Teacher professional development

This study explores how service-learning, conceptualised as an experiential learning approach, fosters global citizenship among students in English as a Foreign Language (EFL) classrooms in Thailand. Guided by Kolb's (1984) experiential learning theory and UNESCO's (2015) Global Citizenship Education (GCED) framework, the study adopted a qualitative design to analyse students' reflections, interviews, and artefacts from two coursebased service-learning projects: the Kids Asa Project and the GC-based Mini English Lesson for the Blind. The latter required students to collaboratively design inclusive English lessons for visually impaired learners by integrating GCED principles such as empathy, inclusion, and respect for diversity into their pedagogical decisions. Findings reveal that service-learning fostered students' development across the cognitive, socio-emotional, and behavioural dimensions of GCED. Cognitively, students reconceptualised English as an inclusive communicative practice rather than a system focused solely on linguistic accuracy. Socio-emotionally, sustained interaction with blind learners promoted empathy, respect, and heightened self-other awareness. Behaviourally, students enacted these understandings through inclusive pedagogical design and expressed a growing sense of responsibility and civic engagement. Overall, the study illustrates how global citizenship was experienced not as an abstract or idealised concept but as a lived and locally grounded practice enacted through small-scale actions. By highlighting both the pedagogical possibilities and practical constraints of service-learning in EFL contexts, this study offers a nuanced and attainable conceptualisation of GCED in language education.

Using an Artificial Intelligent (AI) like Connected Papers is important for evaluative reading because it helps EFL undergraduate students see how academic texts are related, instead of reading each article in isolation. Evaluative reading requires judging a text's reliability, relevance, and contribution to a field. When students can visualize which papers are central, which are more recent, and how ideas are connected, they are better able to question, compare, and assess sources which are fundamental components of evaluative reading (Al-hawamdeh, 2025; Busarakham Intasuk, 2024; Noori, 2025). Many EFL learners struggle not only with reading comprehension but also with evaluative reading skills such as analyzing arguments, evaluating evidence, and synthesizing information across texts (Chaiya & Jarunthawatchai, 2025; Kaban, Ayşegül Liman; Karadeniz, 2021). Research shows that instruction which pushes students beyond literal understanding such as through projects, problem

The present chapter considers the current research on DC and what conceptualisations are manifest or implicit in the research. It then provides some case studies of teachers working in difficult circumstances to bring out their perceptions of and perspectives on their own circumstances through action research (AR). The chapter also explores how AR can contribute to research conducted in the area of DC. The discussion raises some crucial concerns about the ways difficult circumstances are conceptualised and are being researched and includes some implications that can be considered by teacher educators working in difficult circumstances.

This single, descriptive qualitative case study provides a snapshot of elementary teachers and their school principal’s multiple and competing views about personal and contextual factors affecting teacher engagement in collaborative professional learning (CPL) related to science education within the school environment. This study was viewed through the lens of Situated Learning Theory primarily by Lave and Wenger (1991) because viewing knowledge as situated has implications for understanding teacher learning and the design of instructional activities. Data were collected from three female elementary teachers and their school principal in Ontario for a period of six months. The data included: five principal interviews; two teacher focus groups; three surveys (Science Teaching Efficacy Beliefs Instrument, Science Teachers’ Pedagogical Discontentment scale, Beliefs about Reform Science Teaching and Learning); two questionnaires (demographics questionnaire, Professional Development Cont...

This single, descriptive qualitative case study provides a snapshot of elementary teachers and their school principal's multiple and competing views about personal and contextual factors affecting teacher engagement in collaborative professional learning (CPL) related to science education within the school environment. This study was viewed through the lens of Situated Learning Theory primarily by because viewing knowledge as situated has implications for understanding teacher learning and the design of instructional activities. Data were collected from three female elementary teachers and their school principal in Ontario for a period of six months. The data included: five principal interviews; two teacher focus groups; three surveys (Science Teaching Efficacy Beliefs Instrument, Science Teachers' Pedagogical Discontentment scale, Beliefs about Reform Science Teaching and Learning); two questionnaires (demographics questionnaire, Professional Development Continuum Rubric) and; monthly professional development logs. The process of thematic coding was employed to analyze the data, and the findings were written with thick descriptions based on the narratives from the participants and descriptive data. Three interpretive insights and implications into the synthesis of the findings included: (a) the lack of emphasis on science in Ontario's elementary education, (b) the limited time available for CPL about science, and (c) the limited number of teaching partners to collaborate about science. The interconnectedness of the three concepts highlights the multiple and complex domains that influence teacher engagement in collaborative professional learning related to elementary science education in Ontario, Canada. The overarching implication put forward in this research is the provision of ongoing professional learning with in-situ instructional science coaches working alongside the teachers to further develop their science teaching strategies related to inquiry-based approaches. To implement such concept, it is suggested that science is included in the School Effectiveness Framework so that when individual schools include science in their School Improvement Plan. Secondly, time for CPL needs to be included in teachers' Collective Agreement. The benefits of these changes may include more iii teachers across the school engaging in CPL related to inquiry-based science, and expanding the network of teachers who collaborate with one another regarding science within the school setting.

This study investigated the influence of strategic planning on school performance and achievement outcomes within the Districts of Jiabong, Motiong, and Wright I and II of the Schools Division of Samar during the School Year 2023-2024 academic year. It addressed the profile of school administrator-respondents, the level of strategic planning implementation, school outcomes, achievements, and their interrelationships. Employing a descriptive-correlational design, the study provided insights into administrator demographics, attitudes toward strategic planning, and the extent of strategic planning implementation. While a high level of implementation was observed in areas like execution, communication, and resource allocation, no direct correlations were found between strategic planning and outcomes like academic achievement or attendance. However, positive associations emerged between communication/engagement and collaborations with external organizations. Administrator characteristics like age, experience, or training had limited influence on planning implementation. Interestingly, a negative correlation existed between administrator attitude and the number of accreditations, suggesting a potential disconnect. The study highlighted the value of strategic planning beyond direct outcomes. Focusing on communication, engagement, and resource management within the planning process might be more crucial in leveraging partnerships and ultimately achieving educational goals.

