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Although implementation fidelity is an important component in the evaluation of school health promotion programs, it assumes that teaching is the most relevant teacher role. To understand the social context of program implementation, a qualitative study was undertaken with the aim of identifying the schoolteacher's role in implementing the objectives of the Kahnawake Schools Diabetes Prevention Project (KSDPP), a locally governed Kanienke:háka (Mohawk) community‐based diabetes prevention program.

Prospective semi‐structured interviews were conducted cross‐sectionally with 30 teachers, two administrators and one physical education teacher across four intervention years. Interviews were analysed retrospectively using qualitative thematic analysis.

In implementing KSDPP objectives teachers adopted, to varying degrees, the roles of teaching the health education curriculum, enforcing the school nutrition policy, role modelling healthy lifestyles, and encouraging healthy lifestyles. Taken together, these roles point to a high‐order role of teachers taking responsibility for enabling healthy lifestyles in their children, which is congruent with a wholistic approach to health. Study findings suggest that children in different classrooms were exposed to a different intervention dose based on the extent to which teachers applied each role.

The findings suggest that the current conceptualisation of implementation fidelity should be expanded to account for the influence of the social context (i.e. teachers' roles) on the implementation of health promotion program objectives.

Consistent with an ecological approach to intervention, teachers would benefit from interventions that predispose, enable, and reinforce their capacity to adopt and apply health promotion roles.

Developing professional identities as both researchers and teachers is core to doctoral students’ growth. Given the primacy of research for the university career, this study aimed at answering the following questions: how much do doctoral students identify with the teacher compared to the researcher role? Can the teacher role identity be purposely activated?

In an experimental study with 167 psychology PhD students, trait role identification was measured using a questionnaire. Afterward, participants were randomly assigned to one of three conditions differing in the picture material (research vs teaching pictures vs a mixture of both) provided for creating a collage reflecting their roles. Subsequently, answers to open questions were coded and quantified as indicators of state role identity.

As a trait, doctoral students identified more strongly with their researcher role than with their teacher role. Teacher role identity as a state was successfully activated when doctoral students engaged with teaching pictures compared to the other conditions.

As the researcher role seems to be the default setting for PhD students, activation of the teacher role has the potential to benefit work satisfaction of PhD students and the quality of their teaching.

Taking both long- and short-term identification processes in PhD students into account is a promising new approach. Besides, quantitative data are added to the field of qualitative insights on PhD students’ professional roles.

This study aims to explore the authentic questioning practices of English Language Arts teachers. Although language arts (LA) education emphasizes the value of authentic questions in discussions about literature, teachers still tend to ask known-answer questions that guide students toward one literary interpretation. However, outside their classrooms, teachers talk about literary texts from stances of openness and curiosity. Helping teachers recognize and draw on their out-of-school literary practices might help them disrupt entrenched known-answer discourses. The authors studied how the same teachers asked questions about literature in different settings. The authors asked: To what degree and in what ways did teachers’ questions about literature change when they took on different roles in discussions of literature?

Drawing on theories of classroom discourses and everyday practices, this study compared and analyzed types of questions asked by high school teachers as they took on three roles: teacher in the high school classroom, discussion leader in a professional development and everyday reader in discussion.

Analysis showed that as participants moved further away from their teacher role, they were more likely to ask authentic, curiosity-driven questions that engaged fellow readers in exploratory, dialogic interpretation. They were less likely to attempt to maintain authority over students’ interpretations.

The authors hope researchers will build on these explorations of teacher stances and language in different roles, so we can work toward disrupt entrenched known-answer discourses in the classroom.

Drawing on this study’s findings about questioning practices of participants in their role as reader (as opposed to discussion leader or classroom teacher), the authors suggest that teachers and teacher educators consider the following: First, teachers need to understand the power of interpretive authority and known-answer discourses and compare them explicitly to their own everyday practices through rehearsals and reflection. Second, teachers might focus less on theme and more on exploration of individual lines, patterns and unusual authorial moves. Finally, when preparing to teach, if teachers can reconnect with the stance and language of uncertainty and curiosity, they are likely to ask more authentic questions.

