Education Committee Research Articles

Proposed Alternative Models for Licensing Filipino Seafarers

Licensing is evidence that one has spent time and money to gain access to a class of professionals that influence the safety, health, and welfare of the public and is charged to conform to codes of ethical conduct and standards. Licensure elevates an individual above other graduates and bestows permission to be legally responsible for activities within his specialization. Licensure will likewise enhance an individual’s personal worth and value, provide a broader set of occupational options, and earn high respect from the public (Berson, 2012). A state’s law governs the merchant marine profession. To practice the profession, one must complete an academic degree in marine courses, such as a BS in Marine Transportation or a BS in Marine Engineering. Seafarers must pass the required state board-written examinations. The passing grade is determined by a body of examiners, usually called the Board of Examiners or, as in. the Philippine setting, the Professional Regulation Commission (PRC), which is designated by the law to perform the function of regulation (Geguiento, 2010, as cited by Palmejar, 2010). In the attempt to develop alternative models for acquiring professional licenses for Filipino seafarers, a descriptive exploratory study was conducted that involved seafarers, maritime education students, and graduates of maritime education programs. Schools offering maritime education in the National Capital Region, officially listed in the Commission of Higher Education- Maritime Higher Education Institution (CHED-MHEI), as well as Maritime Training Centers and Agencies, registered in the Department of Labor-Maritime Training Council (DOLE-MTC), comprised the research population from which respondents were selected employing non-probability, purposive sampling techniques, particularly maximum variation sampling. The assessment of the acceptability of the current licensing scheme ranged from neutral to slightly acceptable. Students (with CAR and on-board training and junior maritime students) generally favor Alternative Model B, as reflected in the high mean acceptability scores, while unlicensed seafarers showed interest in Alternative Models C and D, as shown in the high mean acceptability scores. Keywords: Licensing Filipino Seafarers, licensing model, maritime licensing, licensure of maritime professionals

Optimal Mechanism Design with Referral

This paper establishes the optimal selling mechanism when a seller can incentivize an existing buyer to refer his privately known potential buyer to participate. We identify three optimal channels for providing referral incentives. First, if the existing buyer declares that no potential buyer exists, his virtual value is penalized. Second, if the existing buyer refers the potential buyer to the seller, his virtual value is boosted. Third, in some scenarios where this carrots-and-sticks-via-virtual-value approach is insufficient for creating proper referral incentives, the existing buyer is then given a constant referral bonus for referring the potential buyer. We also provide conditions under which the optimal mechanism can be implemented using simple mechanisms. Finally, we demonstrate that the conventional resale mechanism is suboptimal. This paper was accepted by Itai Ashlagi, revenue management and market analytics. Funding: H. Zhou’s research is supported by the Chenguang Program of Shanghai Education Development Foundation and Shanghai Municipal Education Commission [Grant 22CGA77]. Supplemental Material: The online appendix is available at https://doi.org/10.1287/mnsc.2023.01540 .

Adopting academic rank in a rural community practice affiliated with an academic medical center

BackgroundUnited States rural community-based practices are increasingly participating in undergraduate and graduate medical education to train the workforce of the future, and are required or encouraged to provide academic appointments to physicians who have typically not held an academic appointment. Mechanisms to identify faculty and award academic appointments across an entire health system have not been reported.MethodsOur rural community regional practice identified academic appointments as important for participating in medical education. Over a three-year period, our regional leadership organized a formal education committee that led a variety of administrative changes to promote the adoption of academic rank. Data on attainment of academic appointments was obtained from our Academic Appointment and Promotion Committee, and cross referenced with data from our regional human resources department using self-reported demographic data.ResultsWe describe a successful adoption strategy for awarding academic rank in a rural regional practice in which the percentage of physician staff with academic rank increased from 41.1 to 92.8% over a 3-year period.ConclusionsOur experience shows that process changes can rapidly increase and then sustain academic appointments for physicians over time. More rural health systems may want to consider the use of academic rank to support educational programs while enhancing physician satisfaction, recruitment and retention.

