Educational Settings Research Articles

Leadership Practices That Enable and Constrain Retention in Early Childhood Education and Care Settings in Australia

Australia’s early childhood education and care (ECEC) sector is in crisis, with educator job tenure decreasing and workforce supply threatened. Despite worsening retention rates, many highly skilled educators remain and thrive within ECEC settings, ensuring strong relationships and positive outcomes for children. While research has uncovered the complex organisational factors contributing to workforce retention, the leadership’s influence on educator retention remains under-researched. This paper describes a small-scale Australian qualitative study of ECEC leaders and educators using a social constructivist lens. The present study explored how positional leaders in two high-quality ECEC sites enabled educator retention, considering the perspectives of leaders and educators. Data from semi-structured interviews were analysed using the theory of practice architectures to uncover the practices and practice architectures that enable and constrain retention. This research discovered six key practices of leaders. These six practices were flexible approaches to managing individuals, proactive approaches to creating and building professional relationships with educators, prioritising educators’ professional growth, positioning themselves to enable educators’ practice, creating cohesive teams, and valuing educators and their work. The practices of leaders and practice architectures illuminated in this study may be employed by organisations in the sector to support the retention of educators.

Differential Item Functioning Due to Cultural Familiarity on a Large-Scale Reading Test: Does the Length of Residence Matter?

This study investigated potential item bias in a large-scale grade 3 reading achievement test, specifically against culturally diverse students with limited familiarity with mainstream Canadian culture. Students were classified based on their first language and length of residence in Canada, which was used as a proxy for cultural familiarity. A multi-group differential item functioning (DIF) analysis revealed that, of the five items hypothesized by content experts to require a high level of cultural familiarity, three exhibited varying degrees of DIF across student subgroups. While the performance gap between groups tended to narrow with increased exposure to mainstream culture, significant differences persisted on items requiring substantial cultural familiarity, even among students who had resided in Canada for five years or more. These findings highlight the need to refine test development practices to ensure fairness in testing and provide more valid score interpretations for diverse populations, especially in culturally heterogeneous educational settings.

Exploring the Factor Structure and Measurement Invariance of the Teacher Subjective Wellbeing Questionnaire Across Four European Countries

Teacher well-being is a psychological asset for educators, often associated with job engagement and retention. However, sophisticated measures to comprehensively assess teacher well-being are still under investigation. This study explores the factor structure and cross-country comparability of the Teacher Subjective Wellbeing Questionnaire (TSWQ) among 393 early childhood education teachers from four European countries. Exploratory and confirmatory factor analyses generally supported the TSWQ’s proposed dimensionality, identifying teaching efficacy and school connectedness as two distinct latent factors, along with indications for the existence of a general, higher-order factor. Additionally, measurement equivalence was established at all levels across the four countries. Discriminant validity analyses highlighted culturally specific nuances in the relationship between teacher well-being and burnout. The findings underscore the TSWQ’s potential to advance theoretical and methodological research on teacher well-being and broaden the instrument’s applicability across diverse educational settings.

Working Conditions and Well-Being of School Nurses in Spain: Impact on Job Satisfaction and Professional Quality of Life

Background: School nurses play a crucial role in promoting student health, addressing issues such as substance use, mental health, physical health, violence, and sexual health. However, their job satisfaction has been understudied, particularly in relation to the challenges they face. Objective: This study evaluates the job satisfaction and professional quality of life among school nurses and nurses working in educational settings in Spain. Methods: A descriptive cross-sectional study was conducted (November 2023–February 2024) with 553 nurses from various regions of Spain, using the Font-Roja job satisfaction and CPV-35 professional quality of life questionnaires. Results: Our results showed significant differences in job satisfaction between nurses in healthcare and educational settings, influenced by factors such as workload and institutional support. Most participants (97.5% women, median age ~40 years) had less than 5 years of experience. The lack of a dedicated nurse in half of the schools highlights disparities in service provision. Discussion: This study emphasizes the need for supportive policies and work environments to improve the well-being and job satisfaction of nurses in school settings.

