This study aimed to design a localized model for documenting the knowledge of biology teachers in Baghdad secondary schools, based on the principles of micro educational management. Micro educational management conceptualizes the teacher as a leader at the classroom level who manages the teaching and learning process through moment-to-moment decision-making and continuous reflection. Within this framework, a teacher’s professional knowledge is categorized into three types: “substantive knowledge” (scientific concepts), “contextual knowledge” (lived experience), and “explicit knowledge” (observable documentation). This qualitative study was conducted within an interpretive paradigm, employing semi-structured interviews, participatory observation, and document analysis of 12 biology teachers in four schools in Baghdad. The data were analyzed using the Attride-Stirling thematic analysis method. Findings led to the extraction of five basic themes: documentable content as substantive knowledge, strategies for recording and organizing knowledge, implicit and non-recordable knowledge, criteria for selecting documentable content, and enablers and barriers to documentation. These themes were ultimately integrated into an overarching theme entitled “The Intelligent Model of Teacher Knowledge Documentation within the Framework of Micro Educational Management.” This model demonstrates that documentation becomes intelligent and effective when the teacher, guided by reflective and situational rationality, assumes the role of a knowledge manager and designer, establishing interconnections among the three types of knowledge. This process transforms documentation from a mere administrative task into a research-based and knowledge-creating practice that leads to sustainable individual and organizational learning. The results indicate that implementing this model can foster teachers’ professional growth, strengthen the school’s intellectual capital, and enhance the quality of biology instruction. The study underscores the necessity of institutionalizing documentation within the school culture and providing institutional support for teachers to realize micro educational management.

Observations and perspectives of peer professionals involved in civil commitment rulings for individuals with mental illnesses in South Korea.

A Qualitative Analysis-Enhancing Faculty Academic Success Through Team-Based Mentorship: 5-Year Insights.

In school settings, language plays a crucial role in the transmission of knowledge. This case study describes and compares the Pedagogical Scientific Language Knowledge (PSLK) of a novice and an experienced junior high school chemistry teacher. Data were collected from 40 classroom observations, as well as semi-structured and post-class interviews. Using the PSLK framework, we evaluated the teachers’ performances across PSLK elements. Results revealed distinct PSLK characteristics and teaching differences between the two educators. The experienced teacher demonstrated effective integration and adaptive optimization of scientific language strategies, including multimodal scaffolding, conceptual-language synergy, and contextualization in real-life situations. In contrast, the novice teacher adopted fragmented and formulaic approaches, characterized by inconsistent terminology use, superficial connections between concepts and language, and limited adaptability in teaching strategies. These findings underscore the need for teacher education programs to explicitly foster the systematic integration and adaptive use of PSLK to support the professional growth of novice teachers.

The 2024 medical education crisis in Korea renewed attention to medical students’ professional identity formation and underscored the importance of medical humanities education. Although humanities programs have expanded across Korean medical schools, their impact on student learning outcomes has not been systematically synthesized. This review examines empirical evidence on medical humanities interventions in Korean undergraduate medical education. Following PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-analyses) 2020 guidelines, we searched PubMed, KoreaMed, KMBASE, and RISS for studies published between January 2000 and May 2025. Eligible studies reported empirical outcomes from interventions involving Korean undergraduate medical students. Program outcomes were categorized using the Best Evidence Medical Education-modified Kirkpatrick evaluation model. Of 121 records screened, 14 met the inclusion criteria. Common program types included medical ethics, community engagement, reflective practice, and professionalism, often delivered through interactive methods such as discussion, debates, and group activities. Assessments relied exclusively on self-reported surveys and ref lective writing. Overall, programs demonstrated short-term improvements in empathy, professionalism, and ethical reasoning, which were classified as Kirkpatrick Level 2 outcomes. No study provided evidence of Level 3 behavioral change. These findings reflect progress in Korean medical humanities programs while emphasizing the ongoing need for outcome-based evaluation and broader curricular development. This review provides a foundation for designing strengthened medical humanities programs, broadening curricular scope, and developing assessment strategies that better capture how humanities education contributes to students’ professional growth within the rapidly evolving landscape of Korean healthcare.

