British Educational Research Journal最新文献

{"title":"Exploring personality traits and mental toughness in early career teachers in England","authors":"Joanne E. Taberner,&nbsp;Sarah MacQuarrie","doi":"10.1002/berj.70041","DOIUrl":"https://doi.org/10.1002/berj.70041","url":null,"abstract":"<p>While some teachers thrive, in similar circumstances other teachers encounter considerable difficulties. This is particularly concerning in England, where high numbers of teachers with five or fewer years' experience leave the profession to take another job outside of teaching, and pupil numbers are outpacing teacher numbers (Bryan &amp; Price, 2025; Menzies, 2023). The power of personality traits in predicting a broad range of performance and achievement outcomes across the lifespan is well established (Beck &amp; Jackson, 2022; Bleidorn et al., 2021), including teacher effectiveness (Bardach, Klassen &amp; Perry, 2022). Our research aims to advance understanding of why some Early Career Teachers (ECTs) with two or fewer years’ experience thrive while others leave the profession prematurely. Using the six-factor HEXACO Personality Model (Ashton &amp; Lee, 2001), the Dark Triad of Personality (Paulhus &amp; Williams, 2002) and the 4Cs Model of Mental Toughness (Clough, Earle &amp; Sewell, 2002), our research examined relationships between adaptive and maladaptive personality traits and mental toughness among a sample of beginning Primary and Secondary teachers in England (<i>n</i> = 130; 65% women; 76% ages 21–30 years). Personality models are typically hierarchically structured, with narrow, facet-level traits (facets) being nested within and defining broad, factor-level traits (factors). We examined relationships between extraversion and conscientiousness with mental toughness at factor and facet level, to derive a more nuanced understanding of influential constructs and provide a deeper insight than is commonplace within similar studies. As hypothesised, extraversion and conscientiousness were positively associated with mental toughness. Facet-level analyses showed the social self-esteem facet of extraversion was most important for having higher mental toughness among our sample of beginning teachers. Together, this suggests personal characteristics might buffer stressors such as workload and disruptive pupil behaviour among ECTs. As a secondary aim, we investigated whether subclinical narcissism might be beneficial for beginning teachers. Our analyses showed that social self-esteem was solely responsible for the relationship between narcissism and increased mental toughness. suggesting previous findings might be epiphenomenal and there might be no brighter side of narcissism. A graphical abstract is available in the supplementary material.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 2","pages":"1092-1110"},"PeriodicalIF":2.1,"publicationDate":"2026-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70041","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148039776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding teacher agency in the context of school-based climate change and sustainability education: A case study of the experiences of teachers and school students in England","authors":"Nicola Walshe,&nbsp;Elizabeth A. C. Rushton","doi":"10.1002/berj.70036","DOIUrl":"https://doi.org/10.1002/berj.70036","url":null,"abstract":"<p>Drawing on teacher agency as a conceptual framework, we explored the extent to which school teachers in secondary schools in England achieve agency in relation to teaching climate change and sustainability. This research provides a novel approach to understanding the relational and emergent qualities of teacher agency by bringing together insights from both teachers and school students (aged 11–14 years). Data were gathered through two separate online surveys with teachers (<i>n</i> = 870) and school students aged 11–14 years (<i>n</i> = 2429). Teachers and students articulated a range of material, structural and cultural barriers and enablers to achieving agency, with areas of agreement and divergence. While students were able to articulate different pedagogical approaches to improve the teaching of climate change and sustainability, teachers were more focused on the types of support they needed in their roles. This approach uncovers the everyday practices of teacher agency which students notice but that might not be visible to teachers. This research underlines the need for teachers in secondary school settings of all subjects to have the time and support to engage in high-quality professional learning which builds knowledge and understanding of climate change and sustainability and develops their confidence to implement a range of pedagogical approaches which engage all children and young people.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 2","pages":"886-910"},"PeriodicalIF":2.1,"publicationDate":"2026-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70036","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148039733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘Literal torture’: Vulnerability, resilience and young people's experiences of pressure in physical education","authors":"David Littlefair,&nbsp;Michael Jopling","doi":"10.1002/berj.70047","DOIUrl":"https://doi.org/10.1002/berj.70047","url":null,"abstract":"<p>This paper combines vulnerability and resilience theory to explore the pressure young people experience in Physical Education (PE) and sport at secondary school. The theoretical framework was used to understand both how young people experience PE in school and how vulnerability and resilience function interdependently in social contexts like schools. The research foregrounded the perspectives of the 154 pupils aged 14–16 in two secondary schools in North-East England, using an initial focus group, a survey and individual interviews in each school. Thematic data analysis revealed causes and effects of pressure in PE, along with its sources and the factors that intensify and ameliorate it. Findings suggest that pupils who designate themselves ‘high’ ability feel pressure in PE, as well as those who regard themselves as ‘low’ ability, but it is more prevalent in, and detrimental to, the latter group. Ability level also emerged as one of the factors that intensified pressure alongside (lack of) enjoyment. Peers, individuals themselves and teachers were identified as the key sources of pressure. The paper concludes by suggesting that PE in school needs reform to alleviate this pressure, which creates a complex and often unrecognised dynamic of vulnerability and resilience in pupils. This dynamic often has negative effects on pupils regardless of ability when responsibility is assigned too much to them as individuals. We propose increasing pupils' voice and choice in school to break their association with individualised pressure, vulnerability and resilience in PE and improve young people's physical and mental health.