This research aims to explore and compare descriptive context-specific characteristics and workplace outcomes of the studies on teachers' emotion regulation (TER) at primary education (PE) and secondary education (SE) levels. A systematic review with a mapping approach was employed on NVivo 14 to provide a thorough overview of TER studies in the…

This scoping review explores the role of school leadership in the improvement of teacher well-being by utilizing the Locus of Control (LOC) Framework identified by psychologist Julian Rotter in 1954. The internal and external environments impacting teacher well-being were explored, and the specific responsibilities of school leadership were…

Over the last decades, extensive research has given considerable attention to teachers' burnout. Owing to its negative personal, organizational, and social impacts (e.g., mental ill health, decreased work performance, turnover), intervention and prevention efforts have consequently been employed to minimize the effects of this phenomenon/syndrome.…

This work presents a bibliographic review of research related to the subject of learning transfer. Here, we seek to understand its concept, its dimensions, and the factors that influence its achievement. The review allowed us to verify empirical studies carried out that show which variables can facilitate or hinder transference, as well as the…

This book presents a systematic literature review focusing on studies examining teachers' participation in professional development (PD) within Germany, Austria, and Switzerland since 1990. It has identified 81 relevant studies and summarizes the results while answering the following research questions: What are teachers' self-reported reasons…

This paper advances our understanding of how schools can become change agents capable of transforming local practice to address the challenges arising from the COVID-19 pandemic. It presents a novel application of cultural-historical activity theory to reinterpret evidence on widespread learning loss and increasing educational inequities resulting…

Quality teaching depends on a wide array of personal and contextual factors. An emerging and substantial body of literature has reframed the focus on teaching quality by examining how teachers' abilities to influence student achievement change over the course of their career and how these changes are influenced by the context in which they work.…

Collaborative inquiry (CI) has emerged as a dominant structure for educator professional learning in the twenty-first century. CI engages educators in collaboratively investigating focused aspects of their professional practice by exploring student responses to instruction, leading to new understandings and changes in classroom teaching. However,…

The increasing complexity of the workplace environment requires teachers and professionals in general to tap into their social networks, inside and outside circles of direct colleagues and collaborators, for finding appropriate knowledge and expertise. This collective process of sharing and constructing knowledge can be considered "networked…

It is challenging for ex-practitioners beginning to teach in higher education settings due to their long experience in other fields. In this paper, as an example of a nexus of practitioners and academics, the focus is the issues of novice teacher educators at the beginning of their careers and support programmes for them. Three factors were…

This paper aims to broaden the discussion about effective teacher preparation by exploring three hypotheses designed to expand the early care and education (ECE) research agenda: (1) Both the content and the method of delivery of an educational degree influence teacher practices; (2) Teachers' ability to apply knowledge and skills effectively…

Explores the characteristics and attitudes of faculty participating in college learning communities, what faculty value about the experience, opportunities for intellectual inquiry offered by the models, issues encountered in teaching in this context, and implications for the future of faculty work. (MSE)

Although part-time faculty are found in all of higher education, they are especially prevalent in two-year colleges, with a 1993 study finding that 65% of two-year college faculty were employed part-time. Since the 1980's, considerable research has been conducted on issues related to the use of part-time faculty in community colleges, such as…

Domains of faculty research development are considered, with attention to various scholarly activities such as publishing in journals, editing books/monographs, publishing book reviews, and delivering papers at professional meetings. A cognitive map of faculty development is presented that incorporates findings from the literature on the sociology…

Need-based theories of work motivation are considered with particular reference to university faculty; it is hypothesized that three different types of people are attracted to the academic setting: (1) those who want to teach, (2) those who want to do research, and (3) those who want to do both. According to need theories, certain fundamental…