Teaching and Teacher Education最新文献_第3页

Burnout and job satisfaction among high school teachers: A structural equation modeling approach 高中教师职业倦怠与工作满意度：一个结构方程模型方法

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2026-04-01 Epub Date: 2025-12-25 DOI: 10.1016/j.tate.2025.105361

Mihai Curelaru , Tudor-Daniel Huțul , Ana Leahu Zamfir

{"title":"Burnout and job satisfaction among high school teachers: A structural equation modeling approach","authors":"Mihai Curelaru , Tudor-Daniel Huțul , Ana Leahu Zamfir","doi":"10.1016/j.tate.2025.105361","DOIUrl":"10.1016/j.tate.2025.105361","url":null,"abstract":"<div><div>The present study examines the interaction between anxiety, job insecurity, organizational commitment, burnout, and job satisfaction in a sample of Romanian high school teachers, using Structural Equation Modeling. The sample consisted of 210 teachers (72.4 % female; M = 46.38; SD = 8.76), who completed standardized measures of the main variables. This research addresses two important gaps in the previous literature: the separate testing of anxiety, job insecurity, and organizational commitment, without integrating these predictors into a single framework, and the limited exploration of teaching environments in Eastern Europe. Results supported a model in which burnout functions as a central mediator between the predictors and job satisfaction. Specifically, anxiety and job insecurity were positively associated with burnout and negatively with job satisfaction, whereas organizational commitment was negatively related to burnout and positively to job satisfaction. Two structural models showed excellent fit indices and confirmed mediations. Theoretical and practical implications are discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"172 ","pages":"Article 105361"},"PeriodicalIF":3.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145841666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teacher professional learning as a catalyst driving the link between authentic leadership, subjective well-being, and academic optimism in Turkish schools 教师专业学习是推动土耳其学校真实领导力、主观幸福感和学术乐观主义之间联系的催化剂

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2026-04-01 Epub Date: 2026-01-01 DOI: 10.1016/j.tate.2025.105377

Murat Özdemi̇r , Mehtap Nai̇lli̇oğlu Kaymak , Sabahat Öcal , Umut Alper , Merve Koçyi̇ği̇t Gürbüz , Ayşe Betül Doğruel

{"title":"Teacher professional learning as a catalyst driving the link between authentic leadership, subjective well-being, and academic optimism in Turkish schools","authors":"Murat Özdemi̇r , Mehtap Nai̇lli̇oğlu Kaymak , Sabahat Öcal , Umut Alper , Merve Koçyi̇ği̇t Gürbüz , Ayşe Betül Doğruel","doi":"10.1016/j.tate.2025.105377","DOIUrl":"10.1016/j.tate.2025.105377","url":null,"abstract":"<div><div>This study examined the role of teacher professional learning in the relationship between authentic leadership, teachers' subjective well-being, and teacher academic optimism in a sample of 499 Turkish teachers. Guided by the Broaden-and-Build Theory, we tested a moderated mediation model in which subjective well-being mediated the relationship between authentic leadership and teacher academic optimism, conditional on teachers' professional learning. Results indicated that authentic leadership positively predicted subjective well-being, which in turn positively influenced teacher academic optimism at moderate and high levels of professional learning, but not at low levels. Teacher professional learning also moderated the effect of subjective well-being on teacher academic optimism, enhancing the indirect influence of authentic leadership on teacher academic optimism through subjective well-being. These findings highlight the critical role of professional learning in transforming teachers’ positive psychological states into professional beliefs and practices. Implications for leadership, teacher development, and educational policy are discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"172 ","pages":"Article 105377"},"PeriodicalIF":3.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145884699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Personalizing teacher professional development through learning analytics: Evidence from the smart teacher training platform in Thailand 通过学习分析个性化教师专业发展：来自泰国智能教师培训平台的证据

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2026-04-01 Epub Date: 2026-02-02 DOI: 10.1016/j.tate.2026.105425

Anucha Somabut , Kulthida Tuamsuk , Charuni Samat , Grichawat Lowatcharin , Saksuriya Traiyarach , Parama Kwangmuang

{"title":"Personalizing teacher professional development through learning analytics: Evidence from the smart teacher training platform in Thailand","authors":"Anucha Somabut , Kulthida Tuamsuk , Charuni Samat , Grichawat Lowatcharin , Saksuriya Traiyarach , Parama Kwangmuang","doi":"10.1016/j.tate.2026.105425","DOIUrl":"10.1016/j.tate.2026.105425","url":null,"abstract":"<div><div>Conventional teacher professional development (TPD) insufficiently addresses the heterogeneous needs of educators, yet empirical evidence on culturally responsive learning analytics in developing nations remains limited. This design-based research employed convergent mixed methods to develop and evaluate the Smart Teacher Training Platform (STTP) with 2847 Thai teachers across 150 schools. The STTP demonstrated 78 % daily active usage compared to 34 % for conventional platforms, with personalization algorithms attaining 87 % relevance accuracy following cultural adaptations. Participants exhibited significant improvements in digital competencies (d = 2.14), pedagogical knowledge (d = 1.63–2.07), and self-efficacy. Students in high-implementation schools outperformed propensity-matched controls in academic achievement (d = 0.56–0.82). Five interdependent dimensions were identified: contextual personalization, social learning integration, practice-embedded content, comprehensive support systems, and continuous improvement mechanisms. These findings suggest that culturally responsive learning analytics can enhance TPD in developing nations when implemented through collaboration with local educational communities.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"173 ","pages":"Article 105425"},"PeriodicalIF":3.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146190303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A longitudinal investigation of direct and indirect emotional transmission via both students' and teachers' perceptions of enthusiastic teaching 学生与教师对热情教学知觉之直接与间接情感传递之纵向调查