One of the persistent challenges among elementary pupils is solving mathematical word problems, which are essential for developing critical thinking and application skills in mathematics. This quasi-experimental study aimed to determine the effectiveness of the MATH-WAVE (Mathematics Advancement through Technology and Hands-on Web-based Activities for Vital Engagement) intervention in enhancing the word problem-solving skills of Grade 4 students. The MATH-WAVE approach integrated interactive technology tools and contextualized web-based activities designed to engage learners and improve their comprehension of mathematical problems. The intervention was implemented with 30 Grade 4 pupils from Maniki Elementary School SPED Center during the 2024–2025 academic year. A researcher-designed pre-test and post-test were administered to assess the participants problem-solving performance before and after the intervention. Pre-test results indicated that the students demonstrated low proficiency in solving word problems. After the implementation of MATH-WAVE, students post-test scores improved significantly. A paired sample t-test revealed a statistically significant difference between pre-test and post-test scores, t(29) = 22.60, p < .001, indicating a substantial gain in problem-solving skills (Cohens d = 4.04). These findings suggest that the MATH-WAVE intervention effectively enhances elementary learners mathematical problem-solving abilities. The results support the integration of technology-assisted and hands-on learning strategies into the mathematics curriculum. It is recommended that educators adopt similar innovative approaches to support learners engagement, understanding, and performance in mathematics.

Though leadership in education has been widely studied, theres still a gap in understanding of agile leadership and transformative management impacts the overall health of schools, especially in local settings. This study sets out to bridge that gap by surveying how these leadership styles work together to create supportive and effective learning environments in public elementary schools in the Lucena West District, Division of Lucena City. Guided by theories on agile leadership, transformational leadership, and organizational health, the research used a descriptive-correlational, quantitative approach, gathering perceptions from teachers through a self-made survey questionnaire. The findings showed a strong, positive relationship between school heads agile leadership practices and school organizational health, as well as between the transformative management and organizational health. Basically, school leaders who are both adaptable and inspiring are better able to create schools where teachers thrive, and students succeed. Together, these leadership styles are essential for navigating the fast-changing educational setting nowadays. In line with Sustainable Development Goal 4 (SDG 4), this study highlights how investing in strong, dynamic leadership can foster healthier school environments, support teachers well-being, and promote better learning outcomes, all while pushing forward the vision of quality, inclusive education.

This research examined the instructional leadership and supervisory skills of master teachers, emphasizing their influence on school improvement while considering professional attributes as a moderating factor. The study aimed to analyze the connections between leadership practices, teachers' pedagogical abilities, and student performance, employing a correlational research design through surveys administered to teachers in selected public secondary schools in Sto. Tomas, Batangas.

The results indicated that master teachers exhibited strong leadership in professional development, management, and classroom support, leading to notable enhancements in lesson planning, instructional delivery, and assessment practices. The analysis identified positive correlations among instructional leadership, supervisory skills, pedagogical competence, and student outcomes, with assessment and feedback emerging as particularly significant. Although professional attributes did not significantly moderate the relationship between leadership and student performance, they did impact pedagogical competence. The study concludes that master teachers are vital in improving instructional quality and overall school performance.

When examining the barriers that early career elementary teachers faced when trying to teach for diversity, equity, and inclusion, an overwhelming theme arose: namely, a pervasive feeling of fear. This study illustrates the fear that slowed down or even paralyzed the work that new teachers wanted to do as they grappled with how to be the type of teacher they were trained to be in today's historical moment.

Esta investigación evalúa el impacto de los enfoques educativos por objetivos y por competencias en la inserción laboral de los titulados de Comunicación Social de la Universidad Católica Boliviana “San Pablo” en Cochabamba. Basándose en la teoría del capital humano, el estudio analiza las gestiones 2013 (objetivos) y 2018 (competencias) mediante una metodología exploratoria, descriptiva y explicativa.
Los hallazgos demuestran que el enfoque por competencias es más eficiente, con una media de obtención de empleo de 32 días (que se reduce a 13 días sin valores atípicos), frente a los 126 días del modelo por objetivos. Aunque la aplicación de la tesis en el primer trabajo fue menor en el grupo de competencias (18,51%) respecto al de objetivos (40%), se identificó que la experiencia laboral previa a la titulación eleva significativamente las probabilidades de aplicar la investigación científica en el mercado laboral. Finalmente, el capital social de la carrera facilita una inserción laboral más dinámica

This study investigates the integration of digital tools in teaching and its relationship with student academic performance among elementary educators at Guiwan Elementary School during the 2024–2025 school year. Utilizing a descriptive correlational design, the research explores the frequency, types, and purposes of digital tool use, as well as the challenges teachers face in technology integration. Data were collected from 37 teachers through purposive sampling, focusing on those with experience in digital technology. Results reveal that while the majority of teachers have received training in digital tool integration (64.86%), significant gaps remain, with 35.14% lacking formal preparation. Digital tools are most frequently used for lesson delivery and communication, but less so for feedback and collaboration. The findings also highlight disparities in access, confidence, and device availability, which influence the extent of technology use. The study identifies a positive but varied relationship between teachers integration of digital tools and students academic performance, suggesting that effective and consistent use of technology can enhance learning outcomes. However, barriers such as insufficient training, limited resources, and infrastructural challenges persist. The results underscore the need for targeted professional development and equitable access to digital resources to maximize the benefits of educational technology in elementary settings.

This study aimed to determine the effect of professional disposition and growth to work ethics and competence of public elementary school teachers. The study employed a descriptive-correlational approach, including 351 teachers in the District of San Antonio and Tiaong 1. A five-part survey questionnaire was utilized to determine the respondents profiles, the level of teachers work ethics, competence, professional disposition and professional growth. Mean and standard deviation were used to determine the level of teachers work ethics, competence, professional disposition, and professional growth. Pearson-Moment Correlation Coefficient, mediation, and regression analysis were used to test the hypotheses. The results revealed that teachers work ethics were significantly related to professional disposition and teachers competence. Similarly, a significant relationship exists between professional disposition and teachers competence. Professional disposition partially mediated the relationship between teachers work ethics and competence. On the other hand, professional growth did not statistically moderate among the relationships between teachers work ethics, competence, and professional disposition. Thus, this study recommends that DepEd review and recalibrate its professional growth and development policies, focusing on the quality, contextual relevance, and impact of the programs rather than their quantity.

In recent years, the educational career path in remote schools has undergone substantial transformations, mainly in the context of career progression opportunities, monitoring instructional delivery, and fostering innovative teaching competencies among teachers. It challenge school leaders to provide and sustain opportunities for the educators to enable them to reach their full potential for career advancement and to have a positive learning outcomes. Hence, this study employ descriptive-correlational design and utilized survey questionnaires to determine the perceived career progression opportunities and monitoring of instructional delivery as correlates of the status of innovative teaching competencies of 86 teachers in Jomalig District, Division of Quezon Province during the School Year 2024-2025. The findings reveal positive correlations between career progression opportunities and instructional delivery monitoring along with innovative teaching competencies. Despite the implementation of these initiatives in the district the results indicate that for these efforts to be sustainable and truly transformative, continuous development and more robust support systems are needed for advancement. Thus, the study recommends that the school principal and/or head teacher should strengthen these areas to further enhance teachers abilities to innovate in their teaching competencies and help sustain long-term improvements in educational outcomes.

