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Literature evidences that altruism and conscientiousness are very important discretionary behaviours within the broader framework of Organizational Citizenship Behaviour (OCB) among teaching community. The present study is intended to examine the effect of role clarity, perceived cohesion and felt responsibility on altruism and conscientiousness among college teachers in Kerala.

A questionnaire-based survey was conducted among 354 college teachers, and the causal effect was examined using Partial Least Square-based structural equation modelling.

Validity and reliability of the model were established through measurement model evaluation. Explanatory power of the model was established. Cohesion and felt responsibility significantly predicted altruism, but the effect of role clarity on altruism was not significant. Effect of cohesion, felt responsibility and role clarity on conscientiousness was significant.

The study contributed to the existing theory on antecedents of OCB. The model has high levels of predictive accuracy – role clarity, cohesiveness and felt responsibility – capable of explaining the discretionary behaviour among college teachers.

This study examines the social organizational structure of one early childhood education (ECE) center in Finland and the relationship between this structure and the roles and the responsibilities of the members of the organization.

The research is a qualitative case study with ethnographic features. Its variables for content analysis are based on Henry Mintzberg's theory of organizational design.

The study's results show that the organizational structure of the ECE center follows the organizational configuration of a Professional bureaucracy and that the multiprofessional teams follow the configuration of a Simple structure. The structures for centralization and decentralization are suitable for a professional bureaucracy, but the roles of the members of the organization and the processes for shared decision-making lack clarification. The shortage of qualified ECE teachers disrupts the function of the organization and the work of ECE leaders.

The educational background of subjects may have affected the findings.

The study uses Henry Mintzberg's organizational structure theory to evaluate how and why power is distributed and activities are coordinated at the ECE center. The results also show what parts of the organization pose challenges that most commonly disrupt the organization's operations. With these findings, it is possible to expand the understanding of roles and responsibilities in the currently reforming ECE environment and what ECE centers need to function effectively. The study is part of a larger research project and will be continued to examine the leadership culture of the ECE center.

This paper reports the findings of a qualitative study on teachers' perspective about school principals' role during the pandemic in the context of Greece. In particular, information is provided on school principals' communication and leadership aspects in tackling the pandemic crisis as well as the obstacles observed in this particular setting.

Data were collected through the focus group interview tool and included 19 teachers from primary and secondary education in Greece. Due to the circumstances of the pandemic crisis, the interview process was held using the Zoom software environment. The data collection tools included a common semi-structured interview protocol developed specifically for this study based on the current theoretical sources of school principals' role in tackling the pandemic crisis.

The findings of this study indicated the important aspects of trust, collaboration, and positive climate, together with school principals' external dimension that included the outreach of the local community, parents, private organizations, etc. during the pandemic crisis. Finally, obstacles connected to the students' lack of technological equipment were also observed and addressed by school principals.

The findings of this study could not be generalized since the study proceeded with convenience sampling. Furthermore, the data were collected while the world was in lockdown during the second pandemic wave.

This piece of research adds to the empirical aspect of school principals' role during the pandemic crisis from a different perspective and reports that researching school principals' role in tackling crises has grown considerably.

This paper is aimed at describing and analysing what school organisers express when they network to expand the access and application of digital technologies in educational systems. Digital technologies develop rapidly in society, creating challenges and opportunities in people’s lives. Schools have an important task: to prepare young people for a future permeated by digital technology.

Participant observations and semi-structured interviews were used to describe and analyse how school organisers describe digitalisation work in the educational system.

The findings show that school organisers describe digital competence and providing support to schools as being important for expanding the access and application of digital technologies in the educational system. They also talk about equality connected to digitalisation work, changes in organisations, the importance of a holistic perspective, and a gold thread. They furthermore explain that networks, a sharing culture, good relations, and good communication enable digitalisation work. In addition, they point out that the lack of time, attitudes towards digital technologies, the lack of digital competence, and resistance to change are some of the constraints for digital technologies in the educational system.

School organisers need to implement digitalisation policies, which can be problematic because they work strategically to support operational activities.

This paper contributes knowledge about school organisers’ work to expand the access and application of digital technologies in the educational system.

The digitalization of schools has intensified in recent years. It is reflected in policy documents as well as in extensive investments in digital technology and professional development initiatives to promote digitalization. At the same time, attempts are being made to “tame” the same digitization sometimes by regulations banning smartphones in class. This study aims to examine how smartphones are interpreted by vocational teachers in Sweden using the theoretical lens of technological frames.