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2026-04-01 Epub Date: 2025-12-24 DOI: 10.1016/j.tate.2025.105362

Hui Wang , Iris Yili Wang , Irena Burić , Anne C. Frenzel

引用次数: 0

“Trading our lives for money”: A social ecology of burnout among “nomadic” Tibetan primary music teachers “用生命换金钱”：“游牧”藏族小学音乐教师的倦怠社会生态

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2026-04-01 Epub Date: 2026-01-13 DOI: 10.1016/j.tate.2026.105381

Qizong Yue , Yuqi Lin , Katy Ieong Cheng Ho Weatherly

{"title":"“Trading our lives for money”: A social ecology of burnout among “nomadic” Tibetan primary music teachers","authors":"Qizong Yue , Yuqi Lin , Katy Ieong Cheng Ho Weatherly","doi":"10.1016/j.tate.2026.105381","DOIUrl":"10.1016/j.tate.2026.105381","url":null,"abstract":"<div><div>This study investigates the challenges of music teachers in Tibetan primary schools through the Social Ecology of Burnout framework, addressing intrapersonal, interpersonal, institutional, and policy-level factors. Employing a qualitative case study of four focus groups comprising 28 participants, findings reveal systemic marginalization of music education, structural barriers, role overload, and identity erosion. Teachers reported frequent reassignment to non-music subjects, exclusion from training and evaluation systems, and heavy non-teaching duties under boarding-school models. These structural and relational stressors undermine instructional quality and foster professional instability, what we conceptualize as “professional nomadism,” a cross-ecological metaphor for how layered pressures destabilize teachers’ roles and belonging, reflecting fragmented identities and a lack of rootedness in the education system. While we revealed ecological dynamics sustaining burnout, generalizability is limited by our purposive sampling. As such, we call for targeted, multilevel interventions to support music educators in rural and minority regions.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"172 ","pages":"Article 105381"},"PeriodicalIF":3.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Early childhood teachers’ perceived benefits, enablers, and barriers of robot programming: Developing a digital empowerment policy framework 幼儿教师对机器人编程的感知利益、推动因素和障碍：制定数字赋权政策框架

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2026-04-01 Epub Date: 2026-01-13 DOI: 10.1016/j.tate.2026.105398

Weipeng Yang, Yingqiao Du, Elaine Lam

引用次数: 0

Transformative teacher professional development: A qualitative case study of a metacognitive approach to teacher training in Uganda 转型教师专业发展：乌干达教师培训元认知方法的定性案例研究

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2026-04-01 Epub Date: 2026-01-06 DOI: 10.1016/j.tate.2025.105329

Erin Murphy-Graham , Joseph Lample , Sarah Kabay , Vesall Nourani

{"title":"Transformative teacher professional development: A qualitative case study of a metacognitive approach to teacher training in Uganda","authors":"Erin Murphy-Graham , Joseph Lample , Sarah Kabay , Vesall Nourani","doi":"10.1016/j.tate.2025.105329","DOIUrl":"10.1016/j.tate.2025.105329","url":null,"abstract":"<div><div>This qualitative case study examines a novel approach to teacher professional development (PD), the <em>Learning to Learn</em> program in Uganda, which a randomized evaluation places in the top five percent of cost-effective educational interventions. Using Clarke and Hollingsworth’s (2002) Interconnected Model of Teacher Professional Growth, we analyze interviews with teachers to examine how this approach to PD supported teacher change: 1) through first-hand experiences with learner-centered pedagogy, 2) exposure to ideas about educational theory and the purpose of education; and 3) engagement in reflection exercises to develop metacognitive thinking. When woven together, these components lead to change in teacher beliefs and practice in the form of applied pedagogical knowledge, without imposing any one model or approach. The study contributes to scholarship on teacher PD and agency by elaborating the external domain in teacher growth and demonstrating the value of purpose-driven, metacognitive approaches for fostering learning in under-resourced contexts.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"172 ","pages":"Article 105329"},"PeriodicalIF":3.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145927344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Retaining from away and homegrown teachers in rural schools: Supportive working conditions, community connectedness, and person-organization fit theory 农村学校留住外来教师和本土教师：支持性工作条件、社区连通性和个人与组织的契合理论

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2026-04-01 Epub Date: 2026-01-09 DOI: 10.1016/j.tate.2025.105380