This study examined the leadership practices of novice principals and their relationship to school performance. Specifically, it aimed to determine the extent to which novice principals demonstrate leadership in instructional leadership, decision-making skills, communication skills, and emotional intelligence; identify the leadership challenges they encounter, particularly in lack of experience, policy knowledge gaps, workload, and stakeholder pressure; explore the opportunities available through mentorship, professional development, and collaboration; and assess school performance in terms of student achievement, teacher performance, school climate, and stakeholder satisfaction. The study also investigated whether leadership practices are significantly related to school performance.

The study used a mixed-methods approach. Survey questionnaires were given to novice principals from four congressional districts in DepEd Quezon, and the data were analyzed using descriptive statistics and Pearson correlation to examine their profiles, leadership practices, challenges, opportunities, and school performance.

In addition, in-depth interviews were conducted to gain deeper insights into their leadership practices, challenges and opportunities in performing their duties as novice principals.

Findings show that most novice principals are mid-career, female, with graduate education and limited experience as school principals. Their leadership practices were rated excellent, particularly in emotional intelligence and decision-making. They experienced moderate-to-frequent challenges with workload, school improvement implementation, and policy alignment, while reporting high levels of mentorship, professional development, and collaboration. School performance was rated high to very high across all domains.

Leadership support opportunities have significant positive associations with school performance indicators, whereas leadership practices show no significant direct association with school performance. This led to a revised research paradigm in which leadership opportunities are treated as an independent variable rather than a moderating variable. Qualitative findings further showed that mentorship, professional development, and collaboration helped novice principals manage challenges, improve decision-making, motivate teachers, and strengthen school climate.

While novice principals demonstrate strong leadership practices, school performance is more strongly associated with opportunities for leadership support. The findings suggest that leadership outcomes are largely influenced by external support systems rather than the direct effects of leadership practices alone.

Emphasizing the importance of educational services, this study looked at how administrative challenges and leadership innovation affect school performance. Based on a varied sample of school administrators from different school sizes and geographical settings, the study highlights as major administrative issues funding constraints, policy implementation, teacher shortages, and student mental health as main challenges to efficient school management and instructional delivery. The results show that although all schools mostly rely on government and community financing sources, infrastructure gaps—especially in laboratory facilities—remain clear. Particularly in areas of technological integration, data-driven decision-making, professional development, and wellness projects, the study emphasized the great competency of school administrators in using creative leadership tactics. Improved school outcomes—including higher student achievement, more teacher satisfaction, and the development of a favorable school environment—including these leadership innovations are favorably connected with each other. Moreover, statistical tests verify that instructional programs help to explain the link between administrative difficulties and school performance. Good leadership innovation lessens the effect of these difficulties, therefore improving the quality of instruction, student support, and evaluation procedures. The study emphasized the need of adaptable leadership approaches catered to the size and setting of the institution since proactive answers to administrative obstacles can greatly improve organizational performance and educational results. The results support the mounting body of data supporting radical leadership and strong educational programs as essential components in reaching sustained school development.

This study examined how school heads managerial competencies influence teachers competence and well-being, with teachers efficacy as a mediating factor. The research focused on teachers perceptions of school leaders skills and their impact on instructional quality and job satisfaction. A descriptive research design was employed, involving 200 Del Remedio District, Division of San Pablo City teachers. Data were gathered through surveys via Google Forms and analyzed using frequency, mean, standard deviation, Pearson correlation, and mediation analysis. Results showed that teachers rated school heads managerial competencies, such as conceptual, technical, and interpersonal skills, along with organizational support and professional development, very high. Teachers efficacy and ability to adjust classroom processes and support student learning were also rated very high. Significant positive correlations were found between managerial competencies and teachers professional competence, including content mastery, pedagogical skills, classroom management, and responsiveness to learner diversity. A strong relationship was also observed with teacher well-being, job satisfaction, and commitment. Mediation analysis confirmed that teachers efficacy positively influences their competence across multiple teaching domains. These findings highlight the critical role of effective school leadership in enhancing teacher performance and well-being through improved efficacy.

This study on “SCHOOL CLIMATE AS CORRELATE OF STUDENTS ACADEMIC PERFORMANCE AND SOCIO-EMOTIONAL DEVELOPMENT” investigates the relationship of school climate with students academic performance and socio-emotional development at Cagsiay III ES, Cagsiay III – Annex ES, Cagbalete II ES and Sto. Niño ES in Mauban South District, Quezon. Employing a descriptive correlational research design, the study examines how key aspects of school climate—engagement, safety, and environment—affect students academic performance (in literacy and numeracy) and socio-emotional development. Data are collected using a researcher-made questionnaire, along with assessments of students literacy (Phil-IRI) and numeracy (Mean Percentage Scores). A total of 105 intermediate students are selected through purposive sampling, and Pearson Product Moment Correlation is used to analyze the data. The findings reveal that students perceive a highly positive school climate, with strong perceptions of engagement, safety, and a conducive learning environment. These perceptions are significantly correlated with higher levels of academic performance and enhanced socio-emotional skills. Emotional safety, in particular, emerges as a key factor in fostering socio-emotional development. The results highlight the importance of a supportive, inclusive, and well-maintained school environment in promoting both academic achievement and emotional well-being. This underscores the need for schools to prioritize a holistic climate that nurtures students academic and emotional growth.

This study aimed to investigate the relationship between teacher collegiality, professional development activities, and teachers performance among 100 public elementary school teachers in Tiaong II District for the school year 2024-2025. Employing a descriptive-correlational research design, the study examined the relationship between interdisciplinary teams, teacher networks, and professional development activities, and their impact on pedagogical performance and individual efficiency. Data were collected using a validated, pilot-tested questionnaire with four parts: respondents profile, teacher collegiality, professional development activities, and teachers performance. Statistical tools included mean, standard deviation, Pearson correlation, and regression analysis. Findings showed that both teacher collegiality and professional development activities had significant positive correlations with teachers performance. Interdisciplinary teams and teacher networks have a positive influence on classroom management and instructional delivery. Courses and mentoring were notably linked to better instructional planning and support for diverse learners. The study concludes that collegiality and continuous professional development are essential in enhancing teachers performance. It is recommended that schools implement induction programs, offer technical assistance, and support peer led collaborative research to improve teachers performance further.

