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In recent decades, researchers have increasingly begun to study the effects of transformational leadership on various teachers’ attitudes in K-12 settings. However, studies on the effect of transformational leadership on the job satisfaction of vocational high school teachers are not sufficient. Therefore, in this study, the nature of the relationship between transformational leadership and job satisfaction in Turkish vocational high schools was examined.

The study data came from 847 teachers working at 82 state vocational high schools located in 12 regions in Türkiye. To test the research model, we conducted multilevel structural equation modeling to explore the structural relationships between transformational leadership, teacher professional learning, teacher’ self-efficacy and job satisfaction.

The analysis confirms that teacher professional learning and self-efficacy are prominent mediators in the relationship between transformational leadership and job satisfaction in Turkish vocational high schools.

The present study is expected to contribute to the body of research focusing on the effects of transformational leadership on job satisfaction in vocational high schools. Implications for theory, practice and policy are discussed.

This comparative study explored the perceptions of educational stakeholders in Oman and the Philippines concerning children with disabilities and the goals of special education. Stakeholders' perspectives can influence their professional behaviours and attitudes, which, in turn, can profoundly impact children with disabilities who already face numerous challenges. Hence, comprehending the viewpoints of these stakeholders is vital for fostering socially just education for individuals with disabilities.

This study employed a qualitative comparative case study approach with a horizontal comparison strategy, and both convenience and purposeful sampling techniques were used for participant selection. The study involved 53 participants from both countries, including policymakers, teacher educators, in-service teachers and student teachers from general and special education domains. Data were gathered through individual interviews and themes were subsequently discerned via data analysis.

Despite the different cultural and historical contexts and distinct roles of stakeholders in both countries, the results indicate more parallels than disparities in their perceptions. The primary congruence underscored in this research was imperative to critically assess the language and ideology surrounding the goals of special education, such as mainstreaming and normalisation.

Although numerous studies have probed the perceptions of various educational stakeholders concerning children with disabilities and educational goals, there is limited research that encompasses the perspectives of the seven distinct stakeholder groups. The consistency of language usage across both countries and among all stakeholders underscores the need for a rigorous cross-country examination involving all educational participants.

This study analyzes the digital competencies and the attitude toward the use of information and communication technologies (ICT) in secondary school teachers of the Javier Heraud Public Educational Institution, Lima, Peru, according to the technology, pedagogy, and content knowledge (TPACK) model, which focuses on knowledge about technology knowledge (TK), pedagogical content (PK) and content knowledge (CK). This implies that it is important to take these components into account in the development of teaching work, in order to contribute to the quality of student learning, within the framework of the restrictions established due to the global health emergency. The study is based on the quantitative approach, type of correlational research and cross-sectional design, the sample consisted of 106 secondary education teachers, questionnaire was applied which were validated by five experts and its reliability was analyzed by the values obtained for Cronbach's alpha, for the digital competencies variable α = 0.861 and for the variable attitude toward the use of ICT α = 0.854. It has been shown that there is a relationship between digital competencies and the attitude toward the use of information and communication technologies in teachers of a Peruvian Public Educational Institution.

Climate change is the biggest global health threat of the 21st century. Its impacts scatter through every stratum of society placing the marginalized clusters at the highest vulnerability and calling for action at all levels. Adaptation enhances resilience, whereas mitigation minimizes the anthropogenic forces of climate change; these are crucial initiatives for climate-resilient sustainable development. The aim of this study was to determine the knowledge and attitudes on climate change adaptation and mitigation at individual level and assess related factors.

A descriptive study is done to assess the knowledge and attitudes of school teachers in three educational zones of the Kalutara district using random cluster sampling. A self-administered questionnaire including 25 equally weighted questions to assess knowledge and 10 statements to assess attitudes was used.

The response rate was 98.8% [n = 618] and 23% of the study population had poor knowledge of climate change adaptation and mitigation at the individual level. Favorable attitudes were observed among more than 65% of participants for all the statements on climate change adaptation and mitigation. Average family income, working duration, involvement in school environmental societies and highest education qualification showed a significant positive association, whereas age and current grade had a significant negative association with good knowledge. The level of knowledge had no significant variation among male and female teachers.

