TEACHER PERSPECTIVES ON AI-DRIVEN GAMIFICATION: IMPACT ON STUDENT MOTIVATION, ENGAGEMENT, AND LEARNING OUTCOMES by Abdullah Alenezi

“…Moreover, the study reveals a resounding consensus among teachers regarding the positive impact of AI-driven gamification on student motivation, participation, and learning experiences. …”
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Performance Appraisal and Employee Performance in Tertiary Institutions: A Study of National Teachers’ Colleges. by Ndagire, Immaculate

“…Research findings from the regression model show that performance standards (R=862), performance measurement (R=756 and result dissemination (R=829) have a positive significance on the employee’s performance at National Teachers’ Colleges. …”
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The Impact of AI-Generated Instructional Videos on Problem-Based Learning in Science Teacher Education by Nikolaos Pellas

“…Artificial Intelligence (AI) has gained significant prominence in science education, yet its practical applications, particularly in teacher training, remain underexplored. Specifically, there is a lack of research on AI’s potential to support personalized professional development through automated analysis of classroom interactions and tailored feedback. …”
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The role of teachers and administrators in supporting the adaptation of students with special needs in mainstream high schools by Amir Mahmood, Xiao Huang, Nadia Rehman

“…Administrative support also showed a positive and significant effect (ß = 0.211, p < 0.001), and its interaction with teacher support (ß = 0.102, p < 0.001) suggests that administrative support amplifies the positive effects of teacher support. …”
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A Survey of Teachers’ Status in Mental Health Education Management Based on Big Data Analysis by Yuxi Wang, Chunmei Xue, Minmeng Zhang

“…Therefore, to prevent the small and the gradual, start from the source; do a good job in the publicity of mental health education in peacetime; popularize the knowledge of mental health, so that teachers have a correct understanding of mental health education; improve the professional level of teachers; set up professional teachers in professional positions; establish sound job system and evaluation system, etc. …”
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Teachers’ autonomous motivation and work engagement: The role of the principal’s democratic leadership style and psychological climate by L. A. Mokretsova, O. A. Sychev, A. M. Bespalov, M. S. Vlasov, M. M. Prudnikova

“…Ryan model of dependence of teachers’ professional motivation and work engagement on the principal’s leadership styles. …”
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Supervisory written feedback in ELT practicum: exploring content, linguistic features, and perceptions of preservice teachers by Safaa M. Abdelhalim, Asma Abdullah Alsahil

“…Our research uniquely combines feedback analysis and student perceptions, highlighting the positive impact of cognitive linguistic features on preservice teachers’ development and emphasizing the importance of constructive comments and avoiding authoritative language to enhance self-esteem and receptiveness. …”
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MATCHING OF UNIVERSITY FACULTY’S POSITIONS AND PROMOTION PRO-CEDURES IN THE LEADING COUNTRIES OF THE WORLD by Tatiana E. Isaeva

“…Due to the creation of the unified European educational area and an increase of the teachers’ mobility the problem of the professional activity of the university professors has become one of the most acute for Russian and foreign educational institutions. …”
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Revealing the potential of ChatGPT for English language teaching: EFL preservice teachers’ teaching practicum experience by I Putu Indra Kusuma, Marianus Roni, Kadek Sintya Dewi, Gede Mahendrayana

“…Although ChatGPT has several disadvantages, the participants had a positive view of ChatGPT’s value to novice teachers’ professional growth. …”
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Local English teachers’ voices from a marginalized lens: Inequality practices and identity construction in the workplace by Sahril Nur, Ismail Anas, Reski Pilu, Nurfajriah Basri

“…As a result, the study revealed four inequality issues: (1) dissatisfaction with the payroll system, (2) the representation of gender and race in promotional endorsement, (3) the call for decolonizing pedagogy in ELT materials and resources, and (4) perceived identity as legitimate and qualified English teachers. Regarding the workload capacity and role as professional English teachers, they recognized that they deserve equal treatment as their native counterparts. …”
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Teachers’ performance at Islamic School Foundations: The impact of self-efficacy, organizational culture, environment, and job satisfaction by Virgana Virgana, Soeparlan Kasyadi

