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Our study presents insights from an exploratory qualitative case study conducted in three primary and lower secondary schools in Denmark, a country renowned for its collaborative and egalitarian culture, to unravel the complexities of shared instructional leadership.

Interviews with principals, middle leaders, and teachers and document analysis were used to identify themes according to shared and instructional leadership perspectives.

The study yielded three major findings. First, Danish principals structure schools to prioritize student learning outcomes and distribute responsibility to middle leaders and teachers. Second, reflection among teachers and leaders better prepares them for future demands and obligations. Third, collaboration underpins principals’ vision of reflection and professional development.

The research team’s reflection on the data collected can be used to build future strategies to address unpredictable student learning progression and poor-performing teachers.

Together, these findings contribute to the broader understanding of shared instructional leadership and demonstrate how principals face external pressure for accountability and how egalitarian culture influences principals’ practices.

Since teaching practice is the most important within-school determinant of student learning outcomes, a deepened understanding of how and why school leadership contributes to effective teaching is needed. This article aimed to systematically review the knowledge that has been accumulated about the indirect relations between school leadership and instructional practices.

The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guided the selection of relevant articles from the databases Scopus and Google Scholar. Twenty-six published works met the eligibility criteria and were included in the narrative synthesis and content analysis.

The most frequently measured mediators of the effects of school leadership on teaching practice were teacher collaboration, professional learning and teacher self-efficacy. Most studies simultaneously modeled multiple mediated pathways from school leadership to teaching practice. However, only a few analyzed studies used time lags when examining relationships between constructs.

This is the first study to systematically review knowledge on pathways through which school leadership is related to classroom instruction. Thus, this review provides a comprehensive understanding of processes through which school leadership achieves its effects on instructional practices.

This chapter highlights the close relationship between the wellbeing of faculty and students in higher education and the quality of teaching and learning. Improving teaching and learning is crucial for promoting the wellbeing of both faculty and students. As such, instructional leadership, an approach that focuses on enhancing teaching and learning, should be a priority for higher education leaders. However, the involvement of higher education leaders in instructional leadership is often limited. Therefore, a customized version of instructional leadership that considers the unique priorities, characteristics, and norms of this specific educational context should be implemented in higher education to prioritize the improvement of teaching and learning and, consequently, enhance the wellbeing of faculty and students.

The purpose of this study was to examine how beginning teachers’ participation in a microcredential based on trauma-informed classroom management and restorative discipline (TIMRD) practices might enhance their self-efficacy (SE), through an understanding of their own trauma response, its neurobiological basis and classroom interventions that focus on student wellness and teacher self-care.

Using a single case study design, participants completed a pre- and post-assessment before and after completion of a TIMRD microcredential.

A total of seven teaching fellows completed the microcredential process. Results indicate that the use of a microcredential for professional learning assisted with decreasing sense of burnout while increasing professional SE, SE related to classroom management and instructional strategies (ISs).

New teachers commonly struggle with a lack of professional efficacy for a variety of reasons, yet all teachers present with their own personal trauma. Increasing new teachers’ sense of resilience through addressing their own trauma and the impact of student trauma is integral to increasing teaching SE and reducing rates of burnout.

Despite the positive impact of professional learning communities (PLCs) in improving teaching practices, many teachers still struggle to effectively integrate information and communication technologies (ICTs) into their teaching and learning. Drawing from human capital theory and spillover effects, this paper examines how teachers PLCs can facilitate ICT integration.

Using a qualitative methodology, the researchers designed a phenomenological study. From semi-structured interviews, data were collected from 15 selected secondary school teachers from four selected secondary schools in Tanzania.

The study revealed that teachers use various strategies to enhance ICT integration in teaching practices, namely, community collaboration, practice-based approaches to ICT integration and the utilization of digital learning tools in instructional practices. Furthermore, the results showed several constraints on the ability of teachers’ PLCs to encourage ICT integration. These constraints were divided into three parts, i.e. major challenges at the macro, meso and micro levels.

The paper has the potential to inform policy and practice, particularly in the area of PLCs. Also, it helps to better understand the changing practices with ICTs through PLCs when there are insufficient resources for ICT integration.

To support teachers in using ICTs in their instructional practices, it is essential to build their capacities through PLCs to increase their confidence and competence in ICT integration.