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 2","pages":"1038-1056"},"PeriodicalIF":2.1,"publicationDate":"2026-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70047","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148039841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Technology-enhanced learning in higher education institutions: Exploring the lived experiences of students with specific learning differences and their lecturers","authors":"Alexia Achtypi,&nbsp;Abass B. Isiaka,&nbsp;Jeremy Schildt,&nbsp;Fabio Arico","doi":"10.1002/berj.70039","DOIUrl":"https://doi.org/10.1002/berj.70039","url":null,"abstract":"<p>This paper challenges the prevailing assumption that technology-enhanced learning (TEL) inherently benefits all students in higher education, examining how undergraduate students with specific learning differences (SpLDs) and/or autism spectrum disorder (ASD) use technology for learning. Through qualitative interviews with 20 students and 17 lecturers at a mid-sized UK university, we argue that while TEL offers flexibility and multimodal access to learning, it is also mediated by exclusionary institutional contexts. We support this argument by exploring how institutional and pedagogical misalignments may hinder effective technological integration for students with SpLDs. Following Abbot (2007a), we also argue that digital inclusivity cannot be achieved solely through technology; rather, it requires a contextual understanding of individual learner needs, institutional practices and lecturer preparedness. We emphasise that to ensure students with SpLDs and/or ASD benefit from the increasing reliance on technology in higher education, institutions need to develop a holistic policy approach that takes cognisance of the complex interaction between technology, the individual and the university context.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 2","pages":"864-885"},"PeriodicalIF":2.1,"publicationDate":"2026-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70039","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148039746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Can boarding schools help looked after and vulnerable children improve academic attainment?","authors":"David Murphy,&nbsp;Gianni De Fraja,&nbsp;Mike Adkins","doi":"10.1002/berj.70040","DOIUrl":"https://doi.org/10.1002/berj.70040","url":null,"abstract":"<p>The education of children in statutory care, or at the edge of care, is a serious concern for governments and policymakers. How to promote educational opportunities for these children can involve challenging and often contentious proposals. In this paper, we study one proposal put into practice in England: the provision to children who are in statutory care, or at the edge of care, with the opportunity to attend an independent boarding school. There may be several benefits from this, including living in a safe environment, a rich and diverse curriculum, a wide range of extracurricular opportunities, extended valuing of and time given to developing academic abilities. Using data provided from the Royal National Children's SpringBoard Foundation and the Department for Education National Pupil Database, we have tested the effects of boarding for children in care, or at the edge of care, on GCSE attainment. The findings suggest a small but significant improvement for children attending boarding schools compared to matched controls not attending boarding schools. The findings support the initiative, though the small sample highlights the need for larger scale research studies to validly inform policy and practice.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 2","pages":"975-994"},"PeriodicalIF":2.1,"publicationDate":"2026-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70040","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148039828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Inequalities in school spending across local authorities in England: A time-trend analysis","authors":"Lateef Akanni,&nbsp;Davara Bennett,&nbsp;Yu Wei Chua,&nbsp;Alexandros Alexiou,&nbsp;Oluwaseun B. Esan,&nbsp;Hanna Creese,&nbsp;Obioha C. Ukoumunne,&nbsp;G. J. Melendez-Torres,&nbsp;Dougal Hargreaves,&nbsp;Benjamin Barr,&nbsp;David Taylor-Robinson","doi":"10.1002/berj.70052","DOIUrl":"https://doi.org/10.1002/berj.70052","url":null,"abstract":"<p>Investment in schools has wide-ranging implications for society, from improving learning outcomes to economic growth and social cohesion. Addressing inequalities in school funding is important, as part of an effort to guarantee equal opportunities. However, little is known about the consequences of recent changes to school funding in England on school spending, including the introduction of the National Funding Formula (NFF) policy. We employed interrupted panel regression models to assess trends and inequalities in school spending, and whether the NFF policy was associated with a decline in geographical inequalities between schools in the most deprived fifth of local authorities and the rest of England. We used routinely available school-level spending data for all publicly funded primary and secondary schools in England between 2015 and 2023, aggregated to lower-tier local authority level (<i>N</i> = 315) and adjusted for inflation. We found reduced funding for schools in England over the last decade, with clear geographical inequalities. These cuts have particularly impacted schools in deprived local authorities. While funding across schools increased after the introduction of the NFF, inequalities in spending remain. These patterns are concerning in the context of rising inequalities in educational attainment and recent inflationary pressures impacting school spending. School funding policy should take into account social factors affecting schools in deprived areas, where pupils often face higher rates of poverty, food insecurity and housing instability.