The data consist of ten semi-structured interviews with vocational teachers, representing eight vocational programs in Sweden.

The results show breadth in how teachers understand, interpret and relate to the smartphone in vocational education. The authors show how the smartphone often forms an integral part of professional work and is thus difficult to separate from vocational teaching and nurturing vocational competencies.

The authors’ contributions include using technological frames to explore how smartphones are interpreted and understood by vocational teachers by demonstrating how they relate to the nature of the smartphone, the strategy for the smartphone and the smartphone in use. The theoretical framework is used to interpret restrictions on technology use, in this case a smartphone, in education. The results could be of interest to researchers as well as to teachers, school leaders and policymakers.

In digital education curricular initiatives, some teachers are taking on key roles when appointed as instructional coaches (ICs) and become crucial in the sustainability of the initiative by coaching teachers. This study aimed to find out the difficulties ICs are facing when mentoring teachers in the development of the digital skills and to identify the coaching activities the coaches offer.

Employing a mixed-methods research design focusing on a qualitative approach, the research team conducted 6 focus groups with 38 ICs from 12 primary schools in Switzerland. Quantitative descriptive data were collected through a survey submitted before and after the focus group.

The results indicate that (1) the professional development (PD) activities offered to teachers vary greatly depending on the instructional coach characteristics and the school to which the teachers belong, (2) the in-service training of ICs should include coaching and leadership skills and (3) distributed leadership to ICs could facilitate the adoption of technologies by teachers and support change in the school.

Some ICs offer activities with a low involvement of the teacher. ICs' training programs should provide strategies to better take advantage of PD activities. The authors suggest training ICs in PD activities, aligned with Gibbons and Cobb's (2017) such as analyzing classroom video or lesson study involving a group of teachers working together with an expert to improve a lesson. District and school leaders should provide ICs with explicit guidance and more resources to achieve systemic change. ICs should also be empowered by being involved in the development of the school's continuing education training plans.

This study presents a new perspective about understanding and applying in-service teacher PD in the context of a digital education curricular initiative.

In the backdrop of job demands-resources model, the purpose of this paper is to investigate the effect of selected job resources (job autonomy and rewards and recognition) and job demands (problem with work) on innovative work behaviour through the mediation of employee engagement in the higher education sector of India.

The sample consists of randomly selected 275 teachers from higher education institutions from a city in India. This study used PLS-SEM for data analysis.

The results suggest that employee engagement associates closely with innovative work behaviour. Job autonomy, one of the resources, affects innovative work behaviour directly and its effect does not move via employee engagement. Further, reward and recognition does not impact innovative work behaviour directly, rather, its effect moves through employee engagement. Finally, the work suggests that employee engagement mediates between selected job resources and job demands and innovative work behaviour.

This study can be extended to include more demands and resources which are unique to academic institutions. For example, a transparent career path to all teachers or a high-octane research culture can serve as a boon. Additionally, their interaction effect can also be studied. The present study being a cross-sectional study, at best, offers a snap-shot view of relationship among the variables.

This study shall help organizations to use job resources and job demands to enhance teachers’ engagement and innovative work behaviour. Specifically, results of this study offer a reason to academic institutions to give more autonomy and rewards to their teachers to eke out innovative work behaviour.

Firstly, this study will have a positive outcome for students who will be the prime beneficiaries of innovative work behaviour of teachers. Secondly, broadly the society and its constituents will get benefited by improvement in research outcomes.

The outcome of this study proposes that job autonomy and reward and recognition do not connect with employee engagement and innovative work behaviour in a known way.

In the purview of stress–turnover relationship, the present study aims to explore the endogenous and exogenous aspects of stress and employees' turnover intentions. Further, it also intends to evaluate the mediating role of perceived employee's exploitation between stressors and employee turnover intentions. For that matter, antecedents of stressors were identified and classified into endogenous and exogenous stressors: endogenous stressors relate to the employees' negative psychological contact within an organization and exogenous stressors are various macro-economic factors which have a considerable influence on employees' workplace behavior.

For the purpose of this study, this study choses private school teachers as respondents working in the economically depressed state of India. Thus, data for the present study has been collected from 628 private school teachers of J&K (India) which were randomly selected. In order to ensure valid and reliable statistical inferences from the study, data collected has been validated using confirmatory factor analysis and hypothesis testing has been carried out through structural equation modeling.

