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Situated within the recent scholarship on core practices in teacher education, this chapter presents a collaborative self-study that explored one aspect of our developing practice as teacher educators through examination of Francis’s use of mediation in lesson rehearsal. Using examples from his practice, we explore the following research question: How does a teacher educator learn to provide mediation to create a responsive zone of proximal development within lesson rehearsal?

Specifically, we use Vygotskian sociocultural theory to examine Francis’s use of mediation during the rehearsal of the core practice supporting interaction and target language comprehensibility (I-TLC), one of the core practices addressed in his world language teacher preparation program. This self-study of mediation in lesson rehearsal illuminated Francis’ evolving practice as a facilitator of lesson rehearsal of novice teachers who are culturally and linguistically diverse, and who are preparing to use practices that are responsive to culturally and linguistically diverse students.

The purpose of this paper is to examine the relationship between school climate and teacher stress. Specifically, the authors construct two parsimonious models to test two main hypotheses. First, whether preschool collegial leadership predicts teachers’ job stress through the mediating role of teacher self-efficacy; second, whether teacher professionalism influences teachers’ perceptions of occupational stress through the mediating role of teacher self-efficacy.

The authors conceptualized the mediating role of teacher efficacy as an important mechanism that can help to explain the effect of school climate on teacher stress. School climate consisted of two dimensions: principal collegial leadership and professionalism. Therefore, the authors constructed and examined two mediation models by using Bootstrapping mediation modeling: first, preschool teacher self-efficacy as a mediator between preschool collegial leadership and teacher stress; second, preschool teacher self-efficacy as a mediator between preschool teacher professionalism and teacher stress.

Results from two mediation analyses showed that principal collegial leadership exerts a significant negative effect on preschool teachers’ stress through the mediating role of teacher self-efficacy. Moreover, professionalism was also a significant predictor of preschool teachers’ stress through the mediating role of teacher self-efficacy.

This study contributes to the literature in terms of understanding the mechanism of how school climate helps to reduce teacher stress. First, the authors found that teachers’ individual well-being can be efficiently enhanced through a more collegial leadership. Second, the preschool leadership teams can create a supportive climate to reduce teachers’ stress by improving teachers’ professionalism.

This study offers a new perspective about understanding the internal and external mechanism of teacher stress. The authors discussed the results in light of the recent push by the Chinese Government to teacher quality improvement in early childhood education. The authors argued for prioritizing support for building a supportive school climate for teachers.

Leadership for learning emerged as an integrated leadership framework; however, attempts to establish an empirical measurement model have been limited. Critically, not much is known about how much teachers' beliefs (e.g. self-efficacy) can mediate leadership for learning impact on teacher behaviors. This study establishes a leadership for learning measurement model and examines whether teacher self-efficacy mediates the effect of leadership for learning tasks on teacher collaboration, instructional quality, intention to leave current schools and their confidence in equitable teaching practice.

Drawing on the most recent 2018 Teaching and Learning International Survey (TALIS), the study employed a structural equation modeling mediation approach.

Results suggested that teacher self-efficacy statistically significantly mediated 16 out of 20 of the relationships between leadership for learning task domains and teacher outcomes. Especially, in explaining the variance in instructional quality and teacher confidence in implementing equitable teaching practices, considerable proportions of the predictive power of leadership for learning tasks were accounted for (i.e. mediated) by teacher self-efficacy.

School-wide efforts to craft the school vision for learning must be coupled with enhancing teacher self-efficacy. Critically, leadership efforts may fall short of implementing equitable teaching practice and quality instruction without addressing teacher confidence in their ability in instruction, classroom management and student engagement.

This study is the first of its kind to evidence teacher self-efficacy mediates leadership for learning practice impact on teacher behaviors.

This paper aims to build on work that has demonstrated the value of play or game-based learning environments and to further unpack how different kinds of play activities can support learning of academic concepts. To do so, this paper explores how students learn complex science concepts through collective embodied play by comparing two forms of play labeled as Inquiry Play and Game Play.

This study builds off of previous research that uses the Science Through Technology Enhanced Play (STEP) technology platform (Authors et al., 2015). STEP is a mixed reality platform that allows learners to playfully explore science phenomena, such as the rules of particle behavior in solid, liquid and gas, through collective embodied activity. A combination of interaction analysis and qualitative coding of teacher and student interactions are used to examine patterns in the learning processes during embodied play activities.

Both forms of play led to similar learning gains. However, Inquiry Play promoted more emergent, flexible modeling of underlying mechanisms while Game Play oriented students more towards “winning”.

By contrasting play environments, this paper provides new insights into how different features of play activities, as well as how teachers orient their students according to these different features, support students’ learning in collective activity. As a result, these findings can provide insights into the design of future play-based learning environments that are intended to support the learning of academic concepts.

The purpose of this paper is to examine the effects of teachers’ perception on trust over their willingness to exercise organisational citizenship behaviours (OCB) using self-efficacy as a mediator.

Usable questionnaires were collected from 411 teachers in secondary schools. A two-stage analytic approach was used to analyse the data.

The results indicated that trust and teachers’ self-efficacy dimensions (general teaching and personal teaching) are positively related to OCB. Additionally, trust in the principal, colleagues and clients are predicted to have indirect influence on OCB through self-efficacy.

