Teaching Profession Research Articles

Teaching motivations and perceptions of prospective teachers in individualistic and collectivist countries

The Factors Influencing Teaching (FIT)-Choice scale is an internationally acknowledged instrument that offers the opportunity to investigate motivations for teaching and perceptions about the teaching profession. The present cross-cultural comparative study aims to examine how teaching motivations and perceptions are similar or different across individualistic and collectivist cultures. For this purpose, FIT-Choice data from prospective teachers from ten individualistic and nine collectivist countries was analysed. In highly collectivist countries, the motivation factors “prior teaching and learning experiences” and “social utility value” appeared to be more prominent than “intrinsic career value” and “perceived teaching abilities” which were the highest rated motivations in individualistic settings. Consequently, teacher recruitment campaigns in individualistic societies should focus on students’ interests and abilities, while in highly collectivist countries, the social aspect of the teaching profession should be emphasised.

SAÚDE MENTAL E AS CONDIÇÕES DE TRABALHO DO PROFESSOR

The capitalist mode of production and the significant educational changes that occurred since the 1990s have imposed profound changes on the teaching profession. The neoliberal ideal of a minimal state, with the rise of private services at the expense of the public sector, has harmed workers, especially those in education, harming their physical and mental health. High demands, low wages, lack of recognition, and violence contribute to professional dismissal and, in some circumstances, even abandonment of the profession. The objective of this study is to analyze whether working conditions influence teachers' mental illness. The methodology applied to this article is a systematic review. The research demonstrated that working conditions undoubtedly contribute to teachers' mental illness. The political model governing the country and Brazilian education has overburdened workers, leading to exhaustion and long workdays.

Strategies for managing professional stress among primary education teachers: an analytical study

The phenomenon of stress is widespread in all professions and jobs, but its intensity, nature, and requirements vary from one profession to another. The teaching profession is considered a stressful profession, which was confirmed by studies that concluded that there are high levels of stress in the field of the teaching profession. The current study aimed to try to know the impact of professional stress on teachers, by identifying some of the negative effects and addressing them, in addition to knowing the most important positive effects, as well as knowing the most important methods and strategies for managing and alleviating professional stress, as well as ways to prevent its impact, by addressing the elements by following the descriptive analytical approach based on a theoretical survey of scientific literature. The study reached a set of suggestions that would contribute to clarifying the negative effects of professional stress on teachers and ways to manage and mitigate it.

POLICY ANALYSIS ON THE APPOINTMENT OF HONORARY TEACHERS AS ASN PPPK: IMPLICATIONS FOR EDUCATIONAL HUMAN RESOURCE STABILITY AND LANGUAGE EDUCATION IN KELUMPANG HILIR DISTRICT

This study explores the implementation of the policy on appointing honorary teachers as ASN PPPK (Government Employees with Work Agreements) in Kelumpang Hilir District, which faces numerous structural, administrative, and resource-related challenges. The main obstacles identified include limited budget allocations, weak inter-agency coordination, and social resistance from some honorary teachers who perceive the selection process as unfair. Nevertheless, this policy holds significant potential to enhance educational quality, teacher professionalism, and equitable teacher distribution in remote areas. The study highlights the critical role of local governments in supporting the policy's execution by improving coordination mechanisms, ensuring efficient budget management, and delivering clear public outreach. Moreover, strengthening personnel information systems and conducting regular policy evaluations are essential to ensuring its effectiveness. The findings aim to offer practical recommendations for policymakers to overcome existing barriers and support the long-term success of honorary teacher appointments, particularly in stabilizing educational human resources and improving language education quality.

Teaching Performance Mediated by Emotional Well-Being: A Systematic Review

Teaching professionals continually face challenges that affect their work performance. One of these challenges is related to emotional well-being, which is influenced by the different work demands, institutional changes, the teaching-learning activity itself, and the interaction with students. Considering the impact on teacher performance, assessing and considering their emotional well-being is necessary. This article aimed to analyze how teaching performance is mediated by emotional well-being. For this purpose, a systematic literature review was carried out, the search process of which was supported by the PRISMA methodology. The search process was carried out in the Scopus, WoS, and SciELO databases, from which a total of 24 articles were obtained that met the established inclusion criteria. It is concluded that for effective work performance, teachers must enjoy emotional well-being; in addition, educational policies must be oriented to ensure the emotional health of teachers, making appropriate interventions that focus on the different negative and positive emotions that these professionals may experience in their daily practice.