This study examined the influence of school heads’ leadership styles on teachers’ job satisfaction in selected public primary schools in Mkuranga District, Coast Region, Tanzania. Leadership plays a pivotal role in shaping teacher motivation, engagement, and school performance. A mixed-methods approach was employed, integrating quantitative and qualitative data. The study targeted school heads, deputy heads, and teachers, with a sample size of 120 participants. Data were collected using structured questionnaires for teachers and in-depth interviews with school heads. Quantitative data were analyzed using descriptive statistics, while qualitative data were interpreted through content analysis. Findings revealed that school heads practiced a combination of directive, supportive, participative, and achievement-oriented leadership styles, with varying impacts on teachers’ job satisfaction. Supportive, participative, and achievement-oriented styles were associated with higher teacher motivation, engagement, and commitment. Teachers reported greater satisfaction when school heads communicated effectively, treated staff fairly, involved them in decision-making, and recognized their contributions. Directive leadership, when dominant, was perceived as authoritarian and less effective in enhancing teacher satisfaction. School-specific results showed School A favoring supportive leadership, School B participative, School C achievement-oriented, and School D predominantly directive. Qualitative interviews confirmed these findings, emphasizing that combining leadership styles according to situational needs enhances teacher morale and professional growth. The study concludes that adaptive leadership practices that prioritize support, participation, and achievement orientation are essential for promoting teacher satisfaction in public primary schools. It recommends that school heads involve teachers in decision-making, recognize their efforts, and provide guidance and resources to improve motivation, teaching quality, and overall school performance..

Since English improves academic communication, facilitates access to worldwide scientific sources, and supports professional development in international contexts, it has become an essential skill in physics education. Finding out how physics instructors and students perceive the importance of English in physics education and professional growth is the aim of this study. Forty-eight physics education students and 27 physics teachers participated in a quantitative survey. A validated survey with 50 Likert-scale items (Cronbach's Alpha = 0.84) was used to gather the results. Statistical methods that were both descriptive and inferential were used. The findings show that both groups had favorable opinions of English's involvement, with physics teachers indicating greater levels of perceived importance (M = 4.38) than students (M = 3.98). Professional communication, career advancement, and access to global scientific information were among the main perceived advantages. However, problems with qualified English language training and institutional assistance continued. The study concludes that, while taking local contexts into consideration, institutional strategies should support English literacy as a critical component of physics education.

The aim of this study was to examine the inclusive leadership behaviors of school administrators from teachers’ perspectives. A phenomenological qualitative design was employed, with semi-structured interviews used for data collection. The sample consisted of 20 teachers from public schools, selected through maximum variation sampling, including 5 preschool, 5 primary, 5 middle, and 5 high school teachers. Findings indicate that administrators demonstrate inclusive leadership behaviors across four themes: justice- and equality-oriented management, participatory and transparent decision-making, supportive and empowering leadership, and leadership emphasizing innovation and professional development. Teachers reported that administrators assign tasks according to competencies, prepare schedules fairly, avoid personal biases, and balance workloads. They also noted that their opinions are considered in decision-making, joint decisions are made via surveys and voting, regular meetings are conducted, and transparency is maintained. Administrators recognize teacher achievements, show genuine concern, and foster a sense of value. Regarding professional growth, participation in in-service training is encouraged, innovative approaches are adopted, and necessary teaching materials are provided. These findings suggest that administrators’ inclusive leadership supports teachers’ professional resilience, fosters a positive organizational climate, and may contribute to improved educational quality and overall school effectiveness.

This study looks at how people feel about TikTok, especially how they use it, how it affects their mental health, and how it affects their professional growth. TikTok is a popular social media site that is mostly known for its entertainment value. It has become a global phenomenon, especially among young people. A quantitative methodology employing a descriptive research design was utilized, gathering data from 300 participants aged 18 and above. The results show that the main reason people used TikTok was for entertainment, with 81.5% of users saying it was fun. Other reasons, like making friends, being creative, and learning, were seen as less important. Even though many people liked TikTok, 78% of those who answered said they didn't think it helped them learn work-related skills. Also, 32% of users said that the platform could lead to addictive behaviors, even though it didn't have a completely bad effect on mental health. The study emphasizes TikTok's primary function as a source of entertainment, while also expressing apprehensions regarding its impact on productivity and mental health. Subsequent investigations ought to examine the enhanced application of TikTok in educational, corporate, and mental health domains.