The penetration of artificial intelligence (AI) and related tools into the field of education is deepening. This is especially relevant in the process of university studies. It is clear that integrating AI tools into the study process significantly changes the study practice itself. On the one hand, AI offers wide-ranging application possibilities; on the other hand, it poses many challenges. First, the question arises about the appropriate use of AI. However, it is practically impossible to define the boundaries of appropriate use. Many higher education institutions have rushed to prepare recommendations for students on the appropriate use of artificial intelligence during their studies. The essential motive for such recommendations is to ensure compliance with the legal norms of academic ethics and authorship. On the other hand, in certain aspects, the use of AI in the study process is limited and, probably, should be limited. This alone shows that this area is becoming extremely relevant, significant, and at the same time complex.
Thus, the aim of the study was to analyze the position of pre-service preschool and primary school teachers in their studies of AI use. The statements formulated in the research instrument included perceived usefulness of AI, ease of use, intention to apply AI in the future, and assessments of understanding, limitations, and ethical consequences of AI. The study was conducted from October to December 2025. The study sample consisted of 96 pre-service teachers from two Lithuanian universities. To collect data, a questionnaire was prepared and administered to students to assess their understanding of artificial intelligence and their involvement in the use of AI in everyday life, studies, and future professional activities. Respondents assessed the statements on a structured 5-point interval Likert scale from “strongly disagree” to “strongly agree”.
The study showed that pre-service preschool and primary school teachers generally view the use of AI tools favorably in the study process. In addition, AI is perceived not only in the context of studies but also in the context of future pedagogical activities. Pre-service teachers consider AI to be part of the pedagogical work environment, but not an alternative to the teacher. On the other hand, respondents understand the principles, benefits, and potential limitations of AI but still do not consider it particularly reliable. Students trust AI more where its functions are visible and easily verified.
Respondents positively assess the benefits of AI, its significance for future professional activities, and their readiness to apply it, but remain cautious about AI's reliability and the need for intensive use. This allows us to state that AI is perceived by pre-service teachers primarily as an auxiliary tool that complements professional work, rather than an autonomous replacement for the teacher.

This study explores marriage and partnering practices among university students in Tanzania, focusing on factors influencing cohabitation and the associated challenges impacting academic performance. This is a quantitative descriptive research study that utilized an open-ended questionnaire as the data collection instrument. Data were gathered from 90 students at two universities in Mbeya. Descriptive statistics, including frequencies and percentages, were employed to interpret and summarize the data. The analysis was conducted using the Excel program, which facilitated accurate computation and visualization of the results. The study revealed that motivations for cohabitation include emotional, social, and financial factors such as feelings of maturity (38.89%), pressure from unplanned pregnancies (45.56%), peer influence (47.78%), and shared financial responsibilities (44.44%). However, cohabitation also presents significant challenges, including unplanned pregnancies (50%), frequent conflicts (53.33%), infidelity (53.33%), social stigma (36.67%), and health risks like infectious disease transmission (23.33%). These challenges negatively affect students' academic engagement, with over half reporting academic distractions (57.67%). The study recommends comprehensive sexual education, accessible counseling services, financial support programs, inclusive environments, health awareness, tailored academic support, and workshops on healthy relationship skills. These initiatives can help institutions create supportive interventions, enabling students to manage cohabitation complexities while promoting academic success and personal development.

This study aims to explore the conflict resolution mechanisms employed by the local leaders in Banisilan municipality. The research design of the study was qualitative-narrative to which thematic analysis was used to analyze data. Sample of this study included ten (10) local leaders who are bonafied residents of Barangays Busaon, Pantar, Salama, and Tinimbacan, Banisilan Municipality. Specifically, they are barangay captains, traditional leaders, and religious leaders and actively involved in the conflict settlements for ten (10) years of more. The study has employed purposive-sampling to identify and select the participant. The analysis was addressed descriptively to see the themes developed on the various types of conflicts commonly arise in the municipality of Banisilan, the conflict resolution mechanisms utilized by the local leaders, the perceived effectiveness of these mechanisms in promoting peace, and the challanges encountered by the leaders in implementing such strategies. The findings of the study are anchored on Johan Galtung's Conflict ABC Triangle Theory (1969), Hybrid nature of peacebuilding decribed by Roger Mac Ginty (2010), and Human Security Paradigm of the UNDP (1994). Findings revealed that rido or family feud, land disputes, marital disputes, financial conflict, drugrelated conflict, and juvenile conflicts were the most common sources of conflict in Banisilan. Local leaders, encompassing barangay officials, traditional elders, religious authorities, and community mediators, utilize a hybridized set of mechanisms that blend state-recognized procedures with informal, customary, and faith-based approaches such as collaborative mediation and consulatation, barangay-based mediation, multi-agency collaborative approach, and council of elders-mediated settlement with Islamic guidelines. In terms of effectiveness, these conflict resolution mechanisms are generally perceived as responsive, accessible, and culturally appropriate, particularly because they prioritize community involvement, restorative justice, and relationship healing over punitive action. The theme that emerged from the study include sustainable resolutions, community trust in leadership, blending legal and traditional systems, empowerment of local communities, unified leadership, adherance to agreements due to religious values, and collaboration with higher leaders.

The substandard performance of children and adults in mathematics is a global conundrum. Studies identified large cohort of South African children who could not benchmark against their counterparts in standardized international tests. Similarly, an analysis of adults' performance in mathematics reveals that mathematics understanding in adults' learning contexts is direful. By assembling upon Gagne's (1962) theorization of mathematics as a subject with a strong vertical demarcation and integration of concepts, the paper sought to explore adult offenders' mathematics learning trajectories, with the context of Correctional Education Adult Education (AET) Level One to Adult Education and Training Level Four occupying the central focus. The phenomenon was viewed from the pragmatic epistemological stance. The study was framed within the QUANT-QUAL explanatory sequential mixed methods research design. For quantitative data, 150 adult offenders' mathematics scores from standardized AET tests across four levels were analysed by SPSS, while qualitative data, inferred from 10 stratified sampled adult offenders through semi-structured interviews were analysed thematically. Based on empirical evidence, it was discovered that the combination of language barriers, prison contextual factors and AET curriculum structure inhibited adult offenders' mathematics cognitive development. Furthermore, the findings were that language barriers, prison contextual factors and AET curriculum structure created a low ceiling, beyond which the progress in mathematics, across AET levels was improbable. Based on the findings, the model for flattening adult offenders' mathematics learning trajectory is proposed, with implications on the use of multilingual pedagogies, Correctional Services Policy reform, and adult curriculum policy framework.