THE ROLE OF THE PRINCIPAL AS A MANAGER IN ENHANCING TEACHER PROFESSIONALISM AT SD NEGERI 07 BANTARBOLANG PEMALANG REGENCY

This study addresses the issue of low levels of teacher professionalism, which can hinder the quality of education in primary schools. The research aims to describe in depth the role of the principal as a manager in enhancing teacher professionalism at SD Negeri 07 Bantarbolang. A qualitative descriptive method was employed, with data collected through in-depth interviews, participatory observation, and document analysis. The results show that the principal actively plans, implements, and evaluates various programs to improve teacher professionalism. Specific strategies include academic supervision, internal training sessions, and the development of a collaborative work culture focused on strengthening teacher competencies. Data validity was ensured through triangulation of sources and methods, as well as member checks to enhance credibility. The study concludes that effective managerial leadership by the principal plays a significant role in improving teacher professionalism, thereby contributing positively to the overall quality of education.

Native‐Speakerism and Race in TESOL: A Collaborative Autoethnographic Counter‐Story

ABSTRACTIn this article, three TESOL scholar‐practitioners engage in a collaborative autoethnography, analyzing our intersectional professional experiences with native‐speakerism and race. Our discussions center around native‐speakerism, linguistic racism, and critical race theory. A counter‐storytelling approach juxtaposes each of our encounters with native‐speakerism ideology as a “non‐native” English language teacher in Brazil, Asian‐American “native‐speaking” teacher in the United States, and European‐American “native‐speaking” teacher in Turkey. These counter‐stories highlight critical events that sparked a reckoning with native‐speakerism in our professional trajectories and teacher education practices. Our counter‐stories demonstrate how we became aware of racial and accent discrimination, recognized the connections between race and expertise, and resisted native‐speakerism and racial ideologies. We close with a call to action for readers to reflect upon their experiences with native‐speakerism and racism and map out recommendations for expanding inclusivity in our field.

Teacher Effectiveness and Pupils’ Learning Achievement in Junior Secondary Schools in Sierra Leone

This study examines the relationship between teacher effectiveness and pupil learning achievement in junior secondary schools in Sierra Leone, with a focus on core subjects such as Language Arts and Mathematics. Despite significant investments in education, pupil performance in national examinations, particularly the Basic Education Certificate Examination (BECE), remains suboptimal. Teacher effectiveness, encompassing qualifications, subject matter competence, pedagogical skills, classroom management, teaching experience, and assessment practices, is identified as a critical determinant of academic outcomes. The research adopts a mixed-methods approach, combining quantitative and qualitative data from teachers and pupils across four regions in Sierra Leone: Port Loko City, Makeni City, Bo City, and the Western Rural Area. Data were collected through questionnaires, standardised test results, and teacher assessments, analysed using descriptive and inferential statistics, as well as thematic analysis. Key findings reveal that teacher effectiveness has a significant influence on pupil learning achievement. The study highlights the importance of policy interventions, including ongoing professional development for teachers, more effective resource allocation, and the integration of pupil-centred instructional strategies. Key recommendations include the implementation of regular in- service training programmes, improved teacher recruitment and retention strategies, and strengthened policy oversight to ensure adherence to professional teaching standards. The study contributes to educational policy and practice in Sierra Leone by providing empirical evidence on the critical nexus between teacher quality and pupil academic success.

The scale of predisposition to the teaching profession based on adjectives: validity-reliability study

