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A key social networking site for teachers, TikTok offers a new and valuable lens on educator attrition. This study aims to explore social media’s role in the increased transparency around leaving the profession and the online narratives crafted around transitioning out of the classroom.

Drawing on the conceptual framework of emergent storytelling and a recursive thematic analysis of videos and comments posted to the #teacherquittok hashtag on TikTok, this study examines how teachers are using social media to share their experiences of exiting the classroom.

The authors find that teachers used TikTok to share personal accounts that form a meta-narrative that provides context to their decisions to leave, share stories of loss and gain through negotiating the transition out of the classroom and finally debate the implications for preservice teachers. The authors discuss key takeaways for rethinking teacher support, teacher education and the role of social media in teachers’ professional lives.

While many studies seek to understand teacher attrition, this work examines how teachers’ stories shared on social media may be shaping attrition into an increasingly networked and narrated act.

District-university partners increasingly rely on “grow-your-own” licensure programs to address teacher shortages. Because vacancies in special education represent a chronic issue, our district-university partnership developed LEAP – the Licensed Educators’ Accelerated Pathway, successfully preparing 26 paraprofessionals as special education teachers (SEs). We describe a model university-district partnership in which we collaborated to design and implement paraprofessionals’ SE licensure program.

In this general review, we describe a district-university partnership collaboration that resolved barriers experienced by paraprofessionals working toward licensure in special education (Essential #4, Reflection and Innovation). The specialized design and partnership solutions were grounded in SE preparation research literature.

25 (28 entered the program and 25 completed) paraprofessionals from one large urban and several regional districts completed special education licensure through LEAP. Slightly more than half of LEAP participants were Black or Hispanic (see Table 1), contributing to the diversification of SE workforce. University-district partnership was successful in designing and delivering a program that allowed participants: a) to remain employed, b) attend evening classes in their geographic region or online, c) complete all field experiences in sponsoring districts (Essential #2) and d) receive concierge advising from a “completion coach.” We describe solutions to barriers experienced by paraprofessionals and advocate for district-university collaboration to address chronic teacher shortages.

Limitations include lack of data on success of program completers during their first year of teaching as they began this work in Fall 2023. Further, because the participating district was large and urban, generalization of program details for small and rural districts is difficult.

Practical tips for developing grow-your-own special education licensure programs are providing. Detailed descriptions of barriers candidates experienced and ways the district-university partners resolved these issues are included. Programs like the one described has the potential to positively impact teacher pipeline issues.

The program described provided highly-trained teachers to fill chronic vacancies in special education in three participating districts/agencies. Because students receiving special education services are at risk for school failure and are disproportionately impacted by teacher turnover, addressing this area through grow-your-own licensure programs represents a diversity, equity and inclusion initiative. Further, upskilling diverse paraprofessionals to licensed teacher roles represent an economic boost, which they might not otherwise have achieved.

Available research literature signals alarm over persistent teacher shortages in hard-to-staff districts and lack of diversity in the teacher workforce, but few published accounts describe successful programs. Partner collaboration fostered a re-imagining of course formatting and delivery to accommodate adult learners, avoiding problems often reported with alternative programs.

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.

Researcher agreed that job performance has a positive effect on productivity as well as an organisation’s efficiency. Thus, this study aims to investigate the impact of mindfulness skill, inclusive leadership (IL), employee work engagement and self-compassion on the overall job performance of secondary school teachers in Hong Kong. It then evaluates the mediating effect of employee work engagement between the relationships of mindfulness skill, IL and job performance, as well as the moderate effect of self-compassion between the relationships of mindfulness skill, IL and employee work engagement.

The sample comprised 263 teachers working from three secondary schools in Sha Tin, Hong Kong. The data was then analysed using Smart PLS version 4.0.9.

The results showed significant positive relationships between mindfulness skill and IL towards employee work engagement and between employee work engagement and job performance; meanwhile, there emerged a significant effect on the relationship between mindfulness skill and IL towards job performance. Furthermore, this research has confirmed that self-compassion did not moderate the relationship between mindfulness skill, IL and employee work engagement, but employee work engagement plays a mediating effect on the relationship between mindfulness skill, IL and job performance.