This study investigated the multimodal pedagogical skills of Kenyan secondary school English teachers, examining how these teachers integrate verbal, visual, gestural, spatial, and digital modes in classroom instruction. In this 21st-century learning classroom, the core traditional language skills such as listening and speaking, reading, and writing are no longer adequate. A learner should be guided to design, view, and critique multimodal content. Grounded in the Multimedia Learning Theory, this study examined how teachers use multimodal interactive digital tools to enhance language learning and teaching effectiveness. A descriptive mixed-method design was employed by adopting semi-structured interviews and questionnaires with 30 purposively selected teachers. The teachers were purposively sampled from six schools within Maragua Sub-County in Murang'a County. The findings reveal a moderate multimodal competence, with approximately 86% of instructional practices being lecture-based while only about 35% involved interactive digital tools. The limited engagement of visual and digital modes was attributed to inadequate infrastructure, insufficient professional training, and weak policy support for multimedia resources. Informants interviewed revealed that multimodal practices are often treated as optional rather than integral to English instruction. This is a situation reinforced by curriculum structures that do not explicitly scaffold multimodal teaching competencies. The study recommends targeted professional development in digital multimodal pedagogy as well as curriculum revision to embed digital multimodal practices. This can promote inclusive, contextually responsive English language learning.

This study represents an initial attempt to determine and compare the levels of the intercultural sensitivity of three samples of student teachers in Hong Kong, Shanghai and Singapore using the Intercultural Development Inventory (IDI). A total of 317 student teachers participated in the study. Across the three samples, the majority of participants tended to see the world from an ethnocentric perspective and tended to simplify or polarize cultural differences. They also had a tendency to emphasize commonality and universal norms, and showed difficulties in comprehending and accommodating complex cultural differences. Based on the results, the study offers recommendations for the development of a suitable intercultural training programme to achieve greater intercultural sensitivity for future teachers in each of the three cities.

This study represents an initial attempt to determine and compare the levels of the intercultural sensitivity of three samples of student teachers in Hong Kong, Shanghai and Singapore using the Intercultural Development Inventory (IDI). A total of 317 student teachers participated in the study. Across the three samples, the majority of participants tended to see the world from an ethnocentric perspective and tended to simplify or polarize cultural differences. They also had a tendency to emphasize commonality and universal norms, and showed difficulties in comprehending and accommodating complex cultural differences. Based on the results, the study offers recommendations for the development of a suitable intercultural training programme to achieve greater intercultural sensitivity for future teachers in each of the three cities.

To evaluate current barriers to Sunflower adoption in elite professional and academic environments and propose a transformative, merit-based framework titled "The Brotherhood." Overview of Current Challenges While the Hidden Disabilities Sunflower scheme has seen significant adoption, its implementation in elite Higher Education (HE) and professional spheres faces systemic friction. These environments are often governed by neoliberal "human capital" discourses that value absolute autonomy and selfsufficiency, positioning disability as the "fundamental antithesis" of excellence. The report identifies several critical barriers: • The Excellence/Disability Binary: In high-status circles, any public signal of impairment is often perceived as an admission of professional inadequacy.

The spread of lesson study in the U.S. is a widely acknowledged development. Over the past two decades, hundreds of American teachers have begun to adapt this Japanese professional development process to develop new lessons, use them in their classrooms, receive peer feedback, make improvements in their teaching , and create new instructional practices. As teaching is a cultural activity, teachers are adapting lesson study in a wide range of ways to try to improve teaching (Stigler &amp; Hiebert, 1999). This discussion begins with a brief review of American teacher professional development and then tries to map the lesson study terrain. Using a variety of knowledge bases, lesson study is described. Then, the small body of case study and dissertation literature is selectively explored. Another phase of lesson study, dissemination techniques, is also discussed. The final section concludes with further thoughts about realizing the lesson study vision for continual improvement in te aching and suggests additional questions about how this knowledge can be extended. Teachers in the United States are commonly isolated from each other with fe w opportunities for collaboration where it may be most needed, that is, in classroom practices (Byrum, Jarrell &amp; Ruth, 2002). Of course, it is not unusual for teachers to come together to discuss substantive or problematic issues or to be required to participate in professional development courses related to their practices. Unlike many nations, however, there is no national teacher in-service or pre- service education policy in the United States. Rather, each state has its own policies in such matters as pre-service teacher certification, curriculum, career paths and in-service professional development, with these decisions left to local school districts or even individual schools in some districts (Ball, 2002). Generally, school districts organize and coordinate substantive professional development programmes (Ball, 2002). Thus, for the majority of teachers, professional development has no uniformity of settings, hours, expectations , or courses, and rarely takes into account how they learn. Individual teachers demanding ways to enhance their knowledge and improve their teaching often seek out graduate programs and summer courses on their own. Overall, despite recognition of its importance, the professional development currently available is fragmented, intellectually superficial and woefully inadequate (Boroko, 2004). In contrast, the Japanese have a more consistent, school-based, professional development system. When a Japanese teacher retires, she may leave a legacy

This study examined the relationship between work task motivation and teaching performance among public elementary school teachers in Kapalong West District, Davao del Norte, Philippines. The research focused on key dimensions of work task motivation including class preparation, teaching, student evaluation, administrative duties, and complementary tasks. Using a convergent parallel mixed-methods design, the study gathered data through survey questionnaires and in-depth interviews. The quantitative phase involved 102 teacherrespondents selected through purposive sampling from 136 teachers in the district, while the qualitative phase engaged 14 participants—7 through one-on-one interviews and 7 through focus group discussions. Results revealed that both work task motivation and teaching performance were rated as very high across all indicators. A significant positive correlation was found between work task motivation and teaching performance (r = 0.606, p < .01), indicating a strong relationship between the two variables. The qualitative data supported these findings, showing that motivated teachers demonstrated enhanced instructional strategies, time management, and resilience in managing professional demands. Emerging themes emphasized the roles of passion, support networks, and administrative collaboration in sustaining teaching success. These results highlight the importance of implementing schoolbased initiatives that support teacher motivation to enhance educational quality. Encouraging consistent professional development, peer support, and reduced administrative burden are key strategies to foster both motivation and performance in the teaching profession.

