The role of two leadership factors (autonomy-supportive and autonomy-thwarting leadership) and one personal resource (workplace buoyancy) were examined as predictors of three teacher outcomes: somatic burden, stress related to change, and emotional exhaustion. Data were collected from 325 Australian teachers in May, 2020 during the first wave of…

Growing student populations, accountability policies, and isolation due to remote learning are impacting teacher retention. The present study used narrative inquiry to explore the beliefs, contexts, and experiences that shape principals' perceptions of their role in buffering teacher stress, burnout, and attrition. The researcher worked with…

This article explores the nature of reflective practice in a professional development process based on lesson study. The authors examine how a lesson study model initiates reflection as a meta-action scaffolding reflective practice among teachers of English as a foreign language (EFL) at a university in Turkey. Fieldnotes, interviews, and audio…

The purpose of this study was to contribute to the body of research on the factors which influence job satisfaction and retention of business faculty in higher education. This study utilized the National Study of Postsecondary Faculty NSOPF: 2004 which is a nationally representative sample of higher education faculty and was sponsored by the NCES…

Practitioners and scholars of academic advising have long grappled with the professional status of the field. To better understand the characteristics of professionalization and the obstacles that stand in the way of professionalizing the field, a structured review of the literature from 1980 to 2016 was conducted. Three characteristics of…

With many Irish teachers migrating to England, and with the Irish education system moving in a more neoliberal direction as accountability slowly permeates the landscape, this paper reports on Irish migrant teachers' experiences and perceptions of autonomy and accountability in the English education system, where accountability is perhaps more…

Neoliberal approaches to education policy have led to increases in teacher and student accountability, a preference for evidence-informed measurable outcomes and the standardisation of teaching and learning. Judgements of quality teaching and teacher practice are increasingly focused narrowly on students' testable knowledge and skills. This is…

The present study was an attempt to investigate the perceptions of the Iranian foreign language policy makers as articulated in Iran's foreign language policy document using a systemic functional linguistics approach. To this end, the type of processes and participants who have been used in Iran's foreign language policy document were identified…

The purpose of this paper is to extend Bunnell's (2016) thesis that international education teachers (IETs) are forming a 'global educational precariat'. The paper draws upon interview data from a larger study of international teachers in two international schools in Shanghai, China. In order to substantiate and develop Bunnell's thesis, narrative…

In 2018 it is 30 years since the Educational Reform Act of 1988 introduced a National Curriculum to England, Wales and Northern Ireland. This article questions whether this policy became something to be celebrated, commemorated or ignored. The National Curriculum for history has proved contentious in media and academic circles, but the focus has…

In education, there is a common understanding that teachers contribute significantly to the motivation of their pupils. However, the instructors' own psychological needs in the tradition of the Self-determination Theory (Ryan and Deci Self-determination theory: basic psychological needs in motivation, development, and wellness, Guilford Press, New…

The purpose of this multiple case study was to examine the practices and perspectives of four music teachers who integrated popular music and informal music learning practices into their secondary school music programs in the United States. A primary goal was to understand music teachers' process of enacting change. Data included 16…

United States principals are exiting the profession in epidemic numbers (School Leader Network, 2014). Approximately 25,000 or 25% of principals leave the profession each year and an astonishing 50% of new principals exit the profession by their third year in leadership (School Leaders Network, 2014). Turnover is costing school districts an…

As part of a larger qualitative case study, this article explores the notion of teacher leadership in English as a Foreign Language (EFL) context and a higher educational institution in Saudi Arabia. Twelve EFL teacher leaders were interviewed to understand their perceptions of teacher leadership practices in the EFL context. Qualitative data were…

Americans with a disability are substantially less likely to be employed than those without a disability. Among those with a disability who are employed, additional layers of inequality have been established, including wage differences and access to benefits. Education is generally viewed as a pathway to professional work with good wages,…