The need for empathy is evident in Australia, which is just one country experiencing continued migration. Within ethnic groups, there is a diversity of languages and help-seeking behaviour. The reason for using cultural empathy is that empathy is a social construction that requires a shared responsibility, stemming from social and historical forces that affect immigrant women across Australia. This article examines the psychological and bilingual counselling literature published between 2001 and 2025, focusing on articles on empathy, culture, and training. It examines psychological counselling and social work theories to identify the need for counselling to be delivered to pluralistic populations. This article highlights the importance of ethical cultural empathy in adult education, particularly in breastfeeding peer support. The small group sessions focus on the experiences of breastfeeding. Insights gained through empathy can foster understanding, enhance professional growth, and provide therapeutic benefits, ultimately contributing to a more inclusive community. Research findings indicate that there are various styles of empathy. Without empathy, clients may establish rapport and trust, but they are less likely to accept advice that encourages them to explore their issues more deeply. Suitable options aligned with individual needs include intrinsic motivations, which are especially relevant to the client's desire for action and advice, as well as achieving emotional stability in others. Conclusion: According to the literature, contemporary pluralism in Australia suggests that immigrants can be a resource, as they possess cognitive skills and language competencies. Breast milk has been extensively studied and is known to possess immunological protective properties.

Young university lecturers constitute the vanguard of higher education development, with their teaching competence directly influencing the quality of talent cultivation. Against the backdrop of increasingly robust external training support systems, exploring the endogenous drivers and pathways for enhancing their capabilities has become particularly crucial. This paper, grounded in reflective practice theory and considering the career development characteristics of young university lecturers, systematically explores intrinsic pathways for enhancing their teaching competencies. The research posits that the essence of teaching competency enhancement lies in a continuous, self-directed process of professional growth, with the core intrinsic pathway being the deepening of reflective practice. Specifically, this can be achieved through: - Fostering metacognition about teaching practices via systematic teaching journaling; - Realising the creative integration of teaching theory and personal practice through sustained action research; - Expanding professional horizons through dialogue and observation within reflective learning communities; - Ultimately attaining autonomous and sustainable teaching competence by developing personal practice theories. This research provides theoretical reference and practical guidance for young university lecturers to overcome professional development bottlenecks and achieve endogenous growth.

This research aims to discover the experiences of preservice English teachers during their teaching practice in Islamic state universities in West Sumatera Province, Indonesia and the unique difficulties they face. Using a descriptive quantitative design, the researchers gathered data from 150 respondents through the questionnaires in five primary areas: linguistic challenges, teaching difficulties, mentorship and supervision, school support, and school culture. Evidence collected during the research detailed that participants 72% could not explain their lessons in English, and classroom talk was identified to be a significant barrier 68%. Students also experienced difficulties in pedagogy, with respondents reporting low confidence in the use of diverse teaching strategies 61% and a lack of confidence 66% in the use of technology in teaching. In terms of supervision, 70% of respondents did not receive sufficient feedback from their mentors, and 63% of respondents described the lack of dialogues and discussions on teaching and learning strategies. Respondents also described their school as having little support and supervision. Other challenges respondents described included lack of internet 75% and their school was also described as remote (62%). In the area of organizational culture, respondents 78% remarked that the teaching practice was too brief to establish relationships with the teachers, and 67% described the work environment as having little to no participation. These findings highlight significant gaps in language proficiency, pedagogical preparedness, quality of mentoring and institutional coordination which significantly impact the professional growth of preservice teachers.

Objective. To analyze the development of the corporate publication «Bibliotherapist» over a ten-year period and to assess its role in fostering the professional growth of the Scientific Library staff of KhNMU. Methods. The study draws on a retrospective analysis, content analysis of the publication’s issues, and examination of statistical data from the university repository. Special attention is devoted to the stages of development, communication strategies, and student involvement in the publication process. Results. The research identifies the key stages in the publication’s development and highlights the factors contributing to its growing recognition both in Ukraine and abroad, particularly due to its visibility in the KhNMU repository. The involvement of students in the creating special issues and their role in the editorial board also emphasized. Conclusions. The «Bibliotherapist» bulletin has become an effective tool of communication between the library and the university community, as well as with external audiences. The publication contributes to the development of library journalism and reinforces the library’s cultural and educational mission.