The objective of this study is to explore Generation Z’s interpretation of educational practices at the secondary education level. By examining the expectations of Generation Z, this study aims to provide insights for teachers and decision-makers to improve educational and instructional practices.

The specific approach employed in this study is Transcendental Phenomenology (TPh), which focuses on uncovering the perceived experiences, thoughts and evaluations of the Gen Z generation toward formal education. For this study, the maximum variation sampling strategy, which is one of the purposive sampling methods, was utilized. In line with the nature of the design, one-on-one interviews were conducted to collect data. Thematic analysis, a commonly used method for identifying recurring patterns of meaning, was applied to analyze the data. Peer debriefing or analytic triangulation, Data saturation, Triangulation and member checking techniques were operated to support the validity and reliability of the study.

In the light of the data analysis, four themes emerged: expectations from teachers, curricula, school administration and School Counseling Service (SCS). Gen Z expects from teachers “to be democratic, to adopt novel teaching approaches and technology, to have affective qualities, to be attentive to arts and sports, to conduct qualified assessment.” Gen Z has also expectations regarding the curricula in practice such as “functionality, extracurricular activities, and instructional practices.” The expectations of the students from school administration include “administrative expectations,” “expectations regarding the learning environment” and “social expectations.” The participants had expectations regarding School Counseling Service (SCS) such as “professional guidance,” “academic guidance” and “career guidance.” “Career guidance” includes “introduction of career paths,” “academic guidance” includes “introduction of university programs,” “exam guidance” and “teacher training” and “personal guidance” includes “accessibility,” “equity in guidance services,” “communication” and “functionality.”

The research is limited to the volunteers included in the study. In addition, the study includes only senior high school students, 12th graders, representing Gen Z. In addition, the study includes only Gen Z living in a metropolitan city. The methodological limitation of the study is that only one-to-one interview technique was used for data collection. The main reason behind such a choice is that the most appropriate technique for data collection in the phenomenology method is one-on-one interviews in order to explore individual interpretation.

The research sheds light on many different points in terms of different applications. One of the results obtained in this context is curriculum. Gen Z criticizes the limitation of the program to only in-school learning and states that extracurricular practices should be included. Findings also presents implications regarding learning environments. There is a growing emphasis by Gen Z on the adoption of green, comfortable and interactive learning spaces. The Generation Z population expects teachers to possess digital competence (DC) and utilize it in their teaching practices. This shows that teachers' teaching competencies need to be upskilled.

It is crucial for policymakers to support the development of teachers' digital skills and encourage their integration into teaching to enhance instructional productivity, promote innovative learning, increase instructional appeal, foster teamwork, improve communication and facilitate innovative learning. The research reveals that Gen Z is a social phenomenon and needs to be recognized and their learning needs explored. In this context, it is imperative that the preferences and learning needs of Gen Z are considered in the learning environment, content, method-technique and assessment stages, especially in formal education practices.

The current research is important both in terms of filling the research gap in the literature and making inferences about the learning preferences of the GEN Z generation. In addition, it raises awareness in terms of the return on educational investments, providing sustainable motivation for learning and school and increasing the quality of learning outcomes. While the study reveals certain implications, further research is required to investigate the competencies of teachers, the effectiveness of teaching materials, instructional practices and designs and learning environments. Future studies should particularly concentrate on the personal preferences, motivation, engagement and learning preferences of Gen Z at the secondary level. Authorities, including teachers, ought to reassess their perspectives and adapt their practices in order to better meet the needs and expectations of Gen Z.

This study examines the relationship between teacher leadership and learning in lesson study (LS).

A multilevel analysis of data was conducted based on the results of a questionnaire survey of 129 teachers collected through Google forms from 27 schools in the city.

First, in the sample, leadership and learning perceptions in LS did not differ depending on the school that teachers belonged to but appeared as a difference between teachers who perceived leadership and learning within their school and those who did not. Second, the influence of leadership on learning perceptions in the LS was found to be different depending on the socialization, externalization, combination and internalization phase. Third, the results suggested that principals should provide leadership supporting the research team’s leadership.

