[Public school teachers' perceptions of internet gaming problems among students：current status and challenges].

Objectives　This study aimed to identify and understand the challenges faced by public school teachers regarding issues related to Internet gaming.Methods　An electronic questionnaire was administered to 400 public school teachers in the Saitama Prefecture from September to November 2021. A total of 352 valid responses were obtained. The survey content included teachers' knowledge of gaming disorders, whether their students experienced gaming-related problems, difficulties perceived by teachers, how they discovered the problems, how they dealt with them, the challenges they faced in dealing with the problems, and desired support. Data were analyzed based on the teachers' roles, responsibilities, type of school, and knowledge of gaming difficulties. Fisher's exact probability tests were used to determine significance, and adjusted standardized residuals were used to assess the differences between groups.Results　Nearly 63.1% of the teachers already had knowledge of gaming disorders, and 49.4% acknowledged the existence of students with gaming problems. The most common reasons for discovering problems were disrupted daily rhythm (51.7%) and increased tardiness and early dismissal (34.7%). The main actions taken to address gaming problems were "consultation and information sharing with families" (48.6%) and "individual guidance by teachers" (34.1%). Approximately half of the teachers indicated that they regularly experienced difficulties in activities related to prevention, early detection, student support, and interaction with parents. Specific challenges included limited guidance and involvement with families (61.4%) and the inability to intervene and provide effective support (62.5%). Teachers' support included programs for addiction recovery (56.8%), awareness programs for parents (56.0%), and staff training to increase the understanding of gaming disorders (50.5%). The responses varied according to teacher role and school type, indicating that implementation rates and difficulties were higher in middle schools.Conclusion　We found that teachers tended to view internet gaming problems as family problems and provide complementary support for home education. Teachers also found it difficult to deal with students with gaming problems. Depending on the teacher's role in the school and the type of school, requests for support varied. Elementary and special-needs schools needed teaching materials that could be used for classroom and school-wide instruction and guidance for concerned students and their parents; junior high schools needed a consultation system with school counselors and other professionals and cooperation with healthcare; and high schools needed measures and support, including social support.

Medical Students as Teachers: A Student-Led Course in Developing Teaching Skills.

Students as Teachers is a 7-month student-led elective that equips first- and second-year medical students with teaching skills. Pre- and post-course surveys measured participants' knowledge and confidence level in the course's learning objectives such as creating lesson plans, engaging learners, and assessing understanding. Eleven students participated in the course and 10 students completed the pre- and post-course surveys. Upon completion of the course, there was a statistically significant increase in students' self-reported competencies. This series of workshops thus improved learners' confidence with teaching skills and helped identify how they could improve as physician educators.

A Comprehensive Students-as-Teachers Program: Developing and Empowering Future Medical Educators.

We describe the development of two formats of a Students as Teachers (SaT) program that was designed to train fourth-year medical students as near-peer teachers in the pre-clinical classroom. This program has served 191 students since its inception in 2017 through a 2-week credit bearing elective or an evening workshop series. We describe key elements of the courses and positive outcomes of our program within a learning communities' framework. We present these data for other institutions interested in creating their own SaT program.

A framework for transformational leadership to enhance teacher's work performance.

Introduction: In the new era of higher education focusing on "double first-class" development, private universities in China face significant opportunities and challenges. The success of these institutions is closely linked to effective leadership, particularly transformational leadership, which is known to inspire and motivate employees toward extraordinary achievements. This study explores the existence and impact of transformational leadership on teachers' work performance in Chinese private universities. It aims to fill a research gap regarding the role of transformational leadership in a resource-constrained environment and provide practical insights for enhancing teachers' work performance, thereby contributing to the rapid development of private universities and the realization of "double first-class" goals. Methods: This study employed an input-process-output approach, combining qualitative data from face-to-face interviews with 12 leaders at Guangdong University of Science and Technology and quantitative data from an electronic survey of 392 university teachers. Data were analyzed using SPSS26.0, AMOS24.0, and NVIVO14, including exploratory and confirmatory factor analyses, common method bias assessment, and correlation analysis. Structural equation modeling with AMOS24.0 was used to explore the relationship between transformational leadership and teachers' work performance, evaluating the impact of each transformational leadership dimension. Results: The study findings demonstrated that transformational leadership styles are being employed in Chinese private universities, albeit not extensively, with moderate effects on teachers' work performance. The research identified organizational vision, intellectual stimulation, and personal recognition as significant drivers of enhanced performance among faculty members. Nevertheless, the study did not confirm the impact of supportive leadership, inspiring communication, and moral modeling within the context of Chinese private universities. Discussion: The results highlight areas for potential development in leadership practices, including improving teachers' competencies, motivating teachers, providing good work opportunities and environments, and building good teacher teams.

School knowledge of infectious diseases in schools: conducting surveillance and on-demand, symptomatic respiratory viral testing in a large pre-kindergarten-12th grade school district.

