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In the deregulated public sector upper secondary school field in Oslo, Norway, turnover among teachers is found to be high. The purpose is to examine whether instrumental practices like control-oriented HRM, performance appraisal and heteronomy directly or indirectly lead to turnover intention, as a crucial pre-stage to turnover. Another purpose is to examine whether this varies with feedback format.

The present study is based on a survey (N = 1,055) carried out among upper secondary school teachers in Norway. Data were analyzed with path analysis, and mediation and moderation analyses were performed.

The study shows that control-oriented HRM, PA dissatisfaction and heteronomy are antecedents to turnover intention for teachers receiving feedback in three different feedback formats. The effect of control-oriented HRM and PA dissatisfaction on turnover intention was generally not stronger among numerically rated than among those rated otherwise. For most feedback format groups, leader–member exchange mediated between turnover intention and PA dissatisfaction and heteronomy, respectively, but not between turnover intention and control-oriented HRM. For teachers rated with text, figures or colors, LMX moderated between control-oriented HRM and turnover intention.

The paper advances that introduction of instrumental practices will be seen as breaches of the psychological contract, but this does not apply to all feedback format groups, for example those receiving numerically rating. Limitations involve self-reported measures, direction of causality issues and a relatively low sample size for some groups.

Practitioners should note that both control-oriented HRM, performance appraisal and little autonomy may cause teachers to consider leaving their jobs. Practitioners should also be aware of the importance of the relationship between employee and leader, as negative responses to instrumentality may work through the leader–employee relationship, leading to turnover intention and, possibly, turnover.

The present study is among the first to examine whether and how antecedents to turnover intention vary with feedback format. A rare interaction between HRM and LMX is uncovered. Few other studies have analyzed the relationship between instrumental practices and turnover intention in light of psychological contract theory.

The present study aimed to examining the association between work–family conflict and turnover intention by exploring the mediating effect of job satisfaction and the moderating effect of perceived organizational support on preschool teachers in China.

A survey of 827 preschool teachers was conducted, and the data were analyzed using correlation analysis, hierarchical linear regression and path analysis with a structural equation model.

The results revealed that work–family conflict was significantly and positively associated with preschool teachers' turnover intention. Job satisfaction partially mediated the relationship between work–family conflict and turnover intention, while perceived organizational support moderated the association between work–family conflict and job satisfaction, thus mitigating the negative impact of work–family conflict on job satisfaction.

These findings contribute to the understanding of turnover among preschool teachers and suggest the need to enhance perceived organizational support to promote job satisfaction and reduce turnover in this profession.

The present study examines the foremost determinants of teachers' perception, i.e. teachers' satisfaction, attitude and continuance intention towards adopting e-learning in Higher Educational Institutions (HEIs) in India during the COVID-19 pandemic.

Data were collected through online Google forms from 1,111 (1,060 considered useable) teachers of different HEIs in India using the purposive sampling technique and was analyzed by PLS-SEM (performing partial least squares-structural equation modeling).

Results of this study show that perceived usefulness (PU) followed by institutional support, perceived ease of use (PEOU), and teacher-student interaction positively and significantly impact teachers' satisfaction. Results also revealed that perceived usefulness (PU), institutional support, and satisfaction significantly affect teachers' attitude. Finally and most notably, teachers' continuance intention towards using online teaching in HEIs is most significantly influenced by teachers' satisfaction than perceived usefulness (PU), perceived ease of use (PEOU), and attitude.

The authors anticipate that this study brings a significant and valuable input to the existing literature by providing inclusive research in a more harmonizing understanding of the teachers' satisfaction, attitude, and continuance intention with online teaching-learning practices in diverse educational institutions.

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.

The main objective of this study is to analyze the impact of spiritual intelligence (SI) based on its four dimensions (critical existential thinking (CET), personal meaning production (PMP), transcendental awareness (TA) and conscious state expansion (CSE)) on teachers' turnover intention (TI) through sanctification of work (SoW) and job satisfaction (JS).