Teaching is a very important profession that touches the lives of all students, and therefore all people, and shapes their behaviors at every stage of life and at all levels of education, both inside and outside the school. However, especially in Turkey and in the Turkish education system, not enough care is taken in the selection of both the teachers who undertake such an important task and the prospective teachers who are placed in education faculties for pre-service training, and merit, ability and aptitude for the profession are largely ignored. Both YGS, which selects and places candidates, and KPSS, which is the basis for teacher appointments, are based on the measurement of only certain cognitive behaviors. Attitude, interest, ability, skill, talent, aptitude, understanding, predisposition, etc., which constitute the essence of the teaching profession and make its performance successful, are not taken into account. This situation causes individuals who are unqualified, incompetent, incompetent, who do not like people, who do not find their profession valuable, to unconsciously turn to the teaching profession and cause state resources and efforts to be wasted and wasted. The result of this is an undeveloped society with low national income that is not equipped with the desired behaviors. Therefore, the main purpose of this research is to prepare a valid and reliable measurement tool based on adjectives to determine the predisposition of individuals to the teaching profession, and in this way, to contribute both to the conscious choice of individuals to the teaching profession and to the authority to make purchases from the right sources. The study population of the research consisted of 467 faculty members with a doctorate degree or higher in the field of educational sciences working in a total of 115 universities in Turkey, including state and foundation universities that train teachers. While content, face and construct validity (EFA and CFA) were examined in the context of validity study, Cronbach alpha and Spearman Brown internal consistency calculations were made in the context of reliability study. The measurement tool, which was designed with 63 adjective expressions in the first stage, was finalized as 15 adjective expressions with a single factor as a result of the analyzes, and the model created was tested with CFA and it was confirmed that it showed good fit indices. The Cronbach's Alpha reliability coefficient was found to be 0.98 and the Split Test reliability coefficient was 0.97. The results of the study show that the scale is appropriate, valid and reliable for use in determining the predisposition of individuals to the teaching profession. It is recommended to be used by all stakeholders of education (individuals, counselors, schools, faculties, institutions/MEB, YÖK, etc.) when necessary.

Redefining the Moral Attributes of an Excellent Secondary School Teacher

This philosophical essay reconsiders and redefines the moral attributes, virtues, and duties of an excellent secondary school teacher, emphasizing their pivotal role in the moral development of adolescents during secondary socialization. Grounded in Kantian deontological ethics, it formulates 15 maxims as categorical imperatives to guide morally acceptable teacher behavior, focusing on their function as role models in shaping students’ moral consciousness, as informed by Kohlberg’s theory of moral development. Through a multidisciplinary approach integrating philosophy, psychology, pedagogy, sociology, and anthropology, the essay provides a comprehensive framework for understanding the complexity of the teaching profession. The results offer a foundation for future empirical studies and the development of teacher training programs to enhance educational quality.

Professionalizing schools on self-regulated learning: roles, responsibilities and challenges of process coaches

The implementation of self-regulated learning (SRL) in primary and secondary schools is complex and requires a sustainable long-term development of the complete school. To support school leaders and their school team to implement SRL, a two-year school-wide professionalization trajectory was designed in collaboration with an in-service teacher professionalization organization. School leaders participated in a professional learning community (PLC) and were guided by process coaches from the in-service teacher professionalization organization. This study focuses on these coaches and more specific on (1) their roles and responsibilities and (2) the challenges they face in guiding SRL-focused professionalization programs. Bi-monthly focus group discussions with the process coaches were executed to gain more insight in their perspectives. In total, nine focus group discussions were organized, and thematic analysis was used to examine the qualitative data collected during these. Four roles for the process coaches could be identified throughout the two-year professionalization trajectory, namely the roles of a coach, an expert, a coordinator, and a learner. In these roles, the process coaches experienced various challenges and tensions. For example, they faced challenges in defining their role as either a content expert or a facilitator of group learning. Furthermore, the results indicate that challenges were also experienced at other levels, such as within the organization of the PLC, dealing with the diversity among participating school leaders, and involving the school team when implementing SRL school-wide.

The essential role of teacher diversity in creating equitable and inclusive learning environments: an interdisciplinary conceptual framework

Abstract In this conceptual paper, we argue that teacher diversity ought to be recognised as an essential component of equitable and inclusive learning environments in schools. Despite growing agreement regarding the desirability of greater teacher diversity, teachers’ social and cultural backgrounds have been underaddressed in learning environments research and in equity-related policies. Dominant discourses focus on technical aspects of curriculum, pedagogy, and school policy, often reducing teachers to a neutral (or homogeneous) group of highly trained, yet interchangeable professionals. The lack of attention to who the teachers are, and to the complex identity dynamics shaping learning and teaching experiences, constrains discussions and initiatives, hindering progress towards Sustainable Development Goal 4 and its commitment to deliver ‘inclusive and equitable quality education for all’. By leveraging conceptualisations of equity and inclusion, various learning, sociological, and social psychological theories, and insights from teacher diversity research, we offer a multi-dimensional interdisciplinary conceptual framework that illustrates the multiple ways in which teachers from underrepresented groups, that is, from working class backgrounds, migrant and minority-ethnic groups, the LGBTQI + community, and those with disabilities, can contribute to the creation of more equitable and inclusive learning environments. Following our justification for the critical role of teacher diversity, we explore the persistent homogeneity within the teaching profession, identifying majority-oriented school cultures as a principal barrier to genuine equity and inclusion for educators and students. Through this conceptual exploration, we aim to foster a greater emphasis on, and deeper investigation into, teachers’ backgrounds and diversity in learning environments research, and in policies and guidelines related to educational equity and inclusion.