This study aimed to pilot test the CARE (Commitment-Awareness-Restorative-Engagement) Program and Holistic Wellness Tools for teaching and non-teaching personnel of Bicol University College of Education (BUCE), gather participants’ feedback, and design a final form for the CARE Holistic Wellness Program and Self-Care Tools. The program incorporated a webinar and evidence-based self-care strategies to enhance faculty and staff well-being and professional performance. A pilot test involving 21 participants utilized a mixed-methods approach, including self-care journaling, program evaluations, and feedback collection. Findings indicated a positive shift in BUCE's organizational culture, characterized by improved communication, collaboration, and mutual support among personnel. The quantitative analysis of the CARE program webinar evaluation garnered a mean score of 4.85, meaning the seminar was highly effective. The program demonstrated (1) increased awareness of wellness activities and self-care practices; (2) enhanced job satisfaction; (3) usability and accessibility of self-care tools; and (4) identification of individualized self-care preferences. Five key self-care practices emerged: 1) adequate sleep, 2) regular exercise, 3) dedicated relaxation time, 4) feeling refreshed upon waking, and 5) engaging in stress-reducing activities. The standardized self-care tool data revealed that participants required significant intervention in physical well-being, while moderate intervention was needed in mental, emotional, spiritual, professional, and social well-being. The study culminated in the development of "Customized Wellness Journaling," aligned with the CARE Program. The results underscore the importance of prioritizing employee well-being to foster a supportive work environment conducive to personal and professional growth. Recommendations include promoting face-to-face wellness activities, establishing wellness hubs, and utilizing customized self-care journals to encourage sustained healthy habits. Tailoring wellness journals to the specific needs of each educational institution is advised for maximum effectiveness.

This paper examines how critical thinking, collaboration, and digital literacy are being incorporated into the classroom contexts and how these necessary 21st-century competencies are being instructed, graded and viewed by teachers and learners. Observations were conducted in the classroom, interviews were held with the teachers, as well as the analysis of documents in two secondary schools, and the results could give us an idea about the challenge of integrating skills and the frequency and quality of the processes. The results are that, although digital literacy has the most integrated and well-received skills, critical thinking and collaboration have a lot of challenges associated with teacher preparedness, resource constraints and curriculum inflexibility. The activities most often implemented and the most satisfactory in terms of student engagement and their performance were those that concerned digital literacy. Conversely, critical thinking and collaboration were also not as often instructed, and teachers showed an intermediate level of confidence and acted more often in collaboration. The research paper reveals the necessity of working on specific professional growth, the change of curriculum, and the allocation of more resources towards the accommodations of the 21st-century skills in the classroom, such that the students would be ready to possess the competencies that would ensure their success in the rapidly transforming world.

This systematic literature review explores how STEAM education is implemented through the Montessori Method for children aged 3 to 6. Following PRISMA protocols, 11 studies (2006–2023) were analysed, focusing on pedagogy aspects, curriculum, activities, teacher training, and child development. The findings highlight strong connections between Montessori pedagogy and STEAM, revealing positive impacts on children's learning and teachers' professional growth. Future research should explore how Montessori-based training can enhance educational practices, especially regarding teachers’ action research and the integration of STEAM in early education.

At the CONNECT 2025 symposium, held in Neum, I had the opportunity to meet professors and colleagues from different European countries and to participate in a range of educational and highly engaging activities. For me, the innovative World Café format provided a particularly valuable opportunity for intensive exchange of ideas, exposure to diverse approaches to problem solving, and meaningful scientific networking. This symposium is of special importance as it promotes and strengthens regional and international cooperation while actively supporting and encouraging young researchers in their scientific development, with the strong support of the German Academic Exchange Service (DAAD). The presentation of research groups proved to be highly motivating for early-career researchers, offering insight into different scientific environments and research cultures. Overall, CONNECT 2025 represents an important platform for building academic networks, fostering collaboration, and inspiring young scientists to continue their professional growth.

IMPORTANCE:This study provides nationally representative data on critical care advanced practice provider (APP) workforce structure and practice, addressing gaps in onboarding, productivity assessment, and administrative roles that influence workforce sustainability.OBJECTIVES:To analyze the composition of the clinical practice and workforce demographics of critical care medicine APPs.DESIGN, SETTING, AND PARTICIPANTS:We utilized a cross-sectional survey, which was distributed via email through the Society of Critical Care Medicine email list, targeting critical care APPs.MAIN OUTCOMES AND MEASURES:A total of 518 critical care APPs participated in the survey, comprising 63.2% advanced practice registered nurses, 28.8% physician assistants, and 8% clinical nurse specialists. The majority of the sample APPs worked 12-hour shifts covering days, nights, and weekends, with over 50% managing 6–10 patients per day shift. Common billing practices included critical care time (60.6%) and bedside invasive procedures (64.3%). Formal onboarding was reported by 68.6% of respondents, with academic hospitals more likely to offer such programs than community hospitals (72.3% vs. 27.7%; p < 0.001). Administrative APP roles were more prevalent in academic centers (p < 0.001) and were associated with greater access to professional development opportunities (p < 0.001). A significant proportion of respondents (41.5%) reported that their productivity was not formally measured. Notably, 22% of respondents reported an intent to leave the profession, particularly those lacking leadership or professional growth opportunities (p < 0.01).CONCLUSIONS AND RELEVANCE:This study captures practice trends and demographics of the critical care APP workforce. Day-to-day tasks among all respondents were globally clinically focused, but there were disparities in workload distribution, onboarding, productivity measurement, and administrative roles across types of centers. Additionally, there was significant association between limited professional growth opportunities and intent to leave critical care. These findings underscore the need for healthcare systems to invest in structured support, leadership development, and professional growth to enhance APP retention, engagement, and productivity. Further research is needed to identify efficient workload and staffing models.