The factors affecting teachers’ adoption of AI technologies: A unified model of external and internal determinants

Abstract This study examines factors influencing teachers' intention to adopt Generative AI technologies in education by extending the Technology Acceptance Model (TAM). The proposed comprehensive model incorporates both external factors (exposure to AI information, information credibility, and institutional support) and internal factors (intrinsic motivation and self-efficacy). A survey of 400 teachers reveals that teachers’ exposure to credible AI information positively influences perceptions of Generative AI usefulness, which ultimately impacts their intention to use AI. Importantly, institutional support has both direct and indirect effects on teachers' intention to use AI, with the indirect effect mediated by the internal factors of intrinsic motivation and self-efficacy. This research complements TAM theory by integrating psychological and contextual factors, offering a nuanced framework for understanding Generative AI adoption in educational settings. The findings suggest that for educational leaders and policymakers, developing strategies that allocate resources for infrastructure, technical support, and professional development—such as Generative AI training programs—will be crucial in driving Generative AI adoption among teachers. By addressing both external and internal determinants, this study provides a comprehensive perspective of the dynamics behind technology acceptance in the classroom.

A study on educational attainment and career development of second generation immigrants

There are second-generation immigrants across the globe. These people were born in the country one or both parents migrated to. They can face challenges different to those experienced by people whose families are native to a given country. Researchers are working towards the goal of a fairer society and, as such, many are focusing on the plight of immigrants and second generation immigrants. Tomoko Takahashi, Global Education Center, Kindai University, Japan, is a researcher whose current project focuses on the issues facing second generation immigrants when it comes to attaining education and career development. Through her research contributions she hopes to help improve the education of children with foreign roots currently attending Japanese schools. Takahashi worked as an elementary school teacher for several years and started her current project to address the situation in Japan where the Government is not accepting immigrants and doesn’t recognise foreigners residing in Japan as immigrants. She believes there is a lack of awareness, measures and support in educational settings, the workplace and society. By exploring the educational attainment and career development of the second generation, she believes it is possible to clarify the issues facing Japanese society and provide solutions. The project focuses on the children of first-generation Chinese immigrants as they encounter significant challenges relating to education in Japan. As many first-generation Chinese immigrants only speak Chinese, they are unable to help their children with their Japanese homework, give educational advice or effectively communicate with teachers.

Adolescents' Perceived Opportunities for Creative Thinking, Creative Thinking Competency Belief and Career Interest in STEM: Joint Consideration of Situated Expectancy‐Value Beliefs and Gender

ABSTRACTGender differences in creative thinking competency, career interest, and situated expectancy‐value beliefs in STEM, have been widely studied separately. This study brings these lines of research together by examining gender differences in the association between adolescents' perceived opportunities for creative thinking, creative thinking competency belief, and career interest in STEM, as well as the mediating role of STEM situated expectancy‐value beliefs. Results from structural equation models (SEMs) with 737 middle/high school students attending the Prefreshman Engineering Program (PREP) in the Southwestern United States showed that perceived opportunities for creative thinking in STEM education settings were positively associated with creative thinking competency belief and career interest in STEM, after controlling for pre‐measures and background characteristics. Multigroup SEM analyses indicated that there were no significant gender differences in the relationship between perceived opportunities for creative thinking in STEM and the two examined STEM outcomes in our student sample. A set of mediation analyses demonstrated that STEM expectancy belief, intrinsic value, and utility value serve as key mediators linking perceived opportunities for creative thinking in STEM to student STEM outcomes. However, only the indirect effect of perceived opportunities for creative thinking in STEM on creative thinking competency belief through STEM expectancy belief was significant for both girls and boys. The mediating effects of STEM intrinsic value on both outcomes and the mediating effect of STEM utility value on STEM career interest were only significant for boys and not girls. Taken together, the findings of this study advance our understanding of the benefits of opportunities for creative thinking in STEM for middle/high school students and the underlying mechanisms by which creative‐supporting contexts have influence on students STEM outcomes differently for girls and boys.