Previous research on LS has not focused on the relationship between the principal’s leadership and teacher learning. The findings of this study are significant both academically and practically, as they suggest in what settings of LS leadership can work effectively for teacher learning.

The purpose of this study is to gain a better understanding of the conditions and motivations that influence teachers to adopt innovations.

Using Diffusion of Innovation theory (Rogers, 2003) and Self-Determination theory (Ryan and Deci, 2017), data from two surveys (n = 568; n = 108) and qualitative follow-up interviews of Early Adopter teachers (n = 16) were triangulated to discern relationships among their identification as Early Adopters, satisfaction of their basic psychological needs (BPN) and their implementation of an educational innovation.

Early Adopters had a positive and statistically significant relationship with the implementation of the innovation. Satisfaction of teachers’ BPN had the largest impact on innovation.

The findings are preliminary and based on a small sample size of teachers. Reliability of the measure of BPN was not as high as the standard, but it did have the largest impact on implementation. Additional studies should explore the connections among Early Adopter teacher motivation, leadership and the satisfaction of their BPN.

School leaders should leverage the influence of Early Adopters to support innovation, and they should provide additional time, training and resources to supports teachers’ BPN.

This study examines how to identify and support Early Adopter teachers as enablers of change within schools. We know of no other studies that have used both Diffusion of Innovation theory and Self-Determination theory to understand the motivations of Early Adopter teachers.

We’re all just looking at the stars; how behavioral economics helps us understand the barriers to education programming in Tanzania.

This article uses a qualitative approach to explore the behaviorally normed barriers to quality classroom instruction that contribute towards low learning outcomes. Themed text analysis was applied to qualitative secondary data from seventeen classroom observations and teacher interviews collected from low-performing schools in rural Tanzania.

It was found that teachers in poor-performing schools in Tanzania were focused on the delivery of curriculum and pedagogy, with a misplaced belief that their pupils were performing adequately. The study found no evidence of teacher resistance to change; instead, the teachers were content and often happy to implement the reading program, believing that teaching phonics-based instruction improved their teaching approach. Teachers sought confirmation of their quality instructional practice from convenient yet inaccurate sources that did not include effective pupil assessment.

As a result of the chosen research approach, findings may lack generalizability.

While existing models of teacher change rely on logic and reason for decision-making, this paper provides evidence that teacher models of change are much more complex and irrational, aligned more closely with insights from behavioral economics (BE). Additionally, this paper justifies that traditional research frameworks that study what works provide an incomplete picture to support effective program improvement.

The application of behavioral economics to research and education programming focused on reducing the restraining forces rather than pushing incentives and other program components.

The purpose of the study was to evaluate the impact of generative artificial intelligence (GenAI) on students' learning experiences and perceptions through a master’s-level course. The study specifically focused on student engagement, comfort with GenAI and ethical considerations.

The study used an action research methodology employing qualitative data collection methods, including pre- and post-course surveys, reflective assignments, class discussions and a questionnaire. The AI-Ideas, Connections, Extensions (ICE) Framework, combining the ICE Model and AI paradigms, is used to assess students' cognitive engagement with GenAI.

The study revealed that incorporating GenAI in a master’s-level instructional design course increased students' comfort with GenAI and their understanding of its ethical implications. The AI-ICE Framework demonstrated most students were at the initial engagement level, with growing awareness of GenAI’s limitations and ethical issues. Course reflections highlighted themes of improved teaching strategies, personal growth and the practical challenges of integrating GenAI responsibly.

The small sample size poses challenges to the analytical power of the findings, potentially limiting the breadth and applicability of conclusions. This constraint may affect the generalizability of the results, as the participants may not fully represent the broader population of interest. The researchers are mindful of these limitations and suggest caution in interpreting the findings, acknowledging that they may offer more exploratory insights than definitive conclusions. Future research endeavors should aim to recruit a larger cohort to validate and expand upon the initial observations, ensuring a more robust understanding.

The study is original in its integration of GenAI into a master's-level instructional design course, assessing both the practical and ethical implications of its use in education. By utilizing the AI-ICE Framework to evaluate students' cognitive engagement and employing action research methodology, the study provides insights into how GenAI influences learning experiences and perceptions. This approach bridges the gap between theoretical understanding and the real-world application of GenAI, offering actionable strategies for its responsible use in educational settings.