Rôle des médecins hospitalo-universitaires de médecine interne dans la formation aux métiers de la santé et au sein des institutions en France : enquête du Collège National des Enseignants de Médecine Interne (CEMI)

RationaleOn the occasion of the General stage meeting of Internal Medicine, the National College of Internal Medicine Teachers (CEMI) conducted a survey on teaching activity among all French university hospital (HU) internal medicine specialists. MethodThe survey was carried out in September 2023 by sending an email to 101 hospital practitioners university professors (PU–PH) and 18 hospital practitioners assistant professors (MCU–PH) of internal medicine in subsection 53-01 of the National council of universities (CNU), as well as to the 11 HU internists working in immunology (subsection 47-01) or therapeutics (subsection 48-04). ResultsSeventy-three HUs (56.1%) responded to the survey, including 65 PU–PH, 7 MCU–PH and 1 university hospital practitioner (PHU). Internal medicine HUs participate in faculty teaching: 80% are responsible for teaching, 30% are responsible for the year or cycle or lead committees and 40% have had or have an elected mandate at the faculty or at university. Internal medicine HU are involved in the teaching of semiology during the first cycle of medical studies, but also in pharmaceutical sciences, dentistry, midwifery and in paramedical training. They are very invested in the implementation of the second cycle reform and 80% are involved in the preparation of Objective Structured Clinical Examinations (ECOS), mainly as examiners (90%). They also participate in teaching using simulation (60%), teaching advanced practice nurses (IPA) (25%), and writing CEMI books (75%). For ECOS, 90% participate as examiners, 60% participate in teaching using simulation, 25% are involved in teaching advanced practice nurses (IPA), 75% participated in the writing of CEMI works. Eight (12%) internal medicine HUs co-facilitate training with patients and 26 (38%) participate in master's courses at the Faculty of Sciences. Finally, 94% are affiliated with a research unit and 48% supervise university theses students. ConclusionInternal medicine universities teachers have a strong educational commitment, particularly in semiology and in the reform of the second cycle of medical studies with ECOS and simulation.

Dusza człowieka we współczesnym świecie. Dwa ujęcia: Wisławy Szymborskiej oraz Olgi Tokarczuk i ich przemieszczenie w przekładzie

The article offers an analysis of the linguistic-cultural concept of dusza/soul present in two literary works by contemporary Polish Nobel-Prize winners, as well as in their translations to English: Wisława Szymborska’s poem Trochę o duszy and Olga Tokarczuk’s story Zgubiona dusza. Their English translations are, respectively: A Few Words on the Soul (trans. Stanisław Barańczak and Clare Cavanagh) and The Lost Soul (trans. Antonia Lloyd-Jones). Alternative translation attempts by BA translation students at the University of National Education Commission in Kraków are also discussed. The two texts share the idea that today’s world, with its haste, attention deficit, and consumerism, is not a friendly place for the human soul. In their search for the human soul, both authors prompt similar solutions: a person must return to a small world of their own, or their inner reality, far from fast progress and globalisation. The present analysis takes a cognitive-ethnolinguistic perspective and begins by considering the entity named dusza in Polish and soul in English as cultural-linguistic concepts, tracing the similarities and differences conventionalised in the two languages, and thus the status of those concepts in the respective linguistic worldviews. This leads to an interpretation of Szymborska’s poem and Tokarczuk’s story as non-standard, individual, literary realisations of the standard worldview shared by the community of speakers of Polish. In this context, the English translations can be viewed as records documenting the transfer of the Polish concept of dusza to a new cultural-linguistic location. This approach is grounded in the idea of culture as an iceberg, where individual texts are viewed as expressions of an underlying cultural content.

Factors Influencing Lecturers' Organizational Commitment in Higher Education: A Systematic Literature Review

This paper analyzes 30 research articles published between 2018 and 2024 through a systematic literature review methodology to explore the multidimensional factors that influence organizational commitment among higher education lecturers. The research focused on individual subjective factors such as gender, age, emotional intelligence, personal values and beliefs, self-efficacy, career satisfaction, mental health status, and external environmental factors, including leadership style, managerial effectiveness, organizational support, and work environment. In addition, the article provides an in-depth examination of socio-cultural factors, such as societal values towards education, family support, and social support, and how these factors combine to contribute to lecturers' organizational commitment. The article reveals the complex interactions between these factors and highlights the joint importance of personal and external factors in shaping lecturers' organizational commitment. The findings of this study not only provide practical strategies for educational administrators to enhance lecturers' organizational commitment and point to the need for future research to consider wider cultural and geographical differences to contribute to the overall improvement of educational quality and teaching effectiveness.