Unveiling the impact of ChatGPT: investigating self-efficacy, anxiety and motivation on student performance in blended learning environments

PurposeThis study aimed to investigate the impact of ChatGPT on students’ self-efficacy, anxiety and motivation within blended learning environments.Design/methodology/approachA correlational quantitative method was employed using the data collected through an online questionnaire distributed randomly to 293 science and engineering students from 2 state universities in South Sulawesi, Indonesia. Measurement analysis was conducted to assess instrument validity, and structural equation modeling (SEM) was used to examine the relationships between the constructs.FindingsThe results indicate that self-efficacy and motivation significantly enhance student performance in blended learning, with the positive effect of self-efficacy moderated by ChatGPT. Although anxiety had a positive, though not significant, effect, the interaction between anxiety, motivation and ChatGPT still demonstrated a positive effect on learning performance.Research limitations/implicationsThis study highlights the moderating effect of ChatGPT on motivation, anxiety and performance, emphasizing the need to understand educational contexts and individual differences. The study was limited to a specific student population and a short duration of ChatGPT usage, potentially restricting generalizability. Future research should explore diverse educational settings, disciplines, long-term effects and qualitative methods to gain deeper insights.Originality/valueThis study provides valuable new insights into the use of AI technology in education from the psychological perspective of students and offers practical implications for improving future learning strategies.

Does the Embodied Cognition Paradigm Have Implications for Learning?

Cartesian dualism, distinguishing mind from body, has significantly shaped our understanding of cognitive functions, often leading to the perception that these processes exist independently of our physical and bodily experiences. This rigid division has also influenced our approach to educational practices, which tend to be based on a theoretical understanding of cognition. However, emerging theories of embodied cognition are challenging this view by highlighting the fundamental connection between cognitive processes and bodily experiences as well as our physical interactions with the environment. These theories are increasingly supported by neuroscientific research, which recognizes the body as a crucial component of the learning process. Indeed, numerous studies indicate that incorporating bodily experiences into educational settings not only enhances learning, but also makes it more meaningful. When students participate in activities that involve movement and direct engagement with their surroundings, their ability to process and retain information improves, enabling them to translate abstract concepts into tangible forms and internalize them more effectively. This article aims to support a shift in our understanding of cognition away from the rigid dualistic paradigm toward a more holistic perspective of the educational process.

Effects of preschool staff professional development in physical activity on self-regulation, executive function and early academic learning in 3–5-year-old children: The active learning Norwegian preschool(er)s (ACTNOW) cluster-randomized controlled trial

ABSTRACT We aimed to investigate the effects of preschool staff physical activity (PA) professional development on self-regulation, executive function and early academic learning in 3–5-year-old children. A total of 1265 children from 46 preschools in Norway were randomized to a 7-month intervention or control. Main analyses included 816 3–4-year-olds who provided data at baseline, 7- and 18-month follow-ups. We measured children’s self-regulation (Head-Toes-Knees-Shoulders task), inhibition, cognitive flexibility, working memory, early expressive vocabulary, early mathematical skills (Early Years Toolbox) and physical activity (accelerometry). Linear mixed models were used to analyze the data. Results showed no effect of the intervention on cognitive or learning outcomes in the primary analyses. We found small positive effects on sedentary time (standardized effect size (ES)=-0.17, p = 0.014) and moderate to vigorous-intensity PA (ES = 0.15, p = 0.048) at 7 months, and a negative effect on low-intensity PA at 18 months (EF = −0.15, p = 0.021). Boys had a small positive effect on vocabulary at 7 months (ES = 0.23, p = 0.006), and girls a small negative effect at 18 months (ES = −0.23, p = 0.004). This cluster RCT in preschoolers supports the notion that pragmatic trials within educational settings have difficulties in providing changes to the PA practice and to impact young children’s cognitive development and learning.