Teachers’ personal sense of efficacy is largely dependent on the amount of efforts devoted in their teaching, their decision-making ability and the degree of persistency in solving problematic issues. School management and policy makers are urged to develop effective human resources initiatives and programmes that can create a trusting relationship in the organisation and enhance teachers’ self-efficacy. These may include the socialisation programmes that can inculcate teachers’ inner natures, confidence and interpersonal skills when directed towards perceived abilities in given specific tasks and responsibilities to make a significant impact on OCB. Apart from this, the school administrator is advised to offer relevant training and workshops that able to enhance the efficacy level of teachers.

This study explored how teachers’ self-efficacy was related to trust and OCB. Teachers’ positive behaviours enable them to have greater belief in their capability of handling pressures and crises. The study contributes to the current body of literature and creates a comprehensive theoretical framework for teachers to be involved in OCB. Besides, these unique findings served as a reference to management of any school to better understand the importance of trust in the school and how it relates to teacher self-efficacy, which, in turn nurture the citizenship behaviour in workplace.

Teacher well-being has been a concern, but there has been a lack of research on how teacher leadership can contribute to teacher well-being in a high-accountability context and a hierarchical education system such as that of China, particularly through the meditating roles of trust in the leader and teacher efficacy. Therefore, the purpose of this study was to understand the relationship between teacher leadership and teacher well-being while exploring the mediating roles of trust in leaders and teacher efficacy in this relationship.

Using structural equation modeling (SEM) and bootstrap methods with valid answers from 1,144 teachers in 25 primary schools in 1 Chinese city, this study mainly answered three questions: Is there a significant relationship between teacher leadership and teacher well-being? Is there a significant mediating effect of trust in leaders on the relationship between teacher leadership and teacher well-being? Is there a significant mediating effect of teacher efficacy on the relationship between teacher leadership and teacher well-being?

This study reported a positive relationship between teacher leadership and teacher well-being. This study also found positive mediating roles for trust in leaders and teacher efficacy in the relationship between teacher leadership and teacher well-being in a high-accountability and hierarchical system like that of China.

This study provides an understanding of the transferability of teacher leadership theories across cultures and has practical significance for educational practice in high-accountability and hierarchical education contexts similar to that of China.

The purpose of this paper is to identify how three types of socialization tactics – content, context and social tactics – influence fit perceptions, and then how three types of fit perceptions – person–organization (P–O) fit, person–job (P–J) fit and person–group (P–G) fit – mediate the relationship between socialization tactics and positive socialization outcomes: organizational commitment, job satisfaction and intent to quit.

Responses from participants – 207 Korean youth workers – were subjected to ordinary least squares path analyses with bootstrapping to test the hypotheses.

First, this study found that socialization tactics promote youth workers’ perceived fit with organization, job, and people. Then, the mediation model showed that content socialization tactics do not influence dependent variables (socialization outcomes) through mediators (fits), while context tactics influence through perceived P–O fit and P–G fit for organizational commitment only, and social tactics through perceived P–O, P–J and P–G fit for organizational commitment, job satisfaction and intent to quit.

The results of this study suggest that institutionalized social tactics can serve as a key socialization method for new employees. In addition, youth organizations need to implement jointly formal and collective training programs with follow-up social workplace learning (e.g. mentoring and study circle) to help newcomers share the values of the organization and integrate well into it.

This study contributes for understanding the socialization process of new employees working in educational and social work fields and role of fit perception between socialization tactics and their career successes.

This paper aims to present and discuss the findings from a qualitative study of victim-offender mediation meetings in two non-government organisations in Hong Kong between January 2015 and February 2016. It argues that mediators in Hong Kong have a unique interpretation of the criteria for someone to be considered a “macro-community member”. Confucian relational ethics emphasises that everyone lives in a personal nexus and wrongdoings will disturb this nexus. In this specific context, therefore, mediators feel that reconciliation and reparation should be dealt with by the people in the offender’s network while the involvement of unknown macro-community members is discouraged.

The semi-structured interview was adopted for use in this study, and an interview schedule with 12 open-ended questions was prepared as a guideline for conducting the interviews.

Mediators in Hong Kong have a unique interpretation of the criteria for someone to be considered a “macro-community member” Confucian relational ethics emphasises that everyone lives in a personal nexus and wrongdoings will disturb this nexus. Reconciliation and reparation should be dealt with by the people in the network, and the involvement of macro-community members will certainly disturb this network.

This study was conducted by the author between January 2015 and February 2016 for the purpose of obtaining a doctorate. The paper has neither been published previously nor is it under review for publication in any other journal at this time.

The purpose of this paper is to investigate the buffering effect of the mediation of technology use and social support from school resource officers on the associations between cyber victimization and psychosocial adjustment difficulties (i.e. depression, anxiety, loneliness) over three years (wave-one=sixth grade; wave-two=seventh grade; wave-three=eighth grade).

Participants were 867 eighth graders from the Midwestern USA (ages range from 13 to 15 years old; 51 percent female).

The findings revealed that high levels of wave-two perceived social support from school resource officers and the mediation of technology use made the relationship between wave-one cyber victimization and wave-three depression more negative, while lower levels of this support and less mediation of technology use made the association more positive. These patterns were not found for anxiety and loneliness.

Implications for prevention and intervention programs and the role of school resource officers in such programs are also discussed.