Overall knowledge was poor among more than 20% of the teachers highlighting the need for school and community-based awareness programs to be implemented to address the issue.

This research paper investigates the theoretical frameworks encompassing a nuanced analysis of the digital divide in the Indian educational context, recognising that it is not merely a matter of technology access but also the ability to effectively use the resource for enhancing learning outcomes. This research provides valuable insights for fostering a more equitable and digitally inclusive learning environment by integrating conceptual insights with empirical evidence. The New Education Policy (NEP), India 2020 firmly emphasises the appropriate integration of technology into the teaching-learning process to develop relevant competencies. The pertinent question is, for India to conquer the second digital divide challenge, is the pace of technology accessibility and skill development sufficient?

The paper is a desk research, using secondary data from the Unified District Information System for Education (UDISE+), the Indian Government database of schools. A structured dataset has been created for all years, where states are grouped in descending ranking order of availability of infrastructure and teachers trained. A colour key segregates the States into three zones demonstrating their different levels of performance – high (green), moderate (blue) and low (yellow). The purpose is to identify state/s that have moved from one zone to another and, thereafter, analyse the reasons behind the movement.

Almost all states remained in the same digital resource availability zone for the four years studied, except for a limited few. Despite government interventions through higher budget allocation and targeted policies, growth rates of teacher training in computer usage slowed down post-COVID-19. A high positive correlation between Teachers' training in computer usage and the availability of computer and Internet facilities in schools indicates that an increase in digital infrastructure in schools is highly linked to teachers' training in computer usage and would ultimately translate into better use of digital resources to impart equitable education opportunities.

Primary data collection through interviews might have added to the critical findings. Therefore, researchers are encouraged to test the proposed propositions further on a case-by-case basis for any state under consideration.

Enhancing digital infrastructure in schools and building digital competence in teachers must be understood in the context of the learning organisation and the beneficiaries' attitudes at the meso-level to expand stakeholder motivation towards digital internalisation. This requires continuous engagement with education institutions as professional learning organisations, which will thereby help develop a decentralised context for teacher competency building. Collaboration, continuous monitoring of the outcomes of professional development programs, and sharing best practices are crucial in improving teacher readiness for digital education.

Access to tangible resources, such as computers, Internet connectivity and educational software, and developing intangible resources, such as teacher digital competencies, will play a pivotal role in shaping students' learning experiences. By studying the discrepancies in digital resource accessibility and teacher technology adoption, this research endeavours to add to the efforts towards enhancing the educational landscape.

This paper seeks to address a critical issue in the Indian education system and contribute to the ongoing effort to prevent the widening of the second and third digital divide in schools, and help achieve UN SDG Goals 4 and 10.

Research has provided powerful evidence that what teachers do in the classroom matters most for the learning of students. Evidence also suggests that school leaders can make a significant difference to student learning via their influence on teachers' attitudes, beliefs and classroom practices. The purpose of this study was to examine if/how principal instructional leadership practices affect differentiated instruction in Omani schools, and understand the role that teacher collaboration and self-efficacy play in this dynamic.

The study used structural equation modeling (SEM) to analyze data collected from a sample of 496 teachers working in public schools in Muscat, Oman.

The findings revealed no direct association between principal instructional leadership and differentiated instruction. Instead, the effects of principal instructional leadership on differentiated instruction were achieved indirectly through the mediation of teacher collaboration and teacher self-efficacy. Collaboration was also found to have a positive influence on the teachers' self-efficacy beliefs.

The significance of this study stems from its relevance to the educational developments unfolding not only in Oman, but in the Gulf region at large. Recent reviews of educational administration and leadership research in the Gulf states indicate the scarcity of empirical research investigating the relationship between principal leadership and teacher practices. This is problematic as it creates a gap in our knowledge of the factors that can support ongoing school improvement initiatives in the region. More specifically, we expect our findings to guide current educational reforms aimed at raising education quality via promoting effective teaching and learning in Omani schools.

