Shortage Of Teachers Research Articles

Self-care strategies for preservice teachers: a scoping review

ABSTRACT Teacher retention is a key strategy to address the pressing teacher shortage issue in both the United States and globally. Fostering self-care in preservice teachers may be a viable way to prevent burnout and develop self-care strategies to improve teacher retention, as supported by evidence from the helping professions. However, little research has been done to investigate what self-care strategies are used by preservice teachers and how to promote the use of self-care strategies among preservice teachers. To close the gap, the current scoping review examined the literature on self-care strategies used by preservice teachers to reduce stress, improve well-being, and prevent burnout. Eighteen articles were reviewed, covering three topics: (a) identifying coping strategies used by preservice teachers to manage stress, (b) examining the effectiveness of interventions on preservice teachers’ well-being, and (c) discussing teaching strategies for teacher educators to promote preservice teachers’ self-care practice. Research and practice implications for researchers and teacher educators were discussed.

Hybrid professionalism: multilingual cosmopolitan identities of immigrant English teachers

ABSTRACT Australia faces a critical teacher shortage, yet skilled migrant teachers remain marginalised due to systemic barriers. This hermeneutic phenomenological and narrative inquiry study examines the professional identities of multilingual immigrant teachers from EAL backgrounds, focusing on their experiences with linguistic discrimination and native-speakerism. The research highlights the inequities NNESTs (non-native English speaking teachers) face both pre– and post- migration and their negotiation of hybrid professional identities. Findings align with the UN High-Level Panel on Teaching Report (UN, 2024), stressing the need for targeted policies that acknowledge NNESTs’ evolving identities. To support their professional recognition, educational institutions must adopt culturally responsive pedagogies and equitable recruitment practices, enabling NNESTs to embed their linguistic and cultural expertise into hybridised teaching approaches. Incorporating Global Citizenship Education (GCE) and Human Rights Education (HRE) into teacher training provides a postcolonial framework for understanding multilingual teachers’ roles in fostering inclusive classrooms. This paper calls for a shift in teacher education and policy to recognise multilingual immigrant teachers’ contributions across professional, academic, and social domains. It urges a reconfiguration of professional roles, the dismantling of exclusionary structures, and the promotion of social justice to cultivate a more equitable and globally responsive educational landscape.

Transferring skills, transforming careers: examining second career teachers

This study explores the transition experiences of second-career teachers (SCTs) who bring professional expertise from non-teaching fields into their roles as educators. While prior professional experiences can offer transferable skills, this research identifies specific challenges SCTs face, especially in acquiring pedagogical content knowledge and adapting to the complexities of teaching. Using a narrative inquiry approach, the study examines the experiences of two SCTs through in-depth interviews. This qualitative method facilitates a comprehensive exploration of their journeys and the complexities involved in becoming foreign language teachers. The interviews reveal that SCTs’ previous knowledge and skills can both empower and hinder their professional development. Although SCTs bring diverse expertise from previous careers, the findings indicate that this professional background does not automatically lead to effective teaching. Instead, the study highlights the difficulties they encounter, such as acquiring pedagogical content knowledge and managing the complexities of their teaching roles. By examining the narratives of two SCTs in a Turkish university context, this paper contributes to our understanding of the interplay between personal and professional factors during career transitions. Additionally, it offers implications for teacher education programs tailored to SCTs. This research adds to the limited literature on SCTs in foreign language education, emphasizing their potential to alleviate teacher shortages. It provides insights into the unique challenges and opportunities SCTs face, offering valuable implications for teacher recruitment and professional development strategies in high-demand areas. Further research on SCTs is recommended to fully understand their impact and support their successful integration into the teaching profession.