Women cannibalized! The troubling link between Queen Bees and mentoring in Pakistani academia

ABSTRACT This article problematizes informal mentoring as a feminist praxis in Pakistani academia, highlighting the potential for exploitative control by some women academic leaders. We contend that informal mentoring is susceptible to misuse at the hands of self-serving Queen Bee academics to reinforce their influence over their women colleagues which can entail suppressing them. This challenges the notion that mentoring can be used as an empowering feminist praxis. Through a self-designed questionnaire administered to academic leaders in 55 universities in Pakistan’s Khyber Pakhtunkhwa and Punjab provinces, followed by focused group discussions with early, mid-career and senior academics, we expose contradictions between the benign self-perceptions of women academic leaders and the experiences of their coworkers. These contradictions reveal an absence of genuine empathy and support extended by women academic leaders and detrimental internal hierarchies among women, thus hindering the collective growth of women. This study also exposes abusive forms of exploitation of early and mid-career academics by their women line managers to stifle competition and sustain disempowering asymmetries. To combat these issues, we propose collaborative mentoring built on equal respect and freedom to dissent ensured through well-regulated mentoring programs overseen by Pakistan’s Higher Education Commission to preempt abuse within mentor–mentee relationships.

Higher education commission's English-speaking curriculum: The preparation for speaking skills at graduate level in Pakistan

Higher education commission's English-speaking curriculum: The preparation for speaking skills at graduate level in Pakistan

Kepemimpinan Transformasional Kelompok Kerja Guru (KKG) Pendidikan Agama Islam (PAI) Sekolah Dasar di Kecamatan Ciracas Jakarta Timur

Teachers are a primary factor in determining the quality of education. The high qualifications, competence, and dedication of teachers will produce students who are academically, skillfully, emotionally, morally, and spiritually mature. PAI is a conscious and planned effort to prepare students to know, understand, appreciate, believe, be devout, and have noble morals in practicing Islamic religious teachings with the primary sources of Al-Qur’an and Hadith. Through KKG, teachers have the opportunity and potential to discuss solving problems in class.Transformational leadership is a way in which leaders strengthen attitudes of mutual cooperation and believe in collective self-improvement and team learning. The research aims to find out how transformational leadership is possessed by the PAI SD KKG at Ciracas district in East Jakarta. The qualitative research method used was observation, interviews, and documentation with five KKG members, namely deputy chairman, secretary, treasurer I, treasurer II, coordinator for creativity and arts as the primary informant and two members as supporting informants.The research concluded that transformational leadership in the PAI SD KKG at Ciracas district in East Jakarta is excellent because the members are very satisfied with the chairman's leadership.

Anatomy education in low-resourced countries: What are challenges and effective and affordable educational strategies? A qualitative study

Purpose With limited means, resource-deprived countries must find ways to organize education to meet standards. Few reports exist about anatomical education in LLMICs. This study explores how anatomy teaching is sustained in countries with few resources and which affordable educational strategies are applied to uphold quality. Methods A mixed-methods study with anatomy teachers from public medical schools in low or lower-middle income countries (LLMICs) in Africa, Asia, Europe, and Latin-American was performed through survey via email combined with semi-structured online interview with teachers, exploring survey results at a deeper level. Results LLMICs available to be surveyed, 13 and 8 were found to respond to a written survey and oral interview invitation, face significant teaching challenges, primarily due to lack of funds. These are faculty shortages (low salaries and high student-to-teacher ratio) and inadequate infrastructure (internet, electricity, poor classroom conditions). Solutions were associated with didactic strategies (social media, e-learning, image-based learning, applied anatomy), expanding teaching capacity with less qualified and part-time faculty, student-organized education, and self-financing (teaching resources subsidized by teachers and students). Which was triking was teacher commitment despite difficult circumstances. Teachers propose better faculty management, increased anatomy staff recruitment, and collaboration with other institutions. Conclusions Anatomical education in LLMIC is forced to adapt to the socio-economic context, rather than to trends in medical education worldwide. These adaptations are supported mainly by the teachers ‘commitment.’

Student Interns Performance Using Strategy Learning Outcomes Progress for Employability (SLOPE) Tool Aligned with Program Outcomes

Higher Education Intuitions needs to evaluate student interns’ performance in Host Training Establishments. The study aimed to evaluate student intern performance for Practicums 1, 2, and 3 using the Strategy Learning Outcomes Progress for Employability (SLOPE) tool, as well as to analyze the strengths and weaknesses of student intern performance output aligned to BS Hospitality Management Program Outcomes, so that the research could help in developing course syllabi. Quantitative research method was used and adopted questionnaires were handed out to the industry partners to evaluate the student interns’ performance. The research used the percentage frequency method and Likert scale in order to analyze strengths and weaknesses. Based on the result of the study, the summary of Strategy on Learning Outcomes Progress for Employability (SLOPE) tool shows that weaknesses in knowledge got average score of 89.88%, skills 89.16% and attitude with 88.74% all verbally interpreted as very satisfactory, where the student interns displayed a good performance. Strength in knowledge got an average score of 93.07%, skills 92.91% and attitude 93.57% all verbally interpreted as highly satisfactory, the student interns displayed thorough performance. This proves that the Strategy on Learning Outcomes Progress for Employability (SLOPE) tool of First City Providential College is aligned with the program objectives mandated by the Commission of Higher Education (CHED).

