary school teachers from knowing ATs for students with dyslexia and dysgraphia. The findings contributed to the limited literature on gender knowledge levels and obstacles faced by teachers in using ATs for students with dyslexia and dysgraphia. Further, future directions for research are suggested. [ABSTRACT FROM AUTHOR]

Copyright of Sportif Bakış: Spor ve Eğitim Bilimleri Dergisi is the property of Sportif Bakis: Spor ve Egitim Bilimleri 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.)

The study aimed to examine the alignment of the standards of Trends in International Science and Mathematics Study (TIMSS) with the fourth-grade Cambridge Mathematics curriculum from the perspective of mathematics teachers and supervisors in the Sultanate of Oman. To achieve these goals, a sample of 616 female teachers and supervisors (584 female teachers, 32 supervisors) responded to the list of TIMSS standards. The study showed that the alignment between the list of standards and the curriculum was acceptable in general, as well as for all dimensions of the standards except for the measurement standards, which showed a high alignment level. Results showed that the algebraic expressions had the lowest alignment level. The study recommended reviewing some topics in the Cambridge Mathematics curriculum and modifying them to align better with the TIMSS standards. [ABSTRACT FROM AUTHOR]

Assessment practices play a crucial role in fostering student learning and guiding instructional decision‐making. The ability to construct effective test items is of utmost importance in evaluating student learning and shaping instructional strategies. This study aims to investigate the skills of Ghanaian basic schoolteachers in test item construction. The study focused on the revised Bloom's taxonomy. A cross‐sectional survey design was employed, and a questionnaire was developed and used to collect the needed data. The data were collected from 560 basic schoolteachers selected by using a simple random sampling technique. The participants comprised 280 male teachers and 280 female teachers. The data were collected and subjected to descriptive statistics analysis via mean, and standard deviation. While the p‐value (α ≤ 0.05) was used to determine the differences in the teachers' test item construction skills, the independence t‐test was used to compare the differences between the proficiency of male and female participants. The analysis revealed a notable contrast in how participants perceived their abilities in constructing test items, indicating a statistically significant difference. Specifically, female teachers demonstrated a stronger proficiency in test item construction skills compared to their male counterparts. Also, most teachers prioritised the lower levels within Bloom's taxonomy while crafting test items. Regular in‐service training on test item construction was recommended at the district level for teachers to update and upgrade their skills. [ABSTRACT FROM AUTHOR]

This study introduces the Sustainable Education Scale (SES), a novel instrument designed to elicit teachers' perspectives on sustainable education. Grounded in human rights education, sustainable development, social justice, and psychometrics, this survey model‐driven study systematically develops and validates the SES. Drawing on an in‐depth literature review, expert opinions, and pilot testing, the SES comprises 19 items across four sub‐dimensions: Equality in Education, Inclusiveness in Education, Quality in Education, and Democratic Education. Designing a survey based on the quantitative research model, the data was gathered from 573 participating teachers via the criterion sampling method. Demographic analysis indicates that 65.09% of the participating teachers are female (n = 373), while 3.90% are male (n = 200), and most of them have undergraduate degrees with 21 years or more of teaching experience. Construct validity and factor structure were identified through exploratory factor analysis with 273 teacher responses, whereas the validation of the identified structure was performed through CFA from a sample of 300 teachers. Cronbach's alpha and composite reliability coefficient were calculated to ensure the reliability of the scale. The SES scale emerged as valid and reliable data to reveal teachers' perspectives on sustainable education. It stands as an innovative tool for researchers, policymakers, and educators to examine, promote, and advance global goals for inclusive, equitable, and quality learning. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. 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 explores how homeroom teachers construct meaningfulness in their work and in their professional identity, and how this meaningfulness serves them as they interpret and react to public criticism of their profession. Our study relies on interviews with 95 teachers working in Israeli elementary‐, middle‐ and high schools, and draws on the theoretical lens of discursive identity work. We argue that meaningfulness is at the heart of homeroom teachers' identity. Accordingly, when faced with public criticism that questions the meaningfulness of their work, teachers experience threats to their professional identity. Notably, such identity threats are of a gendered nature, as teachers make sense of public criticism by conceptualising it through the gendered stereotype of ‘babysitting’. Furthermore, female teachers are much more likely than male teachers to face criticism from family members and friends. We identify remedial identity work strategies that teachers employ in the face of such identity threats. [ABSTRACT FROM AUTHOR]

Scholars have utilized the allegory of Reconstruction to trace threads between the historical and contemporary struggles for freedom. In this article, I highlight the ways that abolition has always been a dual project and remains as such in our present time. It calls for the complete destruction of oppressive structures while simultaneously demanding that we consider our world once those structures are ameliorated. Using (Re)construction as a framework, I examine how historical Black women teachers built and created alternatives and struggled for an abolition democracy in the afterlife of abolition. (Re)construction also invites us to explore these alternatives in our current time, with the aim of constructing a New World full of radical (im)possibilities. [ABSTRACT FROM AUTHOR]

The article presents results from a state-of-the-art review on gender and unionism in education, focusing on theses and dissertations from Brazilian Post-Graduation Programs in Education between 2012 and 2023. The period is justified by a previous state-of-the-art review covering similar works published between 1987 and 2011. The databases used were the CAPES Open Data and CAPES Theses and Dissertations Catalog. The study highlights a dual advancement in Brazilian research production in these fields: gender studies have been multiplying geometrically over the last 40 years, and studies on unionism in education have gained significant momentum since the establishment of the ASTE Network (Network of Researchers on Associativism and Unionism of Education Workers) in 2009. However, the intersection between these two fields remains limited. The article elucidates and discusses the distinctive features of the eleven studies identified, comprising eight dissertations and three theses, which were primarily authored by women (with only one male researcher), primarily supervised by women (with seven female advisors and two male advisors), and primarily focused on investigating female teachers, with only one study addressing LGBT+ issues. [ABSTRACT FROM AUTHOR]