Writing is a powerful learning tool that allows students to connect critical thinking across the curriculum. Good writing skills are necessary for students to succeed in higher education and on the job. Teachers, however, are avoiding teaching writing, in part because it has not been included until recently in high stakes testing, and in part because they may not understand how to teach writing and how to grade it. Central West Virginia Writing Project, a site of the National Writing Project, conducts an annual Invitational Summer Institute for teachers of grades K-Adult to teach teachers to teach writing across the curriculum. This 20-month qualitative study examined ways in which the 2007 Summer Institute influenced the professional development of 11 teachers who represented grades K-12 in ten schools within two county school districts. The study addressed five questions: participants' perception of writing project professional development, influences of the professional development program on teacher classroom practice, the extent to which participants perceived the Summer Institute program as fitting parameters of quality as defined by Backus, factors that might be useful to other designers of professional development, and the perceived enthusiasm that participants showed toward writing project professional development. It included emerging themes of technology use in the classroom, influences of school administrators, and teacher growth as peer leaders. The study found that writing project professional development was effective for some but not all participants. It inferred that the program fit parameters of quality, and that certain essentials of design and implementation may be useful for other providers of teacher in-service. It found six elements that appeared to influence the positive feelings reported by participating teachers for this professional development even if they did not transfer desired content to their classrooms. It also demonstrated the appropriateness of a collaborative, qualitative study such as this for researching questions of teacher practice. iii DEDICATION I dedicate this doctoral dissertation to my husband, Daniel Wallace Holmes. For seven years, he selflessly accepted responsibilities for our personal lives to enable me to pursue this degree. This meant that he took over all household chores: shopping, cooking, cleaning, caring for pets (that I wanted), and even chopping wood and picking blueberries. He made breakfast for me every morning, cooked meals when friends and relatives came to visit, and washed dishes after they left. He made early-morning coffee for every Summer Institute and for Young Writers' judging days. After suffering a headon car crash some years ago, I am not fond of driving, so he also took on this chore, serving as my driver for most occasions. During this time, Dan spent countless hours listening to me and supporting me in whatever it was that I chose to do. I continue to be amazed and thankful that he is my life's partner. vi TABLE OF CONTENTS ABSTRACT .

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Privatisation has made business education highly competitive, creating a need for clear differentiation and brand positioning. It is now imperative for these Business Schools (B-Schools) to craft relevant, socially responsible, and competitive brand identities and images to make themselves more attractive to the stakeholders. The current study is a narrative literature review aimed at identifying the factors that contribute to the development of a strong brand identity and image among private business schools. The study included thirty-three articles on 'business school branding' from the twenty-year period between 2000 and 2020, selected through a systematic search and snowball sampling. The brand identity determinants for business schools include experiential, symbolic, and functional attributes, whereas brand image is reflected through the congruence and legitimacy dimensions. The proposed model for B-Schools' branding can benefit two key audiences. It can benefit the academic community by serving as the basis for empirical studies on B-School branding. It can also help B-Schools consciously improve their branding efforts and help develop greater brand salience, resonance, and loyalty. A successful branding effort will be instrumental in the long-term growth, success, and popularity of a private B-School.

The Documentational Approach To Didactics (DAD) aims to study teachers' professional development through their interactions with their resources for/from teaching. It has been introduced in the French community of didactics of mathematics in 2007, then extended at an international level. It has been introduced as an entry in the Encyclopedia of Mathematics Education in 2020. The DAD-Multilingual project (2020-2021) is dedicated to gather and confront the translations of this entry towards 14 languages. The project main goals are: making available-for students as well as for researchers-a presentation of DAD in various languages; deepening the DAD concepts themselves in thinking their possible instantiations in different languages; questioning the translation processes; and questioning the notion of resource itself, resource for/from teaching. The lecture presents this project, and draws some lessons from its first steps.

This action research investigates the impact of targeted Continuing Professional Development (CPD) interventions on addressing Mathematics anxiety among students and enhancing teaching practices at Deeper Life High School, a Cambridge International School in Nigeria. The study involved approximately 100–150 teachers across multiple campuses, employing mixed methods including focus groups, surveys, interviews, classroom observations, and pre- and post-programme surveys. Initial exploration revealed that 77.3% of students had adequate Mathematics resources, 59.8% found the curriculum relevant and felt supported, but approximately 17% experienced Mathematics anxiety, with 27.5% reporting negative past experiences with the subject. Based on these findings, a four-session CPD action plan was designed and implemented over one month, focusing on recognising Mathematics phobia, building student confidence, integrating technology (e.g., Kahoot, GeoGebra), promoting collaborative learning, differentiated instruction, low-stakes assessments, and continual reflection. Results indicate that the CPD programmes positively influenced teachers’ practices, increasing their confidence and competence in addressing Maths anxiety, enhancing skills in differentiated instruction and technology integration, and fostering more supportive classroom environments. Challenges included time constraints and varying technological proficiency among teachers. The study concludes that targeted CPD interventions can effectively reduce Mathematics anxiety and improve educational outcomes, with implications for inclusive Mathematics education in global contexts. Recommendations include embedding ongoing action research cycles, peer mentoring, and developing parental resources to sustain improvements.

Para materializar la excelencia educativa en la formación de profesionales durante
el siglo XXI, es necesario incrementar las acciones en los procesos de evaluación
educativa mediante herramientas que garanticen la calidad de este proceso. Los
profesionistas formados en Instituciones de Educación Superior (IES) deben
demostrar sus conocimientos, habilidades y actitudes al competir en un mercado
laboral versátil. El propósito del presente artículo fue explorar el impacto que han
tenido los egresados de la Licenciatura en Administración Pública y Ciencias
Políticas de la Benemérita Universidad Autónoma de Puebla en México desde su
quehacer profesional para documentar cómo el proceso de formación profesional
realizado ha sido significativo parcialmente para que el egresado mejore sus
condiciones económicas y sociales de acuerdo a su experiencia laboral presente.
El diseño de la presente investigación se realizó a través del método cuantitativo
para la obtención y análisis de datos numéricos referentes a la información
detallada de los egresados. La muestra utilizada fue de tipo no probabilístico ya
que la elección de los sujetos ocupó la característica específica de manera previa
como encontrarse titulados y de acuerdo a la posibilidad de acceder a ellos. Los
sujetos que participaron en la elaboración de este trabajo fueron los egresados
pertenecientes a la generación 2003-2008, un total de cien egresados de los
cuales se tuvo acceso a sesenta. Los estudios de egresados ofrecen información
para los procesos de evaluación educativa., la falta de empleo en los egresados
no representó un problema importante ya que la mayoría de estos se encuentra
laborando, así mismo, se encontró que el grado de adecuación entre la formación
universitaria recibida y la práctica profesional realizada fue de bajo nivel ya que un
gran porcentaje de los egresados trabajan en espacios que tienen poca o ninguna
relación con el campo laboral establecido en su plan de estudio.