This research has helped to fill the literature gap by examining the mediating roles of employee work engagement and mediator role of self-compassion in the integrated relationship of multi-factor and job performance. Examining the mediating role of employee work engagement has helped to enhance the understanding of the underlying principle of the indirect influence of mindfulness skill, IL and job performance. The result of this research shows that self-compassion plays a vital role in influencing the employees’ work engagement. Hence, it is important that companies design human resource management policy that enables self-compassion to be used as a consideration psychological-related strategy when structing organisation or teams. It is also crucial for top management and policymakers to define and communicate the organisation’s operating principle, value and goals.

The purpose of this study is to analyze the impact of teachers’ performance expectancy, teachers’ effort expectancy, teachers’ performance anxiety, teachers’ engagement, perceived student engagement, teachers’ digital competence, teachers’ normalization ease and perceived organizational support as predictors of teachers’ satisfaction with online teaching-learning, especially during a pandemic in the context of hospitality, tourism and travel education.

Conceptually, this study is grounded in the normalization process theory and examines teachers’ satisfaction by applying the unified theory of acceptance and use of technology model. To test the proposed model, 374 complete survey forms were received for data analysis from teachers engaged with higher education institutes offering courses in the field of hospitality, travel and tourism. Minor modifications were made to the survey instrument based on inputs received after a pilot study.

The model was tested using confirmatory factor analysis and structural equation modeling. Of the eight constructs predicting teachers’ satisfaction in the online teaching-learning environment, two constructs, that is, teachers’ effort expectancy and teachers’ digital competence, were found to have an insignificant relationship. This finding hints at the emergence of a “new normal.”

This study contributes to the literature by presenting and validating a theory-driven framework that accentuates the factors influencing online teaching during the outbreak of a pandemic. This study further extends the unified theory of acceptance and integrates it with the normalization process theory to test and validate the model in the unique context of hospitality education which is considered to be highly practice oriented.

The COVID-19 pandemic compelled educational institutions to shift to online learning modes. This is unprecedented for students and teachers of hospitality, travel and tourism, especially in a developing country like India, and it has brought with it a new set of challenges and opportunities. With the extension of the pandemic-induced lockdown in educational institutions, teachers – and other stakeholders – must adapt to this new normal of reliance on remote education.

To maximise acoustic comfort in a classroom, the acoustic conditions of the space should be variable. So, the optimal acoustic state also changes when the classroom changes from a study environment into a lecture environment. Passive Variable Acoustic Technology (PVAT) alters a room’s Reverberation Time (RT) by changing the total sound absorption in a room. The purpose of this paper is to evaluate the improvements to classroom acoustic comfort when using PVAT.

The study is conducted in an existing tertiary classroom at Auckland University of Technology, New Zealand. The PVAT is prototyped, and the RTs are measured according to international standards before and after classroom installation. The acoustic measurement method used is a cost-effective application tool where pre- and post-conditions are of primary concern.

PVAT is found to offer statistically significant improvements in RT, but the key benefits are realised in its’ ability to vary RT for different classroom situations. It is predicted that the RT recommendations for two room types outlined in the acoustic standard AS/NZS 2107:2016 are satisfied when using PVAT in a single classroom space. By optimising RT, the acoustic comfort during both study and lecture is significantly improved.

When PVAT is combined with an intelligent system – Intelligent Passive Room Acoustic Technology (IPRAT) – it can detect sound waves in real time to identify the optimal RT. This paper details a pilot case study that works towards quantifying the benefits of IPRAT, by prototyping and testing the PVAT component of the system.

1. A pilot case study outlines the development and test of a variable acoustic prototype in a tertiary classroom

2. A method is adopted to measure acoustic conditions, using three under-researched Android applications

3. The benefits of PVAT are realised in its ability to vary RT by adjusting the prototypes’ sound absorption

4. By using PVAT in a single space, the recommended RTs for two room types outlined in the acoustic standard AS/NZS 2107:2016 can be satisfied

5. The improvements in acoustic comfort due to PVAT are statistically significant

A pilot case study outlines the development and test of a variable acoustic prototype in a tertiary classroom

A method is adopted to measure acoustic conditions, using three under-researched Android applications

The benefits of PVAT are realised in its ability to vary RT by adjusting the prototypes’ sound absorption

By using PVAT in a single space, the recommended RTs for two room types outlined in the acoustic standard AS/NZS 2107:2016 can be satisfied

The improvements in acoustic comfort due to PVAT are statistically significant

This research designed, optimized and tested a context-specific scale to evaluate public sector employees' pension choices.