Digital Integration in Higher Education: A Survey Research in Nepal

This article explores challenges and opportunities of digital integration in Nepalese higher education Survey method is used to conduct research. An online survey is designed and disseminated through what's app group of teachers of various institutions. This study is based on 170 responses. Digital integration is valued by all 170 respondents, yet the digital gap and a lack of skilled teachers remain. The study identifies barriers and proposes solutions to improve digital tool uptake and use in teaching and learning to inform policymakers and educators. " Despite this, the digital gap, unequal technology access, and a shortage of technology-based learning teachers remain. The necessity for professional growth was highlighted by 64.7% of respondents requesting digital training. The fact that 64.7% have access to quality e-resources while 35.3% do not highlights inequities that must be addressed. Digital tool use varies, with 35.3% always and 35.3% sometimes. Digital skills improve classroom interaction and teamwork, with 82.4% perceiving an increase. However, digital gap and technology overuse remain challenges. These findings highlight the need for comprehensive measures to improve digital literacy, infrastructure, and equitable access to maximize digital education in Nepal and prepare students for the digital age. Recommendations are provided to inform policy makers and educators to enhance digital literacy and maximizing the benefits of digital education in Nepal.

Addressing the 2030 Bilingual Education Policy at Santo Yoseph Catholic Private High School: Issues and Resolutions

Since the launch of the “Bilingual Policy for all schools supported by Yayasan Pendidikan Katolik (YPK) Don Bosco KAM in 2030,” schools have debated its impact. Teachers of non-English subjects worry about adapting, while parents fear their children may struggle with bilingual instruction. This quantitative study examines perceptions of students, teachers, parents, and staff at Santo Yoseph Catholic Private High School. The research explores key concerns: the necessity of the policy, its effect on local languages, feasibility by 2030, budget sufficiency, availability of qualified teachers, and whether non-English subject teachers can teach bilingually. A questionnaire with seven questions was distributed to 40 participants in Indonesian and later translated into English. Results show 60% believe bilingual education is essential, 10% disagree, 25% are uncertain, and 5% have no opinion. While over half support the policy, challenges remain, including limited funding, a shortage of trained bilingual teachers, and the need for more English classes and learning materials. Successful implementation requires the Don Bosco Catholic Education Foundation to increase funding and address these challenges to ensure smooth integration of bilingual education by 2030.

CASE STUDY: REINTEGRATION OF OFW- LICENSURE EXAM PASSERS THROUGH “SA ‘PINAS IKAW ANG MA’AM AT SIR PROGRAM IN BALILI, MANKAYAN, BENGUET

The education sector in the Philippines has faced a persistent shortage of teachers, especially during the implementation of the K-12 curriculum. Reports estimate a demand for 60,000-82,000 teachers nationwide (Tucay, 2022). Simultaneously, many Filipino teachers have sought work abroad, often in non-teaching roles, due to limited local opportunities or economic necessity. This trend, referred to as the "brain drain," has led to the underutilization of skilled educators (Novio, 2022).

Reviving Waqf-Based Endowments for Sustainable Teacher Training in Northern Nigeria

This study investigates the feasibility of restoring waqf-based endowments as a long-term method for improving teacher education and training in Northern Nigeria. Drawing on historical and present waqf models, the research investigates how this Islamic philanthropic organization might solve teacher shortages, low training quality, and imbalances in educational service delivery. The study employs a qualitative research methodology that includes document analysis, expert interviews, and case studies from various Islamic institutions. The findings show that waqf has historically played an important role in financing education in Muslim communities, but it has fallen due to colonial interruptions, legal limits, and a lack of public awareness. The research suggests that reviving and updating waqf through proper legislation, community participation, and integration with public-private partnerships can considerably improve the quality and accessibility of teacher training in underprivileged areas. Recommendations are provided for government agencies, religious leaders, NGOs, and communities to collaborate in building waqf-based teacher education projects to reposition and assure sustainable teacher training in Northern Nigeria.