These findings suggest both the power of entrenched known-answer discourses to constrain and the potential power of making visible and drawing on teachers’ literary reading practices in out-of-school contexts.

To the best of the authors’ knowledge, no studies have made an empirical comparison of the relationship between the role a teacher takes on during discussion and the kinds of questions they ask about literature. This study offers insight into the value of everyday curiosity and other out-of-school resources that teachers could – but often do not – bring to their facilitations of classroom discussions. The findings suggest that teachers, teacher educators and researchers must recognize and recruit teachers’ everyday practices to the LA classroom.

One of the main obstacles facing project-based learning (PBL) adoption relates to a lack of understanding by teachers and students in the roles they are required to play in the learning process. This study aims to address this obstacle, so as to better promote regular adoption of PBL pedagogy in educational institutions.

The strategy was to undertake an in-depth case study of PBL courses taught in UNI-X’s undergraduate curriculum. The case study approach is particularly appropriate for this exploratory study because it allows to capture the organizational dynamics of the phenomenon better and also its ability to explain the phenomenon based on interpretation of data.

This paper presents an empirical study on the role perspective of PBL in a collaborative project environment. By drawing upon a case study of UNI-X, the authors argue that a teacher plays the roles of a designer, champion, facilitator and manager in a PBL course. To ensure that learning is effective, students should play the roles of a self-directed learner and a warrior when completing their projects. It is clear that role ambiguity and role conflict could occur in PBL courses and might even impact the effectiveness of student learning.

For researchers, this paper contributes to the PBL literature by introducing a role perspective of PBL. This study identifies a list of roles a teacher and a student could potentially play in a PBL setting. Such understanding could serve as a reminder for a teacher and a student for the roles they need to play in achieving learning outcomes of a PBL course.

The paper aims to provide empirical evidence on whether the identification of the teacher as a role model is truly a key factor in improving students' entrepreneurial competencies and intention.

Data were obtained from a survey of 387 university students enrolled in an entrepreneurship course, who were asked to respond to the same questionnaire at the beginning and at the end of the semester. To test the proposed hypotheses, comparison of means tests for independent samples were carried out.

The results obtained confirm that students with a role model teacher perceive that entrepreneurial competencies and perceived behavioural control increase largely during the course, whilst students with a non-role model teacher perceive that their attitude towards intention decrease.

The “Who should teach?” question has been disregarded in previous entrepreneurship education (EE) literature. The current paper is a first step towards a better comprehension of the teacher of entrepreneurship as a role model.

This study is an empirical investigation into the effect of skill flexibility on work attitudes and performance and into managerial attitudes toward skill flexibility. Secondary schools in Israel were used as a case in point, and skill flexibility of teachers was operationalized, distinguishing between role flexibility (the combination of teaching and other school roles) and functional flexibility (the combination of several teaching areas). It was found that both role and functional flexibility were associated with improved teachers’ work performance. Role flexibility was also linked to high organizational commitment and low powerlessness. The findings of the study are supported by interviews with principals, who were generally appreciative of skill‐flexible teachers, but raised practical difficulties related to organizational support of skill flexibility.

Educational researchers have long been concerned with role stress among teachers. In education, research on the consequences of such role stress for teachers has largely concerned outcomes valued by individuals such as job satisfaction and reduced stress. Less research has focused on examining the effects of role stress on outcomes valued by the organization, such as employee commitment and employee retention. In examining the role stress‐outcome relationship, research suggests the importance of taking into consideration the work orientations of individuals as possible moderators of the role stress‐outcome relationship. Using a sample of elementary and secondary teachers, this study empirically examined, first whether three role stresses – role ambiguity, role conflict, and role overload – are related to two individually and two organizationally valued states and second, whether teachers’ higher‐order need strength moderates these role stress‐outcome relationships. The study found that role stresses relate to individually‐ and organizationally‐valued outcomes among both elementary and secondary teachers.

