Teacher collaboration (TC) is an effective means of enhancing teachers' psychological factors towards their jobs. Yet research on the extent to which the personal and structural characteristics and their synergistic effects of collaboration on teachers' psychological factors remain ambiguous. This study examines the effects of TC on…

Maintaining the teacher workforce in science, technology, engineering, and mathematics (STEM) has been a perpetual challenge in US public schools' teaching rosters. Prior reports show the supply of new STEM teachers into the profession has declined over time while demand for instruction in STEM fields continues to grow. This paper seeks to…

The purpose of this document is to help education agencies identify the types of workforce data that are most useful for understanding immediate teacher shortages and monitoring educator supply and demand, as well as best practices for using these data. This resource supplements the information in the "Forum Guide to Staff Records"…

Despite significant interest in Career and Technical Education (CTE), little is known about CTE teachers. Using ten years of Maryland administrative data, we find that almost one-fifth of CTE teachers enter the profession with a high school diploma or associate's degree, reflecting state policies allowing trade/industry professional experience to…

Business schools frequently utilize AACSB's Salary Survey ("Staff Compensation and Demographic Survey," or the "SCDS Report") to benchmark salaries being offered by other schools. While providing averages based on a national sample, the "SCDS Report" obscures differences that might exist in salary averages between…

Schools are increasingly responsible for providing mental health support to students. These include universal, or school wide approaches such as positive behavioral intervention supports (PBIS), and/or social emotional learning. While teachers play a vital role, there is scant literature addressing secondary teachers' perceived ability in…

The impact of digitalisation on everyday life has necessitated the need for learners to acquire digital competence as part of their education. In order to prepare students to become digital citizens, it has become necessary for teachers to acquire and implement digital competence in the classroom. This study applied the DigCompEdu framework to…

This research examines the implications of professional vulnerability (PV) during physical literacy (PL) teacher professional development, through the lens of structural and micropolitical theory in the United Kingdom (U.K.). The research was conducted over a twelve-week period with qualified teachers across primary and secondary school contexts,…

We conducted a systematic review to estimate the efficacy of current attention-deficit hyperactivity disorder (ADHD) training programs delivered to general education elementary school teachers (GEESTs) in Saudi Arabia and understand how well Saudi GEESTs are prepared to work with students with ADHD. OneSearch@IU and Google Scholar were used to…

Purpose: To examine the contextual and personal factors that influence teachers' reported adoption of one or more instructional models (IMs). Methods: Participants (n = 25) were interviewed that reported adopting Sport Education; Teaching Games for Understanding; Teaching Personal and Social Responsibility; and/or Sports, Play, and Active…

This follow-up study compared two teacher cohorts: teachers with and without persistent turnover intentions. Burnout symptoms including exhaustion, cynicism towards the professional community, inadequacy in teacher-student interaction, and perceived teacher-working environment fit in terms of received recognition and constructive work climate were…

School requests for professional learning on adolescent literacy often stem from low or stagnant reading scores on state standardized assessments and legislative policies that require educators to complete literacy coursework. These decisions are often made without teachers' voices, requiring teachers to take coursework they may not need or learn…

Professional development providers often struggle with how some teachers take up and internalise new instructional practices while others have difficulty implementing new ideas and strategies. Teacher personal characteristics account for only part of this differentiation in learning, and there are unanswered questions regarding how organisational…

This study uses data from the sixth national quinquennial survey on teaching and assessment methods in economics, also known as the "chalk and talk" survey, to examine, for the first time, how instructor, departmental, and institutional characteristics may contribute to the use of references to diversity, inclusion, and gender issues in…

This paper explores the experiences of educators in Australia with doctoral qualifications and how they perceive their knowledge and research skills to be valued and leveraged as legitimate funds of knowledge in school environments. Findings from an online survey and four semi-structured interviews provoke further consideration of how teachers'…