<b>Challenges Faced By The Headteachers In Special Education Schools Of Students With Hearing Impairment</b>

The study aimed to explore the challenges faced by the headteachers in special education schools of students with hearing impairment. It was a descriptive research conducted to explore the monetary, management and disciplinary challenges. Survey design was utilized in the research for the purpose of data collection from the study respondents in terms of a questionnaire. The population of this research project was Public Special Education Schools of Faisalabad District. Investigator selected the sample by using convenient sampling technique. Researcher selected forty public and private special education schools/centers of district Faisalabad, working for the students with hearing impairment. Researcher selected a sample of 40 headmasters/deputy headmasters from the public and private special education schools for the data collection. Questionnaire in the form of five point Likert scale containing 42 statements was used for this research as a research instrument. Researcher visited the public and private special education schools of the students with hearing impairment of division Faisalabad including its districts i.e. Toba Tek Singh, Chiniot and Jhang. After the collection of questionnaires the researcher made a list of schools and students providing data. The record data was analyzed through frequency, mean and standard deviation. The study results revealed that monetary challenges faced by the headteachers of the schools of students with hearing impairment included poor budgetary allocations, unnecessary delay in bills processing, and untrained staff in managing the budget of the schools. The management challenges faced by the headteachers included the shortage of teachers, lack of modern audiometers, and untrained professionals. The disciplinary challenges faced by the headteachers included the uncontrolled behavior of the students with hearing impairment, skipping from the classes by the students, non-serious attitude of the staff in controlling of the students in classes. Keywords: Challenges, Headteachers, Special Education.

Professional development for Indonesian elementary school teachers: Increased competency and sustainable teacher development programs

Background Various problems, such as a shortage of teachers, especially in certain outlying and underdeveloped provinces, unequal distribution of teachers, low teacher competency, and mismatch between educational qualifications and scientific fields, as well as the demands of increasingly dynamic developments in science and technology, resulting in the need for professional development for elementary school teachers to improve teacher professionalism in Indonesia. These background as a basis for the government to create teacher professional education program for elementary school teachers continuously. It is hoped that it will be able to answer the educational problems facing the Indonesian nation. This research explores the opinions of elementary school teachers who have participated in teacher professional development activities through the in-service teacher professional education program. Methods We collected data through a written survey of 24 elementary school teachers, as well as article documents relevant to the research topic. Data were analyzed using thematic analysis. Result The research produced two main themes: increasing teacher competencies and sustainable teacher development programs. Increasing teacher competency related to social competence, pedagogical competence and professional competence. The sustainable teacher development program is related to the guaranteeing the instructional quality of post-program and multi-sectoral collaboration Conclusion Developing teacher professionalism through teacher professional education program in elementary schools in Indonesia positively impacts teachers’ becoming professional teachers. Teacher professional education program is an indication of improving teacher professionalism, especially in developing teaching skills, improving the quality of instruction, teacher motivation and individual development in dealing with various problems in instruction in the classroom, especially in elementary schools, so that the instructional objectives that have been set can be achieved. The professionalism of elementary school teachers will improve if there are sustainable programs such as mentoring programs from the government, universities and parties that focus on improving the quality of education in Indonesia

Challenges facing school disciplinary committees in addressing student's sexual harassment in Tanzania

The study explored the challenges that School Discipline Committees (SDCs) encounter in addressing student sexual harassment in Tanzania. The goal of this study is to identify and analyse the obstacles faced by SDCs in effectively addressing incidents of student sexual harassment. A qualitative approach with a phenomenological research design was adopted, involving a sample size of 36 participants, including teachers and parents, selected purposefully from three public secondary schools. Data were gathered through individual semi-structured interviews and Focus Group Discussions (FGDs) before being thematically analysed. The findings revealed that the challenges facing SDCs in addressing student sexual harassment include a shortage of teachers, poor understanding of the sexual harassment phenomenon, reporting barriers, lack of awareness, and insufficient training. These challenges often hinder effective policy practices and school responses to student sexual harassment, ultimately compromising student safety and support. In response, the study proposes comprehensive strategies for improvement, including enhanced training programmes for SDC members, clearer reporting protocols, and increased community awareness initiatives. The study recommends that the government, through its responsible ministries, should strengthen the composition of SDCs by stipulating their structure and roles in effectively addressing student sexual harassment in public secondary schools in Tanzania.