This study primarily aims at assessing Faculty Competences Development Components (FCDCs) that help in the development of educational leaders. The study further formulates a model using seven latent constructs that explain the development of the mechanism of development of educational leaders and extend the benefits of their development to different stakeholders including faculty, educational institutions and society at large.

A systematic review of the literature was conducted to identify various FCDCs to construct a conceptual framework. Later, this conceptual framework was tested through empirical research using the structural equation modeling (SEM) technique carried out with respect to technical institutions of Punjab (India).

The study identified that organizational roles are of the highest importance for the competences development of educational leaders followed by teachers’ attributes and teachers’ roles. The study’s findings also revealed that FCDCs significantly impact beneficiaries by developing competent educational leaders as mediators between the FCDCs and beneficiaries link. The biggest beneficiaries of development are faculty members of these institutes in terms of their performance enhancements.

The study is unique in terms of developing a model for the competences development of educational leaders and helpful in understanding various benefits of the educational leaders to various educational stakeholders.

The purpose of this paper is to exploratory small-scale study is to examine the intertwined leadership and followership aspects of the roles performed by school-based mentors in the Republic of Ireland.

In order to investigate mentor teachers’ perceptions of their role with reference to leadership and followership in their school contexts, a questionnaire was distributed to the full cohort of 56 mentor teachers who participated in the National Programme for Teacher Induction. Semi-structured interviews were also conducted with four mentor teacher facilitators from different regions across Ireland who were also mentors in their respective schools.

The findings from this exploratory small-scale study suggest that the hierarchical nature of the school context influenced mentor teachers’ perceptions of their leadership and followership roles. They regarded themselves as leaders in a general sense and considered that all members of staff had something to contribute to the leadership process in the school. However, the school context moderated their own perceptions about their individual approaches to leadership. Participants in this study were unclear about the term followership and were reluctant to use it. They considered themselves to be performing a supportive role in the hierarchical structure of the school context.

As this is an exploratory qualitative study with a small sample size in a country where the role of a mentor teacher in schools is a relatively new concept, the findings should be interpreted with caution. Future research would benefit from multi-method approaches to data collections that examine variations in followership perceptions from individuals prior to becoming mentors in order for comparisons to be made.

The practical implications of this study from a management perspective suggest that followership needs to be considered very carefully in school contexts as a way of contributing to the co-construction of leadership which engages all members of staff. It is clear that there is a need to move away from hierarchical interpretations of middle management posts of responsibility. More emphasis should be placed on the ways in which teachers construct their roles within schools as this impacts upon leadership processes and organizational effectiveness. Equally important is an open acknowledgement of the tensions involved in developing such roles and responsibilities.

Followership is not researched widely in schools, particularly with reference to the role of mentor teachers. This is an interesting group as the very nature of their work involves maintaining boundaries and managing multiple relationships. They are generally collaborative in their approach and are well placed to co-construct leadership with their colleagues and their principals with appropriate supports in the school context.

The purpose of this paper is to show the relevance of teachers’ extra role behaviour towards improving students’ learning efficacy status. This study examines the intervening role of art-based teaching pedagogies, i.e. involvement of different forms of art during the traditional teaching session between extra role behaviour and students’ learning efficacy.

The statistical test results showed that teachers’ extra role behaviour is significant for improving and strengthening students’ learning efficacy. Further, the moderation analysis showed that if art is integrated with teachers’ extra role behaviour, the effect on learning efficacy of students will increase. Art-based teaching pedagogies suggest involvement of art in teaching practices. Multiple regression analysis was conducted to evaluate the direct effect of extra role behaviour on students’ learning efficacy with the intervening role of art-based teaching pedagogies.

Results indicated a linear effect of teachers’ extra role behaviour on students’ learning efficacy and that art-based teaching pedagogies had an indirect effect (mediation) on students’ learning efficacy.

The study will bridge the gap between academic initiatives taken and its overall implementation in primary and secondary schools.