Student Interns Performance Using Strategy Learning Outcomes Progress for Employability (SLOPE) Tool Aligned with Program Outcomes

Higher Education Intuitions needs to evaluate student interns’ performance in Host Training Establishments. The study aimed to evaluate student intern performance for Practicums 1, 2, and 3 using the Strategy Learning Outcomes Progress for Employability (SLOPE) tool, as well as to analyze the strengths and weaknesses of student intern performance output aligned to BS Hospitality Management Program Outcomes, so that the research could help in developing course syllabi. Quantitative research method was used and adopted questionnaires were handed out to the industry partners to evaluate the student interns’ performance. The research used the percentage frequency method and Likert scale in order to analyze strengths and weaknesses. Based on the result of the study, the summary of Strategy on Learning Outcomes Progress for Employability (SLOPE) tool shows that weaknesses in knowledge got average score of 89.88%, skills 89.16% and attitude with 88.74% all verbally interpreted as very satisfactory, where the student interns displayed a good performance. Strength in knowledge got an average score of 93.07%, skills 92.91% and attitude 93.57% all verbally interpreted as highly satisfactory, the student interns displayed thorough performance. This proves that the Strategy on Learning Outcomes Progress for Employability (SLOPE) tool of First City Providential College is aligned with the program objectives mandated by the Commission of Higher Education (CHED).

A Critical Pedagogy Analysis of Literature Teachers’ Perspectives on The Integration of Multicultural Literature in Higher Education

This qualitative study investigates the integration of multicultural literature within higher education classrooms, examining experiences, challenges, necessary support, and perceived impacts on students. Framed within critical pedagogy theory, the research aimed to uncover insights into the transformative potential of diverse narratives. Guided by qualitative research principles, specially descriptive phenomenology, the study employs semi-structured interviews with literature instructors selected through purposive sampling. Data collection involved multiple online platforms to facilitate candid discussions, ensuring a diverse representation of perspectives. The interview guide was rigorously developed and validated through pre-testing and expert consultation, ensuring relevance to the research objectives. Interviews were recorded and transcribed verbatim for thematic analysis, a methodical approach to identifying patterns and themes within the data. Inductive reasoning guided the analysis process, allowing for theory formulation from observed patterns. Intercoder reliability checks and member-checking techniques were employed to enhance data validity and credibility. The analysis of participant responses revealed multifaceted teaching strategies, emphasizing the significance of cultural representation, innovative approaches, and fostering cross-cultural understanding. Teachers adapt their methods to accommodate diverse student voices while leveraging technology and cultural sensitivity. This study emphasises that institutions, educators, and students collectively contribute to fostering a culturally enriched learning environment. It also contributes to inclusivity and diversity in education, cultivating cultural intelligence and a broader understanding of global perspectives. The study highlights the necessity for literature teachers to have access to diverse resources, professional development opportunities, and collaboration for effective integration. Moreover, higher education institutions are crucial in supporting this integration through curriculum enhancements, resource allocation, and adequate preparation time. Despite challenges such as limited institutional support, the personal dedication and commitment of teachers and students play a pivotal role in successfully integrating multicultural literature into educational settings. These findings provide nuanced insights into the complexities of integrating multicultural literature in higher education, contributing to educational theory, policy development, and pedagogical practices.

The teaching and assessment of local anaesthesia in UK dental schools.

Local anaesthesia (LA) is fundamental to successful dental treatment. Graduating hygienists, therapist and dentists should be confident and proficient in delivering LA. There is one previously published article reviewing LA teaching in United Kingdom (UK) dental schools in 2016, and at this time 10 out of 14 schools allowed peer-to-peer administration. The method of teaching LA administration has become an area of debate in terms of legality and morality given the potential complications and issues with valid consent. The aim of the study was to explore current teaching practices and assessment of LA in UK dental schools. Two national surveys (2020 and 2023) were sent out via the ABAOMS Education Committee to all 16 dental schools in the United Kingdom with dental and/or hygiene and therapy programmes. There was a 100% response rate from all schools. There has been a significant shift from peer-to-peer administration of local anaesthesia, with only 4 schools now allowing peer-to-peer administration. The majority of schools use simulation methods to deliver the teaching, including LA models, cadavers and 'cap-on' simulation with a peer. When comparing the timing of teaching between 2020 and 2023, BDS students now administer their first LA injection to a patient later in the programme, and there has been a reduction in intra-professional teaching. Due to the large shift away from practicing LA on peers, there is a need for further development of simulation methods given the drawbacks with current models and the limited development of haptic technology in relation to LA.