Continuous Professional Learning in North Shoa Zone Secondary Schools: Enhancing Teacher Agency and Student Achievement

The purpose of this study is to assess the practice of continuous professional learning for teachers. A concurrent mixed research design is employed, and both quantitative and qualitative research methods are used. The convenience sampling technique is used to select three secondary schools in the zone. Data are collected through questionnaires, semi-structured interview guides and document analysis. The collected data are analyzed using descriptive statistics (percentage, frequencies, mean and standard deviation). Moreover, data collected through interview guides and document analysis are qualitatively analyzed and described through narrations. The major findings indicate that the majority of teachers believed initial training (pre-service training) is sufficient to make one a professional teacher. Furthermore, it is disclosed that the majority of teachers do not have a positive attitude towards the teaching profession. They tend to consider CPD as a useless activity that does not have any financial return, and it is a deliberate imposition on teachers. Moreover, the absence of well-planned and organized CPD activities both at the institutional and individual teachers’ level, as well as the lack of adequate monitoring and evaluation, and timely and appropriate feedback, are among the main challenges that hinder the effective implementation of CPD in the secondary schools. Based on the major findings, it is concluded that the practice of CPD in secondary schools is ineffective with regard to the development of teacher agency as well as students’ academic performance. Finally, it is recommended that CPD has to be properly institutionalized as part of the schools’ responsibility; monitoring and feedback provision mechanisms need to be established, and teachers' CPD performance needs to be featured in their career structure

Principal's Leadership Role in Developing Education Quality Culture

This study examines the role of principal leadership in fostering a culture of quality education at SMP IT Mutiara. This study adopts a descriptive qualitative approach to explore the transformational leadership strategies implemented by the principal in building a conducive learning environment through data collection methods such as observation, interviews, and notes. The findings of the study indicate that the principal plays a strategic role in shaping a culture of quality education through various integrated strategies, including mentoring and developing teacher professionalism, and encouraging active participation from all school members. Despite facing challenges such as rejection from senior teachers towards new teaching methods, budget constraints, and the balance between academic achievement and Islamic character development, the principal overcomes these obstacles through his visionary, communicative, and focused leadership. The positive impact of developing a culture of quality education can be seen from the increasing quality of graduates accepted at the selected school, the increasing professionalism of teachers, and the high achievement of students in both academic and non-academic fields. This study confirms that the leadership of the principal is not merely administrative, but is a driving force for educational transformation that drives all departments in the school to provide the best educational services.

Editorial: Empowering Teacher Professionalization with Digital Competencies

As digital technologies continue to reshape education, equipping teachers with digital competencies has become a pressing need in both policy and research across Europe and worldwide [...]

Enhancing Teacher Professionalism Through Educational Supervision: A Literatur Review In Indonesian Context

Educational supervision plays an important role in improving the quality of teacher professionalism in schools. The reality in Indonesia is that supervision is not well understood in terms of its function and purpose. In addition, supervision is still administrative in nature and has not focused on improving teacher professionalism. This research aims to reveal the implementation strategies of educational supervision that can improve teacher professionalism. This research method uses a literature study using Google Scholar data base indexed sinta 1 to 3 published in 2019-2024 using the keywords supervision, teacher, professionalism based on research topics that are relevant to the research objectives. The results showed that 1) strategies that can be used in educational supervision are the contribution of school principals, e-supervision-based and collaborative approaches. 2) The characteristics of teacher professionalism are dedicated, competent, communicative and integrity. With this research, it is hoped that it can contribute to making a supervision policy programme that focuses on developing teacher professionalism in educational institutions

Evaluating The Effectiveness Of School-Based Management In Enhancing Educational Quality: A Case Study Of Smp Negeri 3 Manado

