This dissertation investigated the racial bias and discrimination perceived by self-identified Black teachers in international schools. The literature starts with a historical account of the racial prejudice and discrimination in the United States toward Black teachers and the founding of the first schools in North America, Asia, Africa, South…

This explanatory sequential mixed methods study was designed to determine, from the perspective of beginning teachers, the extent to which the COVID-19 pandemic affected their intentions to remain in teaching. There were two additional goals in conducting the study: (a) to determine the key practices, supports, or events that played a role in…

This qualitative phenomenological research sheds light on educational leaders' views on laws about chronic teachers' absenteeism. Chronic teacher absenteeism remains a significant issue in public schools in America. Twenty-nine percent of public school teachers are chronically absent in their classrooms each year. That phenomenon culminates in…

This article examines the teach-outs organised by staff and students at Lancaster University during the 2021-22 UCU strike. Guided by a critical discourse analysis of blog posts co-produced by staff and students during the strike and teach-outs, this article will examine how the teach-outs developed an education programme critiquing the neoliberal…

School psychologists have the psychological and consultative expertise necessary to support teachers who are vulnerable to stress. Transactional theory offers a lens to guide such support, as it posits that each teacher's unique appraisals of their work demands and resources determine the degree to which they are at risk for stress. This study…

Policies related to the COVID-19 pandemic shifted many extension programs from face-to-face delivery to virtual delivery. As a result, community nutrition programming offered through extension shifted. Despite the limited literature that currently exists related to the virtual delivery of adult community nutrition education programming, there are…

Scholars have identified Physical Education (PE) as a marginalized subject within schools. This may lead to feelings of isolation, marginalization and reality shock and may end in washing out of best practice or exiting from the profession altogether. Some Physical Educators choose to leave the K-12 classroom and pursue a career in teacher…

This article explores the intersectionalities of teaching, and the personal and professional identity of a Primary Education teacher who reflects what it meant to be a teacher during the pandemic, his experiences of teaching and learning, his relationships with the students, and his future perspectives. Using an autoethnographic approach, we draw…

Background: The COVID-19 pandemic forced districts to rapidly adjust their policies in ways that altered teachers' working conditions. Teachers' perceptions of how conditions changed could impact their well-being, job satisfaction, and organizational commitment. Purpose: We examined the relationships between Virginia teachers' perceptions of how…

This non-experimental, quantitative correlation study aimed to see if a correlation existed among variables of years of teaching experience and teacher leadership styles, burnout, school culture, and teachers' perception of school leadership. Transformational leadership provided the theoretical framework for this study. This study was significant…

While it is commonly believed that teachers take more absences than other professionals, few empirical studies have systematically investigated the prevalence of teacher absences in the U.S. This study documents the level of teacher absences and compares it with other college-educated workers. Using the Monthly Current Population Survey between…

Taiwan's government launched the Bilingual 2030 policy to create a bilingual nation by 2030. The aim is to improve global mobility by promoting English and Mandarin Chinese proficiency. This study explores how bilingual teaching job demands--work pressure, cognitive demands, and emotional demands--and job resources impact teacher self-efficacy…

Low rates of teacher retention in Title I schools is negatively impacting teaching and learning for our neediest students. When teachers do not stay in schools for 10 or more years, they lack the institutional memory and social capital needed to build and sustain strong relationships with school constituencies. Working in a Title I school for 10…

The purpose of this qualitative descriptive study was to explore how charter schoolteachers describe their experiences with the job demands and resources influencing their intent to leave the charter school sector in northeastern United States. The theoretical foundations for this study include the job demands and resources theory and the concept…

Teaching in K-12 settings is demanding and can lead to high levels of teacher stress. As a result, teachers can experience burnout and psychological distress, which can cascade and may result in teachers leaving the profession, especially teachers who are towards the beginning of their career. As a result, Mindfulness-Based Intervention (MBI)…