Knock before you enter: reconceptualizing retention through a women educators of color, fugitive professional development

ABSTRACT Women Educators of Color (WEOC) are disproportionately underrepresented in the U.S. teacher workforce and have a higher turnover rate than their White counterparts. The shortage of teachers of color (TOC) and WEOC, in particular, in public schools raises questions about the efficacy of districts’ professional development retention efforts. This critical ethnographic study investigated, from the unique perspectives of women of color (WOC), the experiences of WEOC in a professional development leadership and retention program. Study findings revealed that WEOC: 1) believed in the permanence of gendered racism, 2) needed a raced, gendered, and safe fugitive space, 3) valued the program’s intergenerational mentoring and social networking, and 4) visioned retention as freedom to dream – to be whoever they chose to be inside or outside of education. In closing, recommendations are offered for school districts interested in implementing professional developments for the purpose of retaining WEOC.

Deficiencies and Improvement Strategies in Specialized-Entrepreneurship Integration Education for International Trade Majors

This paper examines the current state and challenges of Specialized -Entrepreneurship Integration in international trade programs, noting issues such as an imperfect course system, insufficient support platforms, a shortage of qualified teachers, and a lack of real - world business practice for students. It proposes strategies like establishing a new educational philosophy, strengthening the faculty, improving students' cognitive levels, and refining the course system to promote high - quality development in this education model. Finally, it emphasizes that integrating innovation and entrepreneurship education into universities' institutional philosophy and building a full - cycle system for fostering these abilities are crucial for deeply integrating professional education with innovation and entrepreneurship education.

Challenges of Teaching English in Rural Contexts of Mongolia

English language education has been prioritized by the Mongolian government since 1990 when Mongolia transitioned from socialism to democracy. Recently, the Ministry of Education has announced that it is planning to commence teaching English in grade 3 at the primary level in public schools from the academic year of 2025–2026, a change from the current practice of starting in grade 5. To implement this change, there is a need to explore the realities of English education in various contexts of Mongolia. However, the research investigating the current issues in English education in rural schools is limited. Addressing this gap, the study aims to explore the challenges that rural English teachers encounter. The findings indicate the following challenges which include heavy workload, low salaries, limited teaching resources, shortage of teachers and low levels of English proficiency. However, the geographical and socio-economic dynamics of rural Mongolia amplify these difficulties and present unique circumstances that affect their motivation and wellbeing. Furthermore, the study recommends that there is an immediate need for the government and the relevant institutions to implement policies addressing the systemic factors that demotivate them aimed at enhancing the wellbeing of rural teachers to prevent their burnout, reducing teacher shortage and attrition, and improving the quality of English education in Mongolia’s remote areas.

Conception of an Intelligent Chatbot for Creation of an African Virtual Patient.

Medical and paramedical training is still a major issue in Africa, given the growing needs that contrast with the shortage of teachers, hospitals and educational facilities. The aim of the present work is to design an artificial intelligence that enables a virtual patient to hold a conversation with a doctor or a student. To achieve this, we first carried out a literature review on the various approaches to designing artificial intelligence of this type. Next, we selected the tools needed to develop the intelligent model. Finally, we developed and trained our intelligent model to hold a conversation with a healthcare professional during a medical consultation.

Teachers on Self-Care

Teachers face at-work risk factors including compassion fatigue, burnout, dealing with violence, and a teacher shortage. A review of the literature shows that self-care can have positive benefits that mitigate and help to buffer these at-work risk factors This study examines teachers’ stories of self-care. The data suggests that self-care is a positive practice for teachers professionally and personally.