This research analyzes the effectiveness of implementing School-Based Management (SBM) in improving educational quality at SMP Negeri 3 Manado. The main objectives were to analyze SBM's effectiveness, identify supporting and inhibiting factors, describe the school's efforts to overcome obstacles, and evaluate its contribution to academic and non-academic quality. Employing a descriptive qualitative approach, data was collected through interviews, observations, and documentation. The findings indicate that SBM is effective in enhancing educational quality through active participation from all school community members in program planning, implementation, and evaluation. This positively impacts learning quality (more innovative teachers, active students) and improves teacher professionalism. Data-driven accountability is also key to its effectiveness. Supporting factors include teacher commitment, team cohesion, and the principal's open leadership. However, challenges include uneven human resource capacity and sub-optimal utilization of facilities. The school addresses these by conducting regular program evaluations, actively involving all school elements, and fostering a culture of discussion. SBM's contribution is evident in improved academic quality (learning processes) and non-academic aspects (environment, extracurriculars, collaboration). This study concludes that SBM plays a vital role in educational quality improvement, yet requires adaptive strategies for HR development and resource optimization.

Teachers and teaching in a shifting landscape of education: A global perspective

This article introduces and critically frames the Special Issue Teachers and Teaching in a Shifting Landscape of Education: A Global Perspective by examining how teacher work is being reshaped in response to escalating policy demands, socio-political instability, and systemic disruption. Drawing on contributions from seven national contexts, it identifies three core tensions that characterize contemporary teaching: between autonomy and systemic control, individual and collective professionalism, and stability and disruption. Rather than offering a descriptive overview, the article develops a comparative analytical framework to interpret how teacher agency, motivation, and collaboration emerge under divergent governance regimes and crisis conditions. By foregrounding the role of trust, institutional culture, and socio-emotional dynamics, the article argues for a relational and context-sensitive understanding of teacher professionalism. It concludes by calling for research that not only compares systems, but also captures the embedded, negotiated, and affective nature of teaching in times of transformation.

Information and Communication Technology (ICT) Skills and the Teaching of Mathematics in Selected South African Schools

This paper explores the use of ICT skills to promote the teaching of Mathematics in South African selected secondary schools. The paper deployed a qualitative research approach with a phenomenological case study design. The lived experiences of eight purposively selected teachers from four public schools in Buffalo Metropolitan City, East London, South Africa were recorded using semi-structured, in-depth interviews. The recorded data was coded, transcribed and subjected to thematic analysis. The findings revealed that there is a need for on-the-job training in the form of continuing professional teacher development (CPTD) to update their ICT skills. Such training can be workshops, seminars, short courses and symposiums. Also, teachers should be intentional in demonstrating true professionalism; they should innovatively engage ICT to help learners make accurate decisions, solve their problems and enhance different skills and there is a need for emotional and psychological support for the teachers. The paper concludes and recommends that introducing ICT tools in the Curriculum and Assessment Policy Statements (CAPS) document is not sufficient on its own without the monitoring of the subject heads to make sure teachers adhere to the use. The school management should make sure that these tools are available or improvised to make the learning environment conducive to the use of ICT tools.

Research on the Current Situation and Innovation Path of Ideological and Political Education in Primary Schools under the Background of the Great Ideological and Political Course

The concept of “Great Ideological and Political Course” provides a fundamental follow-up for Lide Shuren in the new era. As a critical period of shaping values, the quality of ideological and political education in primary schools is related to the fundamental issue of “who to train, how to train people, and for whom.” This paper focuses on improving the effectiveness of ideological and political education in primary schools, and analyzes the core problems existing at present, such as deviation of teaching concept, single method path, structural shortcomings of teachers, and improper evaluation mechanism. Based on the innovative practice of many primary schools in China, this paper puts forward some strategies, such as constructing a spiral advanced curriculum system, exploring the teaching mode of situation-practice-technology integration, strengthening the professional development-oriented teacher construction, and deepening the cooperative education community between home, school, and community. The research emphasizes that the attraction and appeal of ideological and political education can be significantly enhanced through the immersion experience of red resources, deep interdisciplinary collaboration, and intelligent technology empowerment. The future development paths, such as new media literacy education, co-construction and sharing of urban and rural digital resources, long-term evaluation, and guarantee mechanism construction, are further discussed, which provides a theoretical reference and practical mirror for promoting the integration and high-quality development of ideological and political education in primary schools.