The authors developed the scale using a comprehensive process of interviews and focus groups with experts across academia and finance. The authors used the refined scale to collect data from 564 faculty members in public sector universities following a multistage systematic cluster sampling technique. The findings revealed diversity in choice across different socio-economic and demographic variables.

The results revealed that items related to the defined benefit pension system explain most of the data variance and are preferred widely. This is followed by a preference for monetizing pension benefits and a defined contribution system. These findings indicated the need for flexible pension plans.

Therefore, the progressive movement towards monetization and the shift from defined benefit to a defined contribution pension system due to economic pressures must be accurately calculated and introduced where it is suitable.

Although the theory of introducing a defined contribution pension system and monetization system is appealing, its practical implementation may not be encouraging for all employees.

Situated in the Chilean context, this study investigates how Vocational Education and Training (VET) teacher profiles, based on their perceptions of prior work experience in industry, relate to their current motivation and perception of teaching in VET. By doing so, the authors seek to provide valuable evidence to inform the development of policies to attract and maintain well-qualified teachers from industry in Chile and other countries facing similar changes.

The authors used a descriptive cross-sectional design to collect data from 660 VET teachers using a two-scale instrument: Perception of Prior Occupation (PPO) and adapted FIT-Choice scales. By adopting a typological approach, the authors constructed profiles of VET teachers based on their perception of past industry experience. The authors then analyzed how these profiles vary regarding individual teacher characteristics, motivation and perception of teaching in VET.

The authors found a significant degree of heterogeneity among VET teachers' prior industry experiences, leading them to identify three distinct VET teacher profiles: “High Perception of Prior Occupation,” “Learning and Teaching-Oriented” and “Low Perception of Prior Occupation.” Notably, the most distinguishing characteristics across these profiles were age, VET teaching area, holding a job outside of teaching and years of prior industry experience. Furthermore, the authors found that motivation and perceptions of teaching varied significantly across these VET teacher profiles.

There needs to be more research on the factors that attract and retain industry workers as VET teachers in high schools. This study is among the first to address this topic in a non-European context.

This paper seeks to illustrate how interventionist education reforms shape dis/trust-building processes and their impact on teacher professionalism in vocational education and training (VET) across national contexts. Using trust as the object of analysis, we discuss the affective mechanisms of becoming a professional in a standards-based neoliberal environment.

Through an analysis of VET teacher narratives in England and Austria, the paper draws attention to the ways in which policy instrumentalism has created a culture of distrust in VET. Drawing upon foundational work on system trust developed by Niklas Luhmann, we illustrate how conditions for trust sit at symbolic thresholds, which set the conditions for professional recognition within VET.

Our analysis revealed that attempts to standardise VET strategy are fuelled by the need for existential security and predictability, leading to tensions in the cultivation of system trust. Conditions for professional recognition across both contexts were based on practices of documentation and subordination, narrowly defining modes of legitimate self-expression in organisations. This constitutes a crisis of trust in VET teacher professionalism, which undermines pedagogical autonomy and integrity.

We seek to highlight the impact that reduced trust in the governance of VET can have on issues associated with teacher motivation, well-being and retention. The consideration of trust is therefore essential both for policy design and implementation in VET organisations.

The application of trust theory offers a distinctive lens through which to understand the impact of accountability, performativity and governance processes upon teacher subjectivity within VET across national contexts.

This paper shares findings from a multi-year literacy professional development partnership between a school district and university (2014–2019). We share this case of a Literacy Cohort initiative as an example of cross-institutional professional development situated within several of NAPDS’ nine essentials, including professional learning and leading, boundary-spanning roles and reflection and innovation (NAPDS, 2021).

We asked, “In what ways did the Cohort initiative create conditions for community and collaboration in the service of meaningful literacy reforms?” Drawing on social design methodology (Gutiérrez & Vossoughi, 2010), we sought to generate and examine the educational change associated with this multi-year initiative. Our data set included programmatic data, interviews (N = 30) and artifacts of literacy teaching, learning and leading.

Our findings reflect the emphasis areas that are important to educators in the partnership: diversity by design, building relationships through collaboration and rooting literacy reforms in teacher leadership. Our discussion explores threads of reciprocity, simultaneous renewal and boundary-spanning leadership and their role in sustaining partnerships over time.

This paper contributes to our understanding of building and sustaining a cohort model of multi-year professional development through the voices, perspectives and experiences of teachers, faculty and district administrators.