A Novice Social Studies Teacher’s Guide to Retention and Reclamation of the Profession

The United States has been struggling with an intensifying teacher shortage in recent years. Worsening working conditions in schools are contributing significantly to teacher attrition. Further, new social studies educators feel barred from making an impact in their classrooms due to the marginalization and degradation of social studies. In this article, I examine why new and early career educators, specifically those in social studies, are leaving the profession. I also draw on the works of bell hooks (1994), Neil Houser (2023), and Parker Palmer (1998/2007) to offer some solutions to combat new social studies teacher attrition. Within this article, I argue that we cannot wait for the system to change. Instead, we must work to disrupt the system and stay in the profession to reclaim it and to prevent the seemingly inevitable downfall of public education and society.

Assessing the inclusivity of urban early childhood education: challenges in the absence of individualised education programs

ABSTRACT The designation of a city as ‘inclusive’ does not always ensure quality education for children with disabilities. Often, the absence of structured support mechanisms limits meaningful inclusion in Early Childhood Education (ECE). This study examines the challenges faced by ECE institutions in Banjarmasin, an aspiring inclusive city, in supporting Children with Special Needs (CWSNs) without Individualised Education Programs (IEPs). Adopting a phenomenological approach, data were collected through in-depth interviews and focus group discussions with 37 teachers and principals. Findings indicate major barriers, including a shortage of Special Education Teachers (SETs), inadequate training for general educators, and insufficient institutional support. Consequently, teachers rely on general teaching strategies and improvisation, which fail to address CWSNs’ specific needs. Limited collaboration among educators, specialists, and parents further hampers inclusive efforts. To achieve genuine inclusivity, this study underscores the urgent need for targeted teacher training, strengthened interdisciplinary cooperation, and increased resource allocation in ECE settings.

Oklahoma

This report outlines Oklahoma’s P–12, career technology, and higher education funding for FY 2023–2024, focusing on key budgetary trends and policy reforms. It examines statewide funding priorities, modifications to state funding formulas, and nontraditional funding issues. Pressing concerns such as teacher shortages and changes to the Teacher Empowerment Program are highlighted. Additionally, the report explores alternatives to traditional public schools, including charter, private, and homeschooling options, as well as new tax credits for private tuition and homeschooling expenses.

Alabama

The Alabama Education Trust Fund (ETF) budget for FY 2024–2025 is $9.3 billion, reflecting a 6.25% increase from the previous year. Despite a strong economy and recent surpluses, a reduced sales tax on groceries and expiring COVID-19 funds may hinder future growth. Key funding priorities include school choice, safety, and improving math and reading outcomes. Teacher shortages, salary increases, and recruitment remain pressing issues. New initiatives, including school safety acts and alternative teacher preparation programs, aim to address workforce challenges and enhance education opportunities across the state.

A Multidisciplinary Perspective on Education, Environment, and Social Challenges: A Tutorial Review

This tutorial review examines the interrelated challenges of education, environmental sustainability, and social inclusion in Pakistan, drawing on peer-reviewed research findings. It critically analyzes issues such as shortages in early childhood education, constraints in skill-based learning, environmental degradation, waste management, and policy failures in addressing these concerns. From an interdisciplinary perspective, this review advocates for the integration of environmental education into formal curricula, extensive teacher training, and enhanced social inclusion for marginalized communities. Key findings highlight those shortages of qualified teachers and inadequate infrastructure hinder early childhood education, while skill-based education remains underdeveloped, particularly for women. Furthermore, environmental challenges including smog, plastic pollution, and urban waste mismanagement necessitate urgent policy interventions. Education policy frameworks that promote critical thinking and interdisciplinary learning are essential for fostering sustainability and resilience. The review also addresses inclusive education policies for transgender individuals and students with special needs, emphasizing the importance of creating equitable learning environments. This study underscores the urgency of policy reforms, curriculum integration, and stakeholder collaboration to tackle these pressing issues. By adopting sustainable educational strategies, enhancing digital literacy, and strengthening policy institutions, Pakistan can transition towards a more inclusive and environmentally conscious education system. The findings offer actionable recommendations for policymakers, educators, and researchers, advocating for a comprehensive top-down approach that integrates education and sustainability.