This study inquired into the coping mechanisms of Elementary School Heads in Masbate Province in facing challenges along curriculum implementation and human resources management. The study used a qualitative research design and conducted face-to-face and online interviews, as well as administered a research questionnaire, to gather data from 12 Elementary School Heads in Masbate Province. Thematic analysis was utilized to analyze the data. The findings of the study indicate that School Heads have coping mechanisms in facing challenges along curriculum implementation in teacher readiness, teacher resilience and adaptability, limited resources and infrastructure, limited time, issues on assessment and evaluation, parental and community participation, political and administrative issues and student-centered issues and along human resources such as teacher retention practices, mental health and well-being improvement, workplace, practice, inclusivity and rule observance, development of skills and training, resources and financial support, and technology issues solutions. Based on the findings, the study recommends the conduct of LAC Sessions and Focus Group Discussions, apply of sound resource management, provision of interesting activities to motivate and engage learners to be involved in the teaching-learning process, engage community stakeholders in aiding education and connecting with parents and involving them in supporting the curriculum, ensuring that the curriculum caters students in diverse learning styles, backgrounds, and skills and working together with the teachers to improve and maintain infrastructure and facilities. For the human resources challenges, the following are recommended: conduct of regular meetings with employees and constant feedbacking, conduct rewarding and recognition mechanisms, out of school gatherings/activities LAC sessions on resolving conflict stress management and mental health issues, provide training and seminars, performance evaluations and provision of training on regulations and compliance, upskilling opportunities in the utilization of ICT or social media and other digital platforms, resolving resource management and financial constraints issues, involving the community and stakeholders, managing skills and diversity involvement. Elementary School Heads may use the coping mechanism framework developed from the gathered data. For the curriculum implementation challenges, include professional growth and empowerment. Good management of resources, student-centered knowledge and involvement, community and parental participation, teacher resilience in adapting curriculum implementation, and improvement of infrastructure and facilities. For human resources management challenges: teacher retention practices; improvement of mental health and well-being; workplace practices; inclusivity and rule observance; skill development and training; provision of resources and financial support; and solutions to technology issues.

Retaining nurses is a worldwide issue, especially in developing nations, impacting the quality of healthcare services and the overall nursing workforce. This study aimed to assess the intention to stay in the nursing profession and its determinants among nurses in selected public hospitals in Southern Ethiopia in 2024. An institution-based mixed-method study was conducted from March 1 to April 1, 2024, using quantitative (n=228) and qualitative (n=12) data. Participants were selected by systematic random sampling for the quantitative study and by purposive sampling for the qualitative interviews. Data were collected using a self-administered questionnaire and a semi-structured interview guide. Quantitative data were analyzed using logistic regression in Statistical Package for the Social Sciences (SPSS) version 25, and qualitative data were analyzed thematically. Overall, 44.19% (n=95) of nurses intended to stay in the profession. Significant predictors included years of experience (adjusted odds ratio [AOR]=16.88, 95% confidence interval [CI]: 2.20 to 29.20), monthly income (AOR=4.86, 95%CI: 1.16 to 20.24), job satisfaction (AOR=12.31, 95%CI: 2.24 to 27.69), and organizational constraints (AOR=0.14, 95%CI: 0.03 to 0.59). Qualitative findings highlighted two main themes: intentions regarding staying and factors affecting nurses' intentions. Nurses’ intention to remain in their profession in Ethiopia is primarily shaped by years of experience, monthly salary, job satisfaction, and organizational constraints. Hence, practical retention efforts should focus on enhancing professional growth, revising pay structures, increasing job satisfaction, and addressing organizational issues.