Faculty acceptance and use of generative artificial intelligence in their practice

The effective integration of Generative Artificial Intelligence (GenAI) into educational practices holds promise for enhancing teaching and learning processes. Examining faculty acceptance and use of GenAI implementation can provide valuable insights into the conditions necessary for its successful application. This study consisted of a survey to measure the acceptance and use of GenAI in the educational practice of 208 faculty members at a private university in Mexico. The survey instrument used integrates elements of the Technology Acceptance Model (TAM) and the Theory of Reasoned Action (TRA). The original questionnaire was translated into Spanish and validated by experts to ensure reliability and validity in the new context. Overall, acceptance dimensions obtained middle-high results. Behavioral intention obtained the highest values whereas Subjective norm obtained the lowest values. Significant differences in GenAI acceptance regarding faculty disciplines and sociodemographics were not identified. Also, faculty GenAI acceptance is positively moderate correlated with faculty GenAI use to produce text. The identified acceptance level among faculty toward the use of GenAI in educational environments leads to expect a promising future for its integration into teaching and learning practices. In addition, further research on GenAI integration for student use and the impact of faculty training on the effective use of GenAI in educational settings are encouraged.

Attitudes towards artificial intelligence in professional and personal life

Introduction. Digital competence is seen as key to employment, education, and social domains in the 21st century. At the same time, there is no universal framework for studying attitudes towards artificial intelligence (AI) and its use in professional and personal life. Aim. The aim of the present research is to outline respondents’ attitudes towards the benefits and threats of AI that may facilitate or hinder the process of intelligent AI integration into different aspects of life. Methodology and research methods. This article outlines results from a pilot study of attitudes towards AI, conducted with a sample of 125 Bulgarian students and professionals. The research design is mixed (quantitative and qualitative) and includes questionnaire, focus groups and interviews. Results and scientific novelty. The results reveal that both young people and adults base their opinions on their assessment of AI performance and find positive implications in terms of facilitating task performance, but have strong reservations concerning job security and the use of AI in the social sphere. They also suggest that AI skills need to become integrated into education. Future research directions highlighted include differentiating between educational, professional, and personal domains and self-assessing digital literacy from an evidence-based vs. state of the art perspective. Practical significance. Insights from this study focus on mindful mindset, educational settings and the redesign of educational content, particularly forms of critical engagement and use of AI.

Education and intercultural experiences in the perspective of Protapi, a Yine anthropologist from Urubamba, Amazonia, Perú

This paper presents the research conducted by Author1 an anthropologist and leader of the Yine-Yami indigenous group in Peru, in dialogue with the work of anthropologist Peter Gow, who studied Author1 people, originally referred to as the Piro, but who now they prefer to be called by the ethnonym: Yine. The article is based on Author1 investigation, which explores the tensions that arise when indigenous communities transition from oral traditions to non-indigenous formal spaces of learning, requiring them to acquire new logics and protocols for knowledge production. In addition to drawing on insights from other Latin American indigenous intellectuals, the article highlights the importance of analyzing the perceptions of indigenous people about their educational processes, particularly in the context of contacts with non-indigenous schooling influences. We suggest that Yine schools could give more attention and value to the Gimatkalchi, also studied by Gow. We also believe that non-indigenous schools and formal education settings could learn from indigenous people and pay greater attention to their knowledge systems.

Implementation of Islamic Religious Education Learning in Inclusive Schools in Indonesia

The basic principles of inclusive education that values differences and promotes equality are very much in line with Islamic values that encourage respect for humanity, patience, and compassion for others. However, in practice, teaching Islamic Religious Education (PAI) in inclusive schools requires significant adjustments, both in curriculum preparation and in material delivery. Teachers are not only required to understand religious teachings in depth, but also need to have adaptive pedagogical skills, so that they can convey religious concepts, such as the pillars of faith, the pillars of Islam, or the stories of the prophets, in a way that can be understood by students with various limitations. Islamic Religious Education learning in the context of inclusive schools presents its own challenges for teachers, especially in dealing with students with special needs who have diverse abilities and learning styles. This study explores various strategies used by teachers in teaching Islamic Religious Education in an inclusive environment, including differentiation methods, curriculum adaptation, and collaboration between teachers, parents, and support staff. The results show that the success of Islamic Religious Education learning in inclusive schools is highly dependent on the ability of teachers to adapt learning methods to the needs of each student, as well as support from the school and family environment. The findings highlight the need for continuous professional development programs to enhance teachers’ adaptive pedagogical skills in inclusive education settings. It is recommended that schools strengthen collaboration with families and support staff to create a more inclusive learning environment for Islamic Religious Education.