Drawing from multiple intelligence theory, this study adopted a cross-sectional design to explore the hypothesized relationships. Copies of the questionnaire were distributed to 367 teachers working in public schools in Plateau State, Nigeria, and 290 out of the retrieved copies were useable. The data collected were analyzed using variance-based structural equation modeling (SEM), Smart-PLS 4.

The results suggest that SI does not significantly influence TI, while SoW and JS mediate the relationship between SI and TI.

The result suggests that SoW and JS are significant mechanisms through which SI predicts teachers' TI. This highlights the need for educational policymakers to integrate spiritual literature as well as imbibe spiritual practices such as prayers, meditations and yoga either at work or privately to enhance the development of SI among teachers.

The results offer an insightful understanding of SI and how it influences work outcomes. The mechanism roles of SoW and JS explain the process by which one's perceived numinous object, activity event and job experience influence a job decision.

ChatGPT, an artificial intelligence (AI)-powered chatbot, has gained substantial attention in the academic world for its potential to transform the education industry. While ChatGPT offers numerous benefits, concerns have also been raised regarding its impact on the quality of education. This study aims to bridge the gap in research by exploring teachers' perspectives on the adoption of ChatGPT, with a focus on identifying factors that motivate and inhibit them to adopt ChatGPT for educational purposes.

This research has employed a interpretative phenomenological analysis (IPA) qualitative approach. Through in-depth interviews among the teachers, data will be collected to identify the motivating and inhibiting factors that impact teachers' willingness to adopt ChatGPT. The data was collected from 34 teachers working across 10 branches of the University of Technology and Applied Sciences (UTAS) in Oman.

The analysis revealed four themes under motivating factors that encourage teachers to adopt ChatGPT for their educational purpose. These include Theme 1: Exploration of innovative education technologies, Theme 2: Personalization teaching and learning, Theme 3: Time-saving and Theme 4: Professional development. On the other hand, inhibiting factors includes five themes which includes Theme 1: Reliability and accuracy concerns, Theme 2: Reduced human interaction, Theme 3: Privacy and data security, Theme 4: lack of institutional support and Theme 5: Overreliance on ChatGPT.

This study contributes to the understanding of teachers' perspectives on the adoption of ChatGPT in education. By understanding teachers' perspectives, policymakers can design appropriate policies and service providers can customize their offerings to meet teachers' requirements. The study's findings will be valuable for higher education institutions (HEIs) in formulating policies to ensure the appropriate and effective utilization of ChatGPT. The study will provide suggestions to ChatGPT service providers, enabling them to focus on motivating factors and address inhibiting factors, thereby facilitating the seamless adoption of ChatGPT among teachers.

In comparison to previous studies, this study goes beyond merely discussing the possible benefits and limitations of ChatGPT in education. This research significantly contributes to the understanding of ChatGPT adoption among teachers by identifying specific motivating and inhibiting factors that influence teachers to adopt ChatGPT for educational purposes. The research enables to gain important new insights that were not previously found, giving a fresh dimension to the existing literature.

The main objective of this study is to investigate the factors that influence the adoption intention of cloud computing services among individual users using the extended theory of planned behavior.

A purposive sampling technique was used to collect a total of 339 data points, which were analyzed using SmartPLS to derive variance-based structural equation modeling and fuzzy-set qualitative comparative analysis (fsQCA).

The results obtained from PLS-SEM indicate that attitude towards cloud computing, subjective norms, perceived behavioral control, perceived security, cost-effectiveness, and performance expectancy all have a positive and significant impact on the adoption intention of cloud computing services among individual users. On the other hand, the findings from fsQCA provide a clear interpretation and deeper insights into the adoption intention of individual users of cloud computing services by revealing the complex relationships between multiple combinations of antecedents. This helps to understand the reasons for individual users' adoption intention in emerging countries.