Safety and efficacy of allogenic human amniotic epithelial cells transplantation via ovarian artery in patients with premature ovarian failure: a single-arm, phase 1 clinical trial

Premature ovarian failure (POF) is a prevalent and severe condition that impairs female health but there is currently no effective treatment available to restore ovarian function. Human amniotic epithelial cells (hAECs) exhibit ovarian protection in pre-clinical models. Thus, we conducted a single-arm, phase 1 clinical trial to assess the safety and efficacy of allogenic hAECs in treating POF. A total of 35 patients received 6×107 hAECs via ovarian artery and completed a five-month follow-up from December 30, 2020 to January 31, 2022. The follow-up assessments were conducted at various intervals after hAECs treatment, including one month (Visit-1, V-1), three months (Visit-2, V-2), and five months (Visit-3, V-3) post-treatment. The primary endpoints were incidence of adverse events (AEs), and clinically significant laboratory abnormalities. Secondary endpoints included evaluation of transvaginal ultrasound results, sex hormone levels, Menopausal Quality of Life (MENQOL) questionnaire, as well as reproductive indicators. This trial was registered at www.clinicaltrials.gov as NCT02912104. No serious AEs were observed throughout the five-month follow-up period. The most common AE was hematoma (7/35, 20.00%), and other AEs include pelvic pain (4/35, 11.43%), fever (2/35, 5.71%), anaphylaxis (2/35, 5.71%), and hepatotoxicity (1/35, 2.86%). After hAECs transplantation (hAECT), significant improvements were observed in the levels of endometrial thickness, left ovarian volume, sex hormones (follicle-stimulating hormone (FSH) and estradiol (E2)), and MENQOL scores in all patients during the five-month follow-up period. Among them, 13 participants (37.14%) experienced spontaneous menstrual bleeding, and 20.00% (7/35) reported more than one regular menstrual bleeding post-hAECT. In this response group, significant improvements were observed in endometrial thickness, left ovarian volume, levels of FSH, E2, anti-Müllerian hormone (AMH), and MENQOL scores one month after hAECT in comparison to pre-hAECT. hAECT via ovarian artery is safe, well-tolerated and temporarily ameliorates endometrial thickness, ovarian size, hormone levels, and menopausal symptoms in POF patients. Further randomized controlled trial of hAECs with longer follow-up period and a larger sample size is warranted. National Natural Science Foundation of China (No. 82271664), the Interdisciplinary Program of Shanghai Jiao Tong University (YG2022ZD028), the Shanghai Municipal Health Committee (202240345), Shanghai Key Laboratory of Embryo Original Diseases (No. Shelab2022ZD01), Shanghai Municipal Education Commission (No.20152236), and National Key Research and Development Program of China (No. 2018YFC1004802), Shanghai Clinical Research Center for Cell Therapy, China (No. 23J41900100).

Post-Epidemic Period Construction of Professional Identities of Elementary School Pre-Service Teacher Mentors in China

Abstract Teacher practicum, a crucial step in transitioning from pre-service to in-service teaching, provides an essential professional development opportunity. This study investigates how elementary school mentors construct their professional identities (PIs) as they guide pre-service teachers (PSTs) through their practicum. Data was collected through interviews with four mentors and four PSTs in elementary schools in China, and a thematic analysis was conducted. The results reveal that in guiding pre-service teachers, the mentors construct four PIs: committed practitioners, role models, lifelong learners, and coaches. The factors affecting the construction of mentors' PIs include job burnout, teacher commitment, teacher learning methods, self-efficacy, teacher knowledge, Chinese traditional culture, and career development experiences.