A Semiotic Approach to Social Meaning in Language

ABSTRACTLinguistic awareness is a complex and multi‐layered set of processes, existing in different forms of consciousness or knowledge. Social meaning resides in the ways that people perceive linguistic behavior as patterned and predictable, depending on their experience with, stereotypes about, and understanding of different groups. Ample evidence from experimental and ethnographic work indicates that sociolinguistic processes are actively engaged in the interactional construction of meaning. Furthermore, these processes hold material power over the world and how our positions in it are constructed. Theorizing these relationships is key to advancing research on sociolinguistic awareness and control and ultimately to understanding the complex linkages between language and social categorization, as evidenced in the contributions to this thematic issue. To illustrate these points, I present data from the Quechua–Spanish contact zone in Bolivia in which speakers report hearing differences in sounds that were not manipulated by the researchers in an experimental study. Second, I examine a case study in an educational setting in which Latinx students are categorized as English language learners based on racializing discourses and biased assessment tools. Both these examples demonstrate the importance of attending to listeners’ representations of socio + linguistic information, not only that which exists in a measurable way “in the world,” but that which is filled in by social expectation and pattern recognition at a sociocognitive level. I draw on semiotic theory, in particular the device of the interpretant, to argue that social information is perceived in dynamic and varied ways as part of the sign system that constitutes language. It is not something that is added on or filtered after linguistic information; indeed, the whole concept of “social vs. linguistic” is a false dichotomy that has led too many researchers astray. The interpretant incorporates elements of our theory of the world in our interpretation of signs and provides a third “leg” to the dualistic Saussurean sign–symbol relationship. That is, our perception of the relationship between sign and symbol is itself part of the sign. This recursive relationship helps us to access the sophisticated systems of social behavior and modeling that people contain and have knowledge of, information that not only assists them in interpreting but also plays a role in constructing meaning and content of socially laden signs. Social meaning resides in the ways that people perceive linguistic behavior as patterned and predictable, yet also dynamic and available for creative play. We cannot rely only on people's experience with, stereotypes about, and understanding of different groups but must also lean toward models that allow for creativity, innovation, and shifting hierarchies. These processes ultimately have material effects on our world and on the power structures that we inhabit and reproduce through our linguistic and intellectual practices.

Validity of a User-Friendly Spreadsheet Designed for an In-Depth Analysis of Countermovement Bipodal Jumps

Countermovement bipodal jumps (CMJs), are widely used for health and performance assessment, but the software required for such analyses is often costly. The study aim was to examine the validity of an Excel/VBA spreadsheet for comprehensive CMJ kinetic analysis. The outcomes have been informed from scientific literature, and the spreadsheet includes modules for data filtering and photogrammetric analysis. To evaluate its validity, 21 participants performed CMJs on a dual force platform system, and the primary outcomes were compared with those derived from prestigious software (MARS 4.0). When jump height was calculated based on take-off speed and flight time the Mean Absolute Errors were 1.79 and 0.69 cm and the minimal detectable changes (MCD) were 1.28 and 0.16 cm. For the propulsive impulse, the error was 5.5 N · s and the MCD was 5.41 N · s. The intraclass correlations were 0.932 (0.902–0.953), 0.984 (0.977–0.989), and 0.940 (0.914–0.959), respectively, demonstrating a strong relationship, and residuals exhibited homoscedasticity. Considering the variability reported in previous studies for intra- and inter-subject comparisons, these errors are minimal, highlighting the spreadsheet’s sensitivity. With its exhaustive analytical capabilities and customizable features, this template serves as a valuable tool for trainers, physiotherapists, and academic teaching settings.