Inclusive education means all children in the same classrooms, in the same schools. It means real learning opportunities for groups who have traditionally been excluded – not only children with disabilities, but speakers of minority languages too. Inclusive education is about ensuring access to quality education for all students by effectively meeting their diverse needs in a way that is responsive, accepting, respectful and supportive. Students participate in the education program in a common learning environment with support to diminish and remove barriers and obstacles that may lead to exclusion.
Children do not need to earn their participation in attending schools and classrooms. They do not have to be ready for education because inclusive education empowers schools to be creative in encouraging all kids to participate. Teachers must be creative in teaching to get every child involved. Inclusive education is a reflection of everyone’s expectation of children’s acceptance and appreciation throughout life.

Ali: Merhaba arkadaşlar, öncelikle teşekkür ederim çalışmaya katkı verdiğinizden dolayı. Şimdi, bizim öğretmen emeğinin Türkiye'de dönüşümü üzerine bir çalışmamız var. Bu çalışmada geçmişten günümüze, öğretmenlik mesleğine başladığınızdan bu yana ne gibi değişimler gözlediğinizi anlamak istiyoruz? Olumlu, olumsuz, öğrencilerin öğretmenlere bakışı açısından, öğretmenlerin öğretmenlik mesleğine bakışı açısından, velilerin öğretmenlere bakışı açısından hepsinden bahsedebiliriz. Geçmişten günümüze veya biz öğretmenliğe başladıktan bu yana öğretmen emeği konusunda, öğretmenlik mesleği konusunda ne gibi değişimler oldu? Kardelen: Şimdi ben mesleğe başladığımda tabii ki öğretmen olmak idealimde olan bir meslekti. Öyle başladım. Belki her meslek de böyledir. İlk başlarda çok idealist bir yaklaşımım vardı. Sonra gitgide bu ideallerimin köreldiğini gördüm. Neden köreldi? Çünkü ben meslekte verdiğim emeğimin karşılığını çoğu zaman alamadım. Alabildiğim zamanlar sadece küçük öğrenci mutluluklarıyla sınırlıdır. Onun dışında işyeri, çalışma koşulları olsun, ders planlamaları olsun, veli-öğrenci profilleri olsun her zaman, her sene biraz daha sıkıntılı şeylerle karşılaştım. Örneğin, mesleğe başladığımda o idealist yaklaşımım nasıl kırıldı? Ayrıntılı olarak kısaca açıklamaya çalışayım. Ülkenin her sene ekonomik koşulları kötüye gittiği için benim maaşım her zaman altlarda kaldı. Şöyle ki, bir mesleğin iyiliği ya da saygınlığı bizim ülkemizde, belki pek çok yerde de kazandığı parayla ölçülür. Dolayısıyla ben kazandığım paranın düzeyine baktığımda saygınlığını yitirmiş bir mesleğim olduğunu görüyorum. Belki toplum içerisinde güvenilirlik bakımından öğretmenlik mesleği evet iyi durumda, yine güvenilir. Ancak saygınlık olarak baktığımda, evet aşağılarda kalıyorum, bunu tamamen kazandığım parayla ilişkilendiriyorum. Yani benim maaşı şu an atıyorum rakam olarak 250 bin lira olsa, etrafımdaki insanlar ona göre olacak. Saygınlık açısından konuşuyorum, veli, öğrenci, çevre açısından, söylüyorum. Fakat şu anda hani düşük bir miktarda olduğu için saygın bir mesleğin ücreti olan bir para görmüyorum. Artı, sosyoekonomik koşullar, öğretmenlerin kendini geliştirmesini engelliyor. Hani kurslar

Sürekli dillere çalışıyor ve Orta Doğu üzerine okumalar yapıyordum. Boş kaldığım her vakitte Farsça veya İbranice gibi dillerle meşgul oluyordum. Bir dili öğrenebildiğim kadar iyi öğrenmeye çalışıyordum. Bir dilde orta seviyeye geldiğimde diğerine başlıyordum. Yaklaşık 2 yıl boyunca yoğun bir şekilde çalışırdım. Ama aslında süreleri çok hesaplamazdım; her boş vaktimde mutlaka dile bakar, uzun saatler ders çalışırdım. Kelimeleri defterime ya da kitaplara yazardım. O zamanlar yapay zekâ yoktu ve anlamadığım her cümleyi mutlaka çözmeye çalışırdım. Farsça özelinde konuşacak olursam, değerli arkadaşım İzzetullah'tan yardım alırdım. Kendisi bir süre İran'da yaşamıştı ve Farsçası oldukça iyiydi. Bazen öyle cümlelerle

As the 21st century unfolds and keeps pace with the ever-changing world, the traditional approach to teacher preparation requires re-examination. One growing alternative is the incorporation of non-traditional teachers: professionals from various industries who transition into K-12 classrooms with alternative pedagogical preparation. In turn, these instructors provide K-12 students with real-world work experience, specialized knowledge, and practical insight into classroom instruction, career readiness, and critical thinking. This paper examines the vast world of non-traditional educators in primary and secondary education. It utilizes the most recent literature to examine how these protagonists strive to bridge the gap between academic instruction and workforce relevance. The paper further explores the benefits and challenges of collaborating with non-traditional professionals in an educational setting. Findings reveal that these instructors promote applied learning, innovation, and real-world problem-solving. However, they are met with systemic resistance, such as resistance to change in traditional teaching methods, and institutional credentialing barriers, which include the lack of recognition for their non-traditional expertise and the requirement of formal teaching degrees for employment. For the sustainability and support of this invaluable workforce, institutions must re-evaluate their hiring practices, develop tailored professional development programs, and acknowledge and value alternative forms of expertise beyond formal teaching degrees. This research contributes to the broader discourse on educational reform, underscoring the pressing need to develop more inclusive and adaptable models for teacher recruitment and preparation in the 21st century.