Luke C. Miller , Erica Sachs Langerhans , Daniel W. Player , Rachel S. White

{"title":"Retaining from away and homegrown teachers in rural schools: Supportive working conditions, community connectedness, and person-organization fit theory","authors":"Luke C. Miller , Erica Sachs Langerhans , Daniel W. Player , Rachel S. White","doi":"10.1016/j.tate.2025.105380","DOIUrl":"10.1016/j.tate.2025.105380","url":null,"abstract":"<div><div>Rural school administrators prefer hiring homegrown teachers and teachers from rural backgrounds because they are more likely to stay than teachers from away; however, administrators often need to hire non-local candidates to fully staff their schools and provide students with a diversity of perspectives. Applying person-organization fit theory, we investigated the role of teacher working conditions (TWC) in the relationship between community connectedness and rural teachers’ job satisfaction and retention plans in one American state. More connected teachers held more favorable perceptions of TWC (family engagement and rigorous instruction, especially) and were more satisfied and more likely to intend to stay. TWC mediated the connectedness-satisfaction relationship and partially mediated the connectedness-retention plans relationship. If rural administrators provide candidates with working conditions they perceive as supportive then teachers from away will be equally as satisfied with their jobs as homegrown teachers and the differences in their retention intentions will be reduced.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"172 ","pages":"Article 105380"},"PeriodicalIF":3.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145927341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developing teacher AI competence: A systematic review of beliefs, professional learning, and cultural factors 培养教师人工智能能力：对信念、专业学习和文化因素的系统回顾

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2026-04-01 Epub Date: 2026-01-20 DOI: 10.1016/j.tate.2026.105384

Xinyan Zhou , Zsolt Lavicza , Thomas K.F. Chiu

{"title":"Developing teacher AI competence: A systematic review of beliefs, professional learning, and cultural factors","authors":"Xinyan Zhou , Zsolt Lavicza , Thomas K.F. Chiu","doi":"10.1016/j.tate.2026.105384","DOIUrl":"10.1016/j.tate.2026.105384","url":null,"abstract":"<div><div>Teacher AI competency is shaped by a complex interplay of individual, institutional, and cultural forces. This systematic review integrates existing teacher AI competency frameworks with Gibson et al.’s three-level theory of learning to examine how beliefs (micro), professional learning (meso), and cultural influences (macro) shape competency development. We identified and analysed 42 empirical studies (2015–2025) involving pre-service and in-service teachers engaged in both AI Education and AI in Education. A 6 × 3 matrix crossing six competency dimensions with three sociocultural levels guided inductive and deductive coding. The review identifies five key belief dimensions, four observed professional development approaches, and five cultural factors. Cross-group patterns show that career stage, subject culture, and regional context shape distinct developmental pathways for teacher AI competency. The review argues for integrated, contextually responsive professional learning pathways that move beyond technical training to address identity formation, disciplinary norms, and structural conditions in building teacher AI competency.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"172 ","pages":"Article 105384"},"PeriodicalIF":3.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146023629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A mixed-methods study on the role of a professional development program in shifting teaching self-efficacy, confidence, practices, knowledge, and need for support of K-12 educators teaching multilingual learners 一项关于专业发展计划在改变K-12教育工作者教授多语言学习者的教学自我效能感、信心、实践、知识和支持需求方面的作用的混合方法研究

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2026-04-01 Epub Date: 2026-01-14 DOI: 10.1016/j.tate.2025.105351

Bita Moradi , Adrian Pasquarella , Nigel A. Caplan , Samantha Shewchuk , Jamie Janick

{"title":"A mixed-methods study on the role of a professional development program in shifting teaching self-efficacy, confidence, practices, knowledge, and need for support of K-12 educators teaching multilingual learners","authors":"Bita Moradi , Adrian Pasquarella , Nigel A. Caplan , Samantha Shewchuk , Jamie Janick","doi":"10.1016/j.tate.2025.105351","DOIUrl":"10.1016/j.tate.2025.105351","url":null,"abstract":"<div><div>Many K-12 teachers have limited preparation for supporting multilingual learners (MLs), underscoring the need to enhance instructional practices to close achievement gaps. This mixed-methods study evaluated the impacts of an ML-focused professional development program, with five graduate-level courses, on mainstream teachers' and paraeducators’ self-efficacy, confidence, practices, knowledge, and support needed. Forty-four instructors were randomly assigned to treatment (<em>n</em> = 23) and control (<em>n</em> = 21) groups. Pre- and post-program surveys assessed outcomes, and treatment participants were interviewed post-program. Data were analyzed using robust 2×2 Mixed-ANOVAs and thematic analyses. Results showed treatment participants outperformed controls. Thematic analyses indicated positive perceptions about the coursework and improvements in knowledge, confidence, and practices of culturally and linguistically responsive pedagogy, scaffolding, oral language development, translanguaging, and assessment. Findings underscore the necessity of making ML-specific training a universal component of professional development for K-12 educators, including mainstream teachers and paraeducators across content areas and experience levels.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"172 ","pages":"Article 105351"},"PeriodicalIF":3.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0