Exploring the Mediating Role of Student Attitudes in the Relationship between Dysfunctional Teams and Student Team Performance.

Recognizing the factors that cause dysfunction within a team is crucial for many teams. Growing studies have investigated the factors that affect college students' performance. This study focuses on the association between dysfunctional teams and student team performance (TP), with the mediating effect of students' attitudes towards team assessment. The data was collected from 332 students enrolled in professional courses from major universities and colleges in India. The theoretical model was analyzed using mediation analysis, taking students' attitudes as mediators of the relationship between a dysfunctional team and student team performance. The findings revealed that Student Attitudes (SA) successfully mediates the relationship between a dysfunctional team and student team performance. This study's results have significant implications for educators, institutions, and researchers looking to enhance collaborative learning and optimize team effectiveness. It contributes to the growing knowledge surrounding team dynamics in educational settings. It provides valuable insights for developing strategies and interventions to foster productive team interactions and ultimately elevate student team performance.

Beyond virtual walls: how instructor humility shapes the learner online learning experience

The benefits of learner–instructor interaction in traditional face-to-face educational settings is widely acknowledged. However, we have a limited understanding of how to improve such interactivity in online settings. This study finds that instructor humility is key to learner–instructor interaction in virtual settings: it indirectly affects learner satisfaction through learner–instructor interaction and learner intrinsic value. Learner self-efficacy moderates this indirect effect such that this impact is stronger at higher levels of learner self-efficacy. In Study 1, we employed a four-wave survey of 133 college students taking online business courses to empirically test the moderated mediation model. In Study 2, we conducted an experiment involving 420 participants that further confirmed the relationship between instructor humility and learner online learning experience. The discussion highlights theoretical and practical implications for the delivery of online education, as well as limitations and future research directions.

Dissecting the Rise of Ideological Constructs in Educators’ Pedagogical Discourse: A Critical Discourse Analysis

Contemporary classrooms have undergone significant transformations, evolving from a primary emphasis on acquiring knowledge to a crucial role in shaping individual ideologies among learners. Thus, the current inquiry intends to shed light on the means by which the instructional discourse enacted by teachers in the classroom raises the ideologies of learners. In order to acquire a set of representative data, an in-depth examination of the pedagogical discourse articulated by distinct educators was undertaken. It is posited that the application of Fairclough’s (1992) CDA framework encompassing text analysis, discursive practice, and social practice is considered pertinent for critically unveiling the underlying ideological constructs that emerged within the discourses. The research findings meticulously delineate ideologies that incorporate the principles of academic integrity and diligence, self-reflection and emotional awareness, critical thinking and independence, inclusivity and engagement, resilience, and continuous improvement. These elements are prominently highlighted and strongly promoted in academic contexts, especially in educational settings. To proficiently bolster the previously mentioned ideologies, language fulfills a crucial role in the complex mechanisms of ideological dissemination by utilizing a blend of imperatives, conditional frameworks, reflective and open-ended questions, and colloquial expressions, alongside a supportive tone and humor. The proactive endorsement and nurturing of diverse ideological frameworks significantly contribute to the comprehensive development of students, enhancing their progression not solely in academic pursuits but also in personal and social spheres. Hence, it is imperative to integrate various ideological frameworks into the classroom to embody the students' holistic development.

Physical Educators' Training and Confidence in Implementing Evidence-Based Practices for Students With ASD.

Educators working with students with autism spectrum disorder (ASD) should be utilizing evidence-based practices (EBPs) that have been identified for this group of students to promote better outcomes. Physical education (PE) teachers are highly likely to work with students with ASD in educational settings, yet little is known about their level of training and confidence in implementing EBPs for students with ASD. This study used survey methodology to ask PE teachers about their training in EBPs and their perceived confidence in implementing such practices. The results indicate that, although there was little reported training on individual EBPs specific to students with ASD, PE teachers reported feeling relatively confident in supporting students with ASD. Further findings and implications are discussed.