Phonological skills are crucial in the development of young children's language and literacy skills. This quasi-experimental study sought to explore the effectiveness of Visual, Auditory, and Kinesthetic (VAK) Model Instruction and Direct Instruction in enhancing the kindergartners' phonological skills. There were forty (40) kindergartners who participated in the study, and the intervention happened in thirty (30) days. The data were gathered through the use of Phonological Assessment. Descriptive statistics, a T-Test for paired samples, and ANCOVA (Analysis of Variance) were used to facilitate the organization and interpretation of the data. The study reveals that both groups showed an increase in their posttest scores in phonological skills after the interventions. As to the scores of the kindergartners exposed to the VAK Model of Instruction, the findings reveal that the participants' scores in the pretest and posttest in all the components of the phonological skills significantly differ. Meanwhile, only the phoneme segmentation skills of the kindergartners exposed to Direct Instruction group differ significantly in the posttest. In addition, there was a significant difference in the two groups' phonological skills increment in phoneme deletion, blending, segmentation, and addition except in the phoneme substitution. The study also found that the VAK Model Instruction is more effective in enhancing kindergartners' phonological skills. This means that kindergarten teachers may consider the learning styles of their learners, especially when teaching phonological skills.

efecto que tuvieron las políticas de capacitación docente durante la década del noventa para transformar las prácticas de enseñanza, actualmente se observan cambios importantes en las concepciones y estrategias empleadas. Las nuevas tendencias de desarrollo profesional promueven -entre otras cuestiones-la reflexión sobre la práctica, la diversificación de los dispositivos de formación, el aprendizaje horizontal, colaborativo entre pares y el acercamiento a las necesidades y escenarios reales del desempeño docente. El acompañamiento pedagógico a docentes principiantes constituye parte de estas nuevas tendencias. Sin embargo, la rápida multiplicación de estas políticas entre diversos países, suele realizarse sin dar lugar a un detenido análisis, sistematización y crítica. Este artículo se propone avanzar en dicho sentido, a partir del relevamiento de fuentes secundarias. A tal fin, se reconstruyen los argumentos y antecedentes que subyacen a este tipo de programas dirigidos a mejorar la inserción y el desempeño de los docentes noveles. Asimismo, se sistematizan algunos de los interrogantes y decisiones que se presentan en su diseño y, por último, se proponen cuatro ámbitos centrales sobre los cuales enfocar la tarea y formación de los mentores, tutores o asesores.

The rapid expansion of digital learning environments has transformed how individuals engage with reading tasks, shifting traditional literacy practices into complex, interactive, and self-regulated online experiences. Within this context, metacognitive awareness-the ability to monitor, regulate, and evaluate one's own cognitive processes-has emerged as a critical determinant of successful online reading. At the same time, learners' control beliefs, particularly the distinction between internal and external locus of control, play a vital role in shaping how readers approach, persist in, and interpret reading tasks in digital environments. This study explores the relationship between metacognitive awareness in online reading and learners' control beliefs, focusing on how internal versus external orientations influence strategy use, comprehension outcomes, and engagement. Drawing on a mixed-methods research design, data were collected from undergraduate students participating in online learning platforms. Quantitative measures assessed levels of metacognitive awareness and locus of control, while qualitative insights were obtained through reflective journals and semi-structured interviews. Findings indicate that learners with an internal locus of control demonstrate significantly higher levels of metacognitive awareness, including better planning, monitoring, and evaluation strategies during online reading tasks. In contrast, those with an external locus of control tend to rely more on external guidance, exhibit lower self-regulation, and often experience difficulties in sustaining comprehension and engagement. The study highlights the importance of integrating metacognitive training and fostering internal control beliefs within digital literacy instruction. The implications of these findings extend to educators, instructional designers, and policymakers seeking to improve online reading outcomes. By understanding the interplay between metacognition and control beliefs, educational practices can be better tailored to support autonomous, reflective, and effective readers in digital contexts.

This paper, based on a case study, documents how Japanese teachers in a public elementary school work collaboratively through lesson study. From this school’s case, three factors stand out as important for a collaborative lesson study. One is that under the leadership of the chairperson, all teachers had various roles. The second factor is that all teachers give their own research lesson every year. So they can be involved a lot of lesson study. The third factor is that there are many informal voluntary meetings. The last two factors show that lesson study is very much a part of the school’s teacher development culture. The results of the study suggest that school-based lesson study in Japan is highly structured and collaborative.

This manuscript reports on the initial findings from a study of two district's efforts to improve the instructional leadership of principals, and lead teacher coaches in collaboration with an external support provider who provided learning-focused professional development for the districts' leaders. Researchers collected pre-and postintervention data on forty-four (44) principals and district coaches from within the two districts, one a mid-sized urban district in Southern California, and the other a small town district from northwest Washington State, engaged in a strategic partnership with an external support organization that provided coaching and professional development sessions focused on improving leaders knowledge and skills to analyze instruction and lead instructional improvement. The study specifically inquired whether leaders' ability to analyze a videotaped lesson segment changed over the course of one year's work in this process. Leaders viewed a brief lesson segment on two separate occasions, approximately one year apart, and wrote narrative responses about what they observed that were analyzed by researchers. A research-based rubric for assessing responses was developed featuring thirteen sub-dimensions of instructional practice. Analysis of leaders' responses indicate that statistically significant improvements occurred in their individual abilities to critically analyze instruction over the course of the study, suggesting leaders in the context for study improved in their ability to analyze instruction and consider ways that their analysis informed comments to teachers and shaped potential decisions about professional development.

Among the key findings in school effectiveness research is that many underperforming schools struggle with weak leadership and a lack of continuous teacher professionalization. The role of school leaders in guiding their staff toward professional maturity cannot be overstated. Indeed, the success of schools is dependent on the quality of leadership and management. This study examines the experiences of an erstwhile underperforming, historically Black school in South Africa. The newly appointed principal sought to cultivate a new culture of commitment, collaboration, teacher leadership, and shared leadership. Her vision and strategy cantered on improving teacher practice through meaningful teamwork, where teachers were dependable, reflective, and continuously learning. She referred to this approach as "the art of each teaching the other." This qualitative study, conducted over 30 months, drew on observations and interviews. The school emphasized open peer learning and peer appraisal. In addition to interviews, the researcher observed classroom practices, the collective development of a positive school climate and invitational culture, and the use of team-based structures-such as dyad teaching-to promote excellence. The findings indicate that promoting peer learning in schools has the potential to significantly enhance teacher practice and learner achievement. The study concludes that in some unique circumstances (as is the case in this qualitative study), effective peer training systems might lead to the development of conscientious teachers who respect their leadership and embrace the strategic vision of the school.

The study logic is constructed on offering online courses can be seen a new way of enhancing a cognitive presence besides teaching and social presences of the Community of Inquiry (CoI) model. Creating and enhancing cognitive, teaching, and social presences require an innovation for teachers during planning, implementing, and evaluating their online courses. As teachers develop their own expertise in teaching online, so hopefully they contribute to enhance cognitive, teaching, and social presences for effective online learning. This study reviews models for online learning experiences and propose a new model by adapting activity theory in the online learning management context. This study presents a framework aims to adapt activity theory to present how to design, develop, implement, and evaluate online courses that enhance a cognitive presence besides teaching and social presences. This study suggest to consider objects as online learning experiences with cognitive presence, teachi...