It was found that both types of stressors were contributing negatively toward employee's psychological state resulting in undesirable employee organizational relationships manifested as turnover intentions among employees. Moreover, perceived employee's exploitation was found to intensify the relationship of employee turnover as a dependent variable regressed on endogenous, exogenous and occupational stress by fully mediating the stress–turnover intricacies.

The implications of the study include the identification of employees' stressor needs in order to gauge the understanding of the mechanism by which employees react to their environment and develop attitudes toward their jobs. The present study includes a small sample size obtained from private educational institutions only. Therefore, there is a need to take a geographically diverse sample that is inevitable for universal inferences and validity.

Very little research has been conducted to explore endogenous, exogenous and unique stressors such as economic stress and perceived external opportunities which constitute the overall stress. Moreover, to the best of the authors’ knowledge, this is the first study which tests the model empirically that examines the effect of stress–turnover relationship through perceived employee's exploitation in the teaching and educational sector.

Territory-wide system assessment (TSA) was launched and administered by Hong Kong (HK) Education Bureau (EDB) since 2004. Since then, parents and teachers have been questioning its need, value, uselessness, effectiveness, harm for schools, teachers and students. In 2015, the issue blew up with Kau Yan School’s principal boycotting the tests. A series of discussions in the public and media and different surveys were then carried out widely in HK. After review, EDB announced in 2017 that the revised version of TSA be extended to Primary 3 students in HK. The purpose of this paper is to propose that TSAs for Primary 3, Primary 6 and Secondary 3 need a further review to judge their need and uselessness.

This paper reviews the educational policy governing the administration of the TSA. Primary and secondary data from focus group meetings, press interviews (Bogdan and Biklen, 1982; Miles and Huberman, 1994; Ouiment et al., 2001) and public reports would be analyzed. Besides, participant observation (Nosich, 1982; Sou, 2000; Sou and Zhou, 2007) and theoretical reasoning (Nosich, 1982; Sou, 2000; Sou and Zhou, 2007) have been applied for the critical review of this controversial test. The contrast study on the conflicting views of stakeholders in the education industry would bring up some insights of this controversial educational policy in Assessment for Learning.

Conflicting and contrasting perceptions from TSA to basic competency assessment (BCA) among stakeholders of education and government include governmental stakeholder – EDB’s awareness; EDB stressed that TSA is a low-stakes assessment which does not need extra practice for students; non-governmental stakeholders including legislative councilors’ perception, school principals’ perception, teachers’ perception, parents’ perception and students’ perception. Facing the opposition and grievances of different stakeholders, EDB announced in January 2017 that the revised version of TSA: BCA, be extended to HK in May 2017. Parents and legislative councilors were angry and they ask for a review or even cancellation for Primary 3 TSA.

This original study will initiate more thorough revisions and discussions for the TSAs for Primary 3, Primary 6 and Secondary 3 in HK, as a quality educational management step. While TSA for Primary 3 has been reviewed and substantially “revised,” the community at large still asks for further revision for its needs, uselessness and harm for parents, teachers and students. Since the underlying causes of students’ suicides are not fully identified, the problem of over-drilling practices for TSAs for Primary 3, Primary 6 and Secondary 3 needs to be satisfactorily resolved. Thus, TSAs for Primary 6 and Secondary 3, like that for Primary 3, should be reviewed for probable revision.

Clinical practice provides teacher candidates with opportunities to link teaching and learning theory to practice in a supported environment with strong mentorship through their initial phases of teaching. Teacher candidates wait in anticipation for the opportunity to get into classrooms to work alongside veteran teachers to promote student learning and achievement. This article presents one educator preparation program’s (EPP’s) innovative program that spans the boundaries of the USA to provide teacher candidates with a two-week intensive full-time clinical placement in schools located in the Cotswold Region of England.

Highlighted in this piece is the program’s partnership history, design, structure, connection to the nine essentials, assessment of program goals, and a synthesis of the literature on global education and its value in educator preparation.

Highlighted in this piece is the program’s partnership history, design, structure, connection to the nine essentials, assessment of program goals and a synthesis of the literature on global education and its value in educator preparation.

This article highlights one university’s innovation that places teacher candidates in the classroom for a two-week full-time immersive clinical experience in various schools in England. As early as their sophomore year, teacher candidates can participate in this study abroad program and do so while developing their own cultural competence and global citizenship.