This research seeks to highlight school partnerships as an approach to improving schools and halting the deterioration of their performance in an environment that has suffered from the consequences of conflict for more than a decade.

The research used the qualitative method, and the data were collected through semi-structured interviews with 20 school leaders and teachers.

The results showed the presence of positive attitudes toward inter-school partnerships and their perception of many benefits, the most prominent of which was increasing social cohesion in school and surrounding communities that suffer from divisions resulting from conflict. A set of obstacles includes legislative obstacles, a low degree of autonomy, low competency of school leaders, a lack of trust and incentives.

This study proposes a range of solutions to address the challenges associated with building partnerships. The research emphasizes the significance the school-to-school partnerships and their positive role in improving the performance of schools in developing countries, especially in environments suffering from the consequences of civil wars and social divisions.

Considering the potential of Collaborative International Online Learning (COIL) for cross-boundaries interacting and collaborating effectively, this study aims to explore the intercultural awareness of pre-service language teachers after participating in a COIL project.

Following a quantitative research approach and an exploratory cross-sectional method, the authors administered a 13-item questionnaire to unveil the perceptions of 64 future language teachers from Spain after their online experience with counterparts from the USA.

Participants consider that COIL may have enhanced their intercultural and global awareness and equipped them with valuable skills and knowledge for the future, being women more positive than men. Moreover, the results also suggest that those participants who have not traveled abroad consider COIL to be a good opportunity to compensate for the lack of knowledge or experience with other cultures resulting from not having had the opportunity to visit other countries.

COIL needs to be seen as a powerful tool to promote global learning, intercultural understanding and the development of skills among students that will be vital for success in today’s interconnected world. Nevertheless, universities and teacher training centers need to rethink the preparation of future teachers for the increasing demands to prepare students for the requirements of the global world, and to do so, they need to consider that COIL may offer them significant benefits.

This work offers an interesting exploration of teachers’ attitudes toward COIL, providing insights into the potential of online collaboration for developing intercultural awareness.

This research aimed to capture undergraduate students' experiences in the transition from face-to-face (F2F) learning to online learning. This study explored their perceptions regarding the effectiveness of online learning in their academic lives, challenges encountered and suggestions for enhancing online learning in the post-COVID-19 era.

This study employed a concurrent mixed-methods research design and selected 118 undergraduate students using a multistage random sampling technique from four colleges in Assam. Standardized questionnaires and open-ended interview schedules were used.

Undergraduate students reported a positive attitude and satisfaction with online learning, valuing its adaptability to their schedules, its role as a motivating factor for self-learning, its effect on making them more technically proficient and enhancing their communication skills to articulate their thoughts. However, the challenges identified by the students have the potential to overshadow the promises of online learning. This research provided more constructive suggestions under the themes of “content delivery”, “systemic and infrastructural issues”, “pedagogy” and “capacity building” to enhance their experiences with online learning.

Our research findings would assist educational institutions in adopting innovative approaches for simpler and more efficient online learning experiences post-COVID-19 pandemic. Institutions should prepare themselves and design dual-mode courses for F2F and online learning.

The paper addressed a relevant topic in this era of online learning by examining undergraduate students’ viewpoints that added complementary information to the current body of literature on online learning in rural India. The insights gleaned from their experiences would be beneficial for the development of best practices for online learning in the coming decades.

This study aims to investigate the integration of heritage language and culture in technology-enhanced bilingual education and examine the dominance of the English language and culture in computer-assisted language learning settings.

This research used a narrative inquiry methodology. The data came from semi-structured interviews with 25 bilingual teachers in the Kurdistan region of Iraq and Texas.

The study found a significant bias in the use of technology toward the target language, often at the expense of heritage language and culture. The curricula analyzed were predominantly focused on superficial cultural elements of the target language, leading to a neglect of deeper cultural engagement.

This research highlights the phenomenon of cultural cringe within bilingual education and the skewed use of technology toward the target language.