This study offers valuable insights to cloud service providers and cyber entrepreneurs on how to promote cloud computing services to individual users in developing countries. It helps these organizations understand their priorities for encouraging cloud computing adoption among individual users from emerging countries. Additionally, policymakers can also understand their role in creating a comfortable and flexible cloud computing access environment for individual users.

This study has contributed to the increasingly growing empirical literature on cloud computing adoption and demonstrates the effectiveness of the proposed theoretical framework in identifying the potential reasons for the slow growth of cloud computing services adoption in the developing world.

The purpose of this study is to examine the factors influencing the adoption and utilization of the online examination portal (OEP) in Indian universities. This study combines the Unified Theory of Acceptance and Usage of Technology (UTAUT) and Task Technology Fit (TTF) to explain the user's intention to use an OEP at an Indian University.

This study's methodology combines UTAUT as a theoretical framework with TTF. It is conceptualized that TTF has a moderating effect on UTAUT's primary construct. The authors collected the data from 182 graduate students from an Indian university. PLS-SEM is used to identify the causal relationship between the constructs using the structural equation modeling (SEM) technique.

The findings will demonstrate the applicability of the constructs of performance expectancy, effort expectancy and facilitating conditions in influencing the usage intention and behavior of students towards OEP. The outcome will also demonstrate the moderating effect of TTF on the predictors of intention to use OEP at an Indian University.

The sample respondents who participated in the study are students at the Indian University in Pune. The selection of samples was based on convenience sampling. Future research should be conducted at a variety of geographic locations, educational levels, undergraduate and graduate schools, as well as multiple universities. To increase the objectivity of sample selection, the probabilistic sampling method can be used to select samples. For future studies, larger sample sizes (more than 182) can be collected in order to increase the generalizability and applicability of the findings to other developing markets.

The study will aid Indian universities in enhancing the effectiveness of OEP. The study will also demonstrate the users' perception of the portal and their willingness to use it. It will also assist the university administration in finalizing the examination portal's implementation strategy.

Very few studies have been published on the factors influencing the acceptance and utilization of specific online examination systems. To address this underrepresentation, the current article investigates the factors and criteria that influence students' intent to use the OEP. The authors conceptualize the model using UTAUT as a theoretical foundation, which is absent from the published literature on the OEP. The study incorporated UTAUT and TTF to determine the impact on OEP usage and intent. In addition, the study contributes by testing the moderating effect of TTF on the UTAUT variables that influence the intention to use OEP.

Four reputed leaders for the coming years in the field of special education for individuals with emotional and behavioral disorders (EBD) each with a slightly different perspective on the field were asked to respond independently to a prompt asking what does special education mean for students with EBD and what is being done and how do we maintain tradition? The contributors' responses to the prompt are presented and then summarized across the essays. A remarkable consistency emerges across the independent essays. In addition to the tradition of providing a free and appropriate education in the least restrictive environment, the contributors identify needs to support teachers serving this population. Needs in teacher training and the expertise required to meet the needs of individuals with EBD are outlined as well as potential contributions of technology to carry out specific tasks. We conclude with a call for increased advocacy for use of the knowledge that we currently possess and that which will soon be discovered to support students with EBD as well as their teachers. We also note that the contributors' names are listed alphabetically to acknowledge the equality of each person to the final product.

In this chapter, we analyze and reflect on how our cultural identities and educational experiences as international students who pursued a doctoral degree in the United States affected and influenced our teaching philosophy and praxis as professors and educators. In this sense, we examine how our cultural identities and experiences help us define and shape our teaching praxis in the contexts in which we teach. We both are professors of color – Latino and Latino-Japanese – who graduated from doctoral programs in the United States. Currently, we work and serve culturally and linguistically diverse students, including first-generation students, in public higher education settings in Chile and the United States. We used a collection of narratives to delve into the significance of these events in our praxis. As theoretical lenses, we analyze these narratives using cultural identity and the reflecting teacher to examine our practices and identities as educators. We both conclude that our reflections, experiences, and cultural identities have been instrumental in the process of developing a professional identity that guides our teaching praxis in ways that are critical and social justice oriented.