Determination of dark matter distribution in Ursa Major III and constraints on dark matter annihilation* *Supported by the National Natural Science Foundation of China (11947005, 12175248, 12205388, 12227804), the Science & Technology Development Fund of Tianjin Education Commission for Higher Education (2020KJ003), and the PhD Research Startup Foundation of Tianjin Normal University (52XB1912)

The recently discovered satellite dwarf galaxy Ursa Major III provides a promising opportunity to explore the signatures resulting from dark matter (DM) annihilation owing to its proximity and large J-factor. Given the absence of an excess of γ-ray signatures originating from Ursa Major III, observations of γ-rays, such as those from Fermi-LAT, can be utilized to set constraints on the DM annihilation cross-section. In this study, we determined the DM density profile and considered the relationship between DM density and velocity dispersion at different locations within Ursa Major III through Jeans analysis. We calculated the J-factor of Ursa Major III for s-wave annihilation along with the effective J-factors for p-wave and Sommerfeld enhanced annihilation scenarios. Employing these derived J-factors, we set stringent constraints on DM annihilation cross-sections in three scenarios. Given the substantial impact of member star identification on the J-factor of Ursa Major III, we further calculated J-factors under the exclusion of the largest velocity outlier. Our analysis reveals a notable reduction in the median value and an increase in the deviation of J-factors, thereby leading to considerably weaker constraints.

Human resource management (HRM) practices and organizational commitment in higher educational institution (HEI): a mediating role for work engagement

Purpose This study aims to investigate the effects of HRM practices on administrative and faculty members’ work engagement and organizational commitment at Minhaj University Lahore, Pakistan. The primary objectives of the research are to investigate how HRM practices – such as selection and recruitment, training and development, rewards and compensation, job security, employee, participation and performance appraisal, directly and indirectly, influence organizational commitment via work engagement. Design/methodology/approach The study uses a quantitative research methodology using a survey questionnaire given to academic and administrative staff at Minhaj University Lahore. For descriptive statistics, SPSS was used, and Smart PLS 3.3.3 was used for structural equation modelling (SEM). Findings The results indicate that while selection and recruitment, rewards and compensation and job security do not show a significant direct impact, training and development, employee participation and performance appraisal significantly influence work engagement. Moreover, work engagement also influenced organizational commitment. In addition, work engagement significantly mediates the relationship between training and development, employee participation, performance appraisal and organizational commitment. However, selection and recruitment, rewards and compensation and job security do not show significant mediation effects. Practical implications To enhance work engagement in Pakistani HEIs, focus on tailored training, active faculty participation, effective appraisals and competitive compensation while fostering a supportive environment and recognizing accomplishments to increase commitment and institutional performance. Originality/value This study emphasizes the importance of particular tactics catered to the regional academic context for institutional performance and sustainability, providing novel insights into enhancing work engagement and organizational commitment in Pakistani higher education.

Teacher identity ambiguity and where to find it? A narrative inquiry of ELT teachers in rural areas

Commitment and efficiency of teachers are supposed to closely link with the perception of their own identity, which determine their working motivation and job satisfaction. The past few years have seen many teachers, particularly those in less developing regions, leaving their profession due to low pay regardless of affluent nations, such as the United States and the United Kingdom, or developing countries like Vietnam. In fact, the problem could only be addressed when the root cause is revealed. Using the narrative inquiry approach with semi-structured interviews and researchers’ voice on eight English teachers, this study positions and examines the identity of rural language teachers in various intertwined interactions at personal and societal discourses. Research results unveiled the dominance of external factors in shaping and shifting teacher identity, including students, policies, school leadership and socio-cultural systems. Also, personal identity was more likely to be suppressed while professional identity was vaguely expressed. A comprehensive understanding of teacher identity would give policymakers and teacher educators some justification to revisit current policies and teacher training programs by taking into account individual identities, experiences, and concerns of rural teachers.

Reflections: Putting Theory into Practice

This reflection includes my transformative educational journey as a graduate student. The journey includes early professional experience at a startup then shifts to the pivotal role of teachers in the learning process. These early experiences led to my decisions to pursue graduate studies in adult learning and human resource development. Reflecting on transformative learning experiences, I explore the often-overlooked realm of teacher support and development, delving into an integrative literature review on sociocultural factors contributing to teacher burnout and strategies for mitigation. The reflection highlights the findings from the integrative literature review including the interconnectedness of internal and external factors impacting teacher wellness, emphasizing self-efficacy and external support structures as crucial elements which were also personal and evident in my own life. I presented at the AAACE conference where these findings were also evident in the lives of attendees. I now lead a diverse team of teachers where I apply these lessons learned daily, advocating for structural supports to safeguard teacher commitment and combat burnout. The reflection underscores the intrinsic value of teachers as the “secret ingredient” in education and the ongoing quest to sustain their passion and well-being.