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 2","pages":"1076-1091"},"PeriodicalIF":2.1,"publicationDate":"2026-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70052","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148039840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 2","pages":"837-838"},"PeriodicalIF":2.1,"publicationDate":"2026-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148072243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reimagining school leadership: A qualitative study on how distributed leadership models influence innovation culture in semi-government schools in Pakistan","authors":"Muhammad Abdullah Farooq Javed,&nbsp;Amjad Reba,&nbsp;Atifa Saleem","doi":"10.1002/berj.70016","DOIUrl":"https://doi.org/10.1002/berj.70016","url":null,"abstract":"<p>This qualitative multiple case study investigates how distributed leadership influences innovation culture in two semi-government schools in Karachi, Pakistan. Drawing on interviews, observations and document analysis, the study explores how leadership is understood, enacted and experienced in contrasting school environments; one innovation-oriented and the other traditionally hierarchical. The findings reveal that distributed leadership fosters innovation by empowering teachers, promoting experimentation and nurturing a sense of shared responsibility, and that meaningful innovation emerges not solely from formal structures but through relational flattening, where leadership hierarchies are softened to promote trust, psychological safety and shared agency. The study contributes to distributed leadership theory by foregrounding relational dynamics, rather than positional structures, as key enablers of innovation in low-resource, culturally hierarchical settings. It also challenges the assumption that distributed leadership automatically translates across contexts, instead offering empirical evidence of how relational leadership practices shape school-level change. The study offers practical and theoretical insights for education reform in the Global South.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 2","pages":"930-951"},"PeriodicalIF":2.1,"publicationDate":"2026-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148039804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Factors influencing the adoption of generative AI in education: A systematic review, proposed framework and future research agenda","authors":"Qi Tan","doi":"10.1002/berj.70059","DOIUrl":"https://doi.org/10.1002/berj.70059","url":null,"abstract":"<p>Generative AI is revolutionizing various industries, particularly in education. However, its adoption in education is still limited, with several factors yet to be systematically analysed. This systematic literature review seeks to identify and categorize the key factors influencing the adoption of generative AI among educational stakeholders, such as students and teachers. To this end, a search was conducted across three databases, namely, Scopus, Web of Science Core Collection and ERIC. Finally, 43 empirical studies were included in the final review. The findings indicate increasing scholarly focus on the factors influencing generative AI adoption in education, especially in higher education, with most studies focusing on students and varying in sample sizes. The Technology Acceptance Model (TAM) was the most commonly used model for studying the adoption of generative AI in education. The factors identified were grouped into categories such as psychological and behavioural, technological, social, conditional, quality, task-related and inhibiting factors. Additionally, some key impactful moderators were found, including gender, educational level, experience with generative AI and technological proficiency. Based on these findings, a framework for generative AI adoption in education is proposed, alongside a future research agenda. This review offers valuable theoretical insights and practical recommendations for educators, policymakers and generative AI developers in the educational context.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 2","pages":"1219-1247"},"PeriodicalIF":2.1,"publicationDate":"2026-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148039823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lost learning: Prevalence, inequalities and outcomes of internal exclusion in mainstream secondary schools","authors":"Emma Thornton,&nbsp;Qiqi Cheng,&nbsp;Ola Demkowicz,&nbsp;Neil Humphrey","doi":"10.1002/berj.70049","DOIUrl":"https://doi.org/10.1002/berj.70049","url":null,"abstract":"<p>Internal exclusion (isolation) is a behaviour management approach involving the temporary relocation of a pupil from their classroom to a designated isolation space as a consequence of disruptive behaviour. We present the first study of prevalence (i.e., what proportion of young people are isolated?), inequalities (i.e., who is more likely to be isolated?) and outcomes (i.e., does isolation impact school belonging and other salient outcomes?) of this disciplinary practice in English secondary schools, via secondary analysis of the #BeeWell dataset (<i>k</i> = 121 mainstream schools in Greater Manchester; <i>N</i> = 34,377 pupils in Years 7 and 10). 8.3% of pupils reported being internally excluded in a typical week, for a total of 8.44 hours. [Corrections added on 15 March 2026, after first online publication: “at least once a week, for an average of 8.44 hours per week” in the preceding sentence has been corrected to “in a typical week, for a total of 8.44 hours”, in this version.] Differences between schools explained 6% of the probability of pupils reporting being placed in isolation, and they were more likely to do so if they attended schools with higher suspension rates. Older pupils, boys, LGBTQ+ young people, those with special educational needs, eligible for free school meals, living in more deprived neighbourhoods and from minoritised ethnic groups were all disproportionately internally excluded. Doubly robust estimation models revealed that isolation contributes to significantly worse school belonging (<i>d</i> = −0.15) and relationships with school staff (<i>d</i> = −0.18). While there were no overall effects for perceived stress or mental wellbeing, subgroup analysis showed that internally excluded girls' mental wellbeing was negatively impacted (<i>d</i> = −0.07). We conclude that internal exclusion is a very widely used but likely discriminatory and harmful practice; accordingly, alternative approaches to managing behaviour in secondary schools are warranted.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 2","pages":"1012-1037"},"PeriodicalIF":2.1,"publicationDate":"2026-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70049","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148039830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}