“…The results showed that self-efficacy, organizational culture, and work environment positively influenced job satisfaction. Additionally, self-efficacy, organizational culture, work environment, and job satisfaction positively impacted teachers' performance. …”
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Discrepancy between performance and feedback affects mathematics student teachers’ self-efficacy but not their self-assessment accuracy by Helen M. Ernst, Anja Prinz-Weiß, Jörg Wittwer, Thamar Voss

“…Although feedback is of high importance for the professional development of student teachers, the impact of (inadequate) feedback on their self-regulated learning is still unclear. …”
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Teachers’ Perception Towards Integration of Artificial Intelligence Tutoring-Based System in the School Curriculum: A Survey by Vivian M. Olaseni

“…The findings of the study revealed that although teachers in public secondary schools in the southwest of Nigeria are aware of the positive impact of AI tutoring, 77% of the participants have a negative disposition towards the integration of an AI tutoring-based system into the school curriculum. …”
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The association between perceived student gratitude and teacher family role performance: A moderated mediation model by Shaoqing Su, Yifan Ou, Ying Liao

“…Furthermore, universities and colleges should also consider the family needs of teachers when facilitating the realization of their intrinsic motivation, thereby enabling teachers to achieve a better balance between their professional and family lives.…”
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Dianchonair Fhéideartha an Inspreagtha in Oideachas Múinteoirí an Tumoideachais [Potential Powerful Pathways of Motivation in Immersion Teacher Education] by Caoileann Ní Dhonnchadha, Karen Ní Chlochasaigh, T.J. Ó Ceallaigh

“…Through a mixed methods approach, this study examines the presence of DMCs in the lived experiences of both pre-service and in-service teachers undergoing initial teacher education and ongoing professional development in teacher education through the medium of Irish as part of the implementation of the ‘Policy on Gaeltacht Education 2017-2022’. …”
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OPTIMIZATION OF INVARIANT TRAINING OF TEACHERS OF HIGHER EDUCATION INSTITUTION ON THE BASIS OF SYNERGETIC EFFECT HOLISTICHNY INFORMATION AND EDUCATION ENVIRONMENT by Alla L. Busygina, Vladimir N. Aniskin

“…From positions of logiko-associative and synonymous and semantic approaches key concepts of the thesaurus of research of invariant training of teachers of higher education institution are concretized. …”
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Integrated teaching methodology in the development of foreign language professional communicative competence on the discipline “organic chemistry” at Kazakhstan University by Aziza Kenzhe, Aliya Bitemirova, Ualikhanova Bayan, Saule Bitursyn, Ainur Zhorabekova

“…IntroductionIn Kazakhstan, acquiring a foreign language is a prerequisite for advancing chemistry education, enabling students to access global scientific advancements, establish international professional connections, and exchange knowledge. This study examines the implementation of CLIL/ICLHE to enhance foreign language professional communicative competence (FLPCC) in chemistry. …”
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Impact of Teachers’ Qualification on Effective Teaching and Learning of Senior Four History Class in Kajara County Ntungamo District by Mugoya, Peter

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IMPLEMENTASI REKRUTMEN GURU DISD TA’MIRUL ISLAM SURAKARTA (KAJIAN MANAJEMEN SUMBER DAYA MANUSIA DI SD ISLAM) by Rohmatun Lukluk Isnaini, Rohmatun Lukluk Isnaini

“…Recruitment of new teachers is not held every year since in accordance with the needs of the school if there are vacant positions then held recruiting new teachers to fill positions corresponding field. …”
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Speaking Up, Pushing Back, Closing the Door: Agency of Open and Covert Teacher Resistance in Dual-Language Bilingual Education by Brandon Sherman, Trish Morita-Mullaney, Jennifer Renn

“…The increasing prominence of dual-language bilingual education (DLBE) in the United States necessitates deeper understanding of institutional roles and professional identities of DLBE teachers, particularly when incongruent. …”
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