Understanding why teachers entrust technology in innovating the learning outcomes by Sahlan Tampubolon, Lela Susanty, Khasanah Khasanah, Wisman Wisman, Agus Riyanto

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Information and communication technologies' knowledge and use by Health Technology teachers by Rafaela Nayibe Curi Mendoza

“…<br /><strong>Objective</strong>: to characterize the knowledge and use of information and communication technologies by Health Technology teachers.<br /><strong>Methods</strong>: a descriptive, observational and cross-sectional study was carried out. …”
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The effect of teacher leadership and school climate on students’ learning outcomes by Carolus Patampang, Patrio Tandiangga, Frans Fandy Palinoan

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The magnitude of organizational justice affects teachers’ OCB and task performance by Irvandi Gustari, Widodo Widodo

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Supporting teachers to lead invention education with high school students by Audra Skukauskaite, Stephanie Renee Couch

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What facilitates a sense of belonging amongst Australian teachers? by Kelly-Ann Allen, Fiona Longmuir, Megan G. Thorn, Ebony Melzak, Emily Berger, Beatriz Gallo Cordoba, Michael Phillips, Andrea Reupert

“…This study aimed to investigate teachers' sense of belonging in the Australian educational context.Method A sample of 3,206 teachers answered a survey with open-ended questions that were analysed using thematic analysis.Results The analysis identified six key themes influencing teachers' sense of belonging: Interpersonal relationships (peer relationships, student and parent relationships); Support and collaboration (providing and receiving support; team dynamics and collaborative efforts); Professional and personal growth (influence and contribution to society, professional learning opportunities, individual professional identity and characteristics); Institutional factors (leadership support, positive school environment, employment stability), Motivators (teaching passion, acknowledgment and appreciation); and External networks (engagement in professional networks).Conclusions The findings provide insights into strategies for enhancing teacher belonging, with potential implications for improving retention and addressing teacher shortages.…”
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Development of Innovative Activity of University Teachers: Philosophical and Psychological Perspectives by Yu. N. Gut, L. E. Tursunov, M. V. Lanskikh, Sh. B. Akhmedova

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Development of Professional Competences of teachers and Psychologists in the Conditions of Joint training by I. A. Korobeinikov, T. V. Kuzmicheva

“…On the whole the experiment involved 35 future teachers and 35 future special psychologists, 15 professors and 30 workers of educational institutions. …”
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PROFILES OF FILIPINO TEACHERS AND THEIR ONLINE TEACHING COMPETENCIES DURING THE PANDEMIC by Dave Marcial, Aurielle Lisa Z. Maypa, Cindy Ruth R. Villariza, Grace L. Apao

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Teachers’ responses to racism and racist bullying in Dutch primary schools by Karen M. A. Sieben-Aduful, Roy A. Willems, Trijntje Völlink, Nico van der Wiel, Maria Sapouna, Pieter de Bruijn, Gemma Blok, Gemma Blok, Arjan E. R. Bos, Arjan E. R. Bos, Giel van Lankveld

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Teacher’s Readiness Toward Artificial Intelligence in The School of North Bali by M. Rokhman Purnama, I Putu Iwan Krisna Adnyana, Afrianto T.L Sogen, Gede Indrawan, Made Hery Santosa

“…Based on the research findings, technical ability, institutional support, adequate technological infrastructure, and school facilities affected teachers' readiness to use various types of artificial intelligence. …”
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ON THE ASSESSMENT OF TEACHERS’ WORK EFFICIENCY IN THE LIGHT OF THE EFFECTIVE CONTRACT INTRODUCTION by Vladimir P. Ryzhov, Vladimir V. Tereshkov, Natalia A. Kashirina, Alexander A. Mar’Yev

“…The main stress is laid on the fundamentalquestions such as an assessment, namely: the ratio (proportion) between scientific and educational aspects of teachers’ work; the role of the department and its prospects for change after the innovations introduced; the ratio of quantitative (formal) and qualitative (informal) indicators in assessing the teachers’ performance; possible approaches to quantitative evaluation criteria. …”
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Teachers under the Third Republic in the constant trap of political manipulation by Bogusław Śliwerski

“… In the analysis of the macropolitics of the educational authorities, the author proves that public school teachers find themselves in a situation of a trap that has various faces. …”
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MODEL OF INTRA-DEPARTMENT MANAGEMENT OF MOTIVATION OF TEACHERS OF HIGHER EDUCATION by Elena Gennadievna Gutsu, Yuliya Yurievna Chilipenok

“…The current stage of development of higher education is characterized by large-scale innovation processes, therefore, the management of the motivation of teachers of higher education institutions should be considered as the management of motivation in the context of innovation. …”
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Pre-service teachers’ attitudes toward citizenship education in Israel by Jacky Yaakov Zvulun, Shahar Gindi

“… • Study examines attitudes of 235 pre-service teachers (PSTs) towards citizenship education. • PSTs value citizenship education but are confused about teaching methods, goals, and implementation…”
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A digital leap in the evolution of continuous professional development for teachers by M. Ghobrini, R. E. A. Ghobrini, F. Benaicha

“…This CPD-driven system offers guidelines for institutions and policymakers looking to replicate this system in their educational contexts, with the goal of upgrading teachers’ pedagogical expertise. …”
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Leadership crisis in African higher education in the 4IR: lesson(s) for the future by Chinaza Uleanya

Subjects: “…African institutions of learning…”
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RECRUITMENT AND RETENTION OF YOUNG LECTURES IN HIGHER EDUCATION INSTITUTIONS OF RUSSIA by Elena A. Berezovskaya, Sergey V. Kryukov

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STRATEGIES OF EDUCATIONAL INSTITUTIONS IN BUILDING LEARNING INDEPENDENCE OF CHILDREN WITH DISABILITY by Annisa Arrumaisyah Daulay, Randi Saputra, Birrul Walidaini

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ATHENA: Contributing to Development of Higher Education Institutions for the Digital Age by J. C. Quadrado, Yu. P. Pokholkov, K. K. Zaitseva

“…Facilitated by public administrations and the European Union, higher education institutions should support their teachers so they develop the skills for online and other forms of teaching and learning opened up by the digital era and should exploit the opportunities presented by technology to improve the quality of teaching and learning. …”
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