Background: Limited data about acute respiratory illness (ARI) and respiratory virus circulation are available in congregate community settings, specifically schools. To better characterize the epidemiology of ARI and respiratory viruses in schools, we developed School Knowledge of Infectious Diseases in Schools (School KIDS). Methods: School KIDS is a prospective, respiratory viral testing program in a large metropolitan school district (pre-kindergarten-12th grade) in Kansas City, Missouri. During the 2022-2023 school year, all students and staff were eligible to participate in surveillance respiratory viral testing at school by submitting observed self-administered nasal swabs monthly. Participants could also submit a nasal swab for on-demand symptomatic testing when experiencing ≥1 ARI symptom, including cough, fever, nasal congestion, runny nose, shortness of breath, sore throat, and/or wheezing. Swabs were tested in a research laboratory using multipathogen respiratory polymerase chain reaction assays. Participants were evaluated for ongoing viral shedding by collecting two weekly nasal swabs (i.e., convalescent), following initial on-demand symptomatic testing. Participants were asked to complete an electronic survey to capture the presence and type of ARI symptom(s) before the collection of respiratory swabs. Results: From 31 October 2022 to 29 June 2023, School KIDS enrolled 978 participants, including 700 students, representing 3.4% of the district student population, and 278 staff members. Participants submitted a median of six surveillance, one symptomatic, and two convalescent specimens during the study period. A total of 6,315 respiratory specimens, including 4,700 surveillance, 721 on-demand symptomatic, and 894 convalescent specimens, were tested. Overall, a virus was detected in 1,168 (24.9%) surveillance and 363 (50.3%) symptomatic specimens. Of the 5,538 symptom surveys sent to participants before scheduled surveillance testing, 4,069 (73.5%) were completed; ARI symptoms were reported on 1,348 (33.1%) surveys. Conclusion: Respiratory surveillance testing in schools is feasible and provides novel information about respiratory virus detections in students and staff attending school. Schools are an important community setting, and better knowledge of respiratory virus circulation in schools may be useful to identify respiratory virus transmission in the community and assess the impact of effective infection prevention measures.

Co-teaching in higher education: implications for teaching, learning, engagement, and satisfaction.

Introduction: This study examined the impact of co-teaching on students and lecturers, assessing its benefits and drawbacks, and suggesting ways to enhance collaborative learning. Methods: Fifty undergraduate student teachers participated in two sports sciences seminar courses jointly taught by two lecturers. Data was collected via student reflections; course evaluation feedback; word clouds; and teacher reflections. Thematic analysis was used for qualitative data. Results: The findings indicate that the short intensive seminar course resulted in three parallel processes: emotional, students transitioning from negative feelings of chaos, frustration, and a sense of incompetence to positive feelings of satisfaction and sense of accomplishment; social, students learning to listen, request assistance, support, encourage, and collaborate; and cognitive, students learning to ask fruitful questions, plan experiments, summarize, and present. Nevertheless, the time and effort demands involved in the planning and management of such courses may constitute a significant barrier to the future implementation of this teaching method. In terms of course outcomes, no indications of higher quality were seen compared to traditional instruction. Discussion: Drawing on the symbolic interactionism theory, the study advocates for preparing students for inclusive and collaborative learning environments to improve academic engagement and success.

TikTok for language teachers: Affordances of TikTok on teachers' identity and emotional vulnerability.

This qualitative study examines how five secondary school TESOL teachers in Thailand use TikTok to express their emotions and shape their professional identities. The research uses semi-structured interviews and thematic analysis to explore the platform's role as an emotional outlet and a medium for enhancing teacher-student relationships. Findings indicate that TikTok helps teachers manage work-related stress and allows them to present authentic selves, facilitating deeper connections with students. This interaction further informs their pedagogical practices and supports their professional identity development. The study suggests that TikTok's ability to bridge emotional expression with professional engagement offers valuable insights for integrating social media into educational frameworks. Recommendations are provided for leveraging these platforms to enhance teachers' well-being and instructional strategies, highlighting the need for further research with a broader sample. This study demonstrates the potential of social media to impact teaching dynamics and professional growth.

Behavioral intentions of university teachers and students toward the adoption of the hyb-blended learning method: Evidence from Bangladesh.

Hyb-blended learning is a novel method that can serve as a substitute for conventional classroom-based learning activities, demonstrating effectiveness in both pandemics like COVID-19 and other crises, as well as in non-pandemic situations. The successful application of this method in the field of education depends on the users' intentions to adopt it. Therefore, this study aims to understand the behavioral intentions of teachers and students at Bangladeshi universities toward the adoption of the hyb-blended learning method. A correlational, cross-sectional, and sample survey-based research design was employed. Two structured questionnaires, one for teachers and one for students, were used to collect data from 171 teachers and 713 students from 11 public and 8 private universities in Bangladesh. The conceptual model of the study was developed on the theoretical underpinnings of the "Unified Theory of Acceptance and Use of Technology (UTAUT)." The study used a structural equation modeling technique to test the hypotheses. The results of the study revealed that the proposed learning method would increase teaching and learning opportunities for both teachers and students in Bangladeshi universities. They would adopt this method without relying on the experiences of others or what others think or say. Unlike teachers, the study also found that students would use it if they received support and influence from friends, fellow students, university authorities, and other external factors. However, their intentions toward adopting this method depend on the availability of resources and support for adopting it, as well as adequate and necessary understanding and talent to use it effectively. Results also revealed that they would adopt the method if it was found to be simple to use. The study has a notable practical implication, as it has proposed an alternative learning and teaching method that would be effective in Bangladeshi universities during the COVID-19 pandemic or other crises and in non-pandemic situations as well.

Teachers' assessment of the mental health of children with special educational needs during the war.

OBJECTIVE: Aim: To study the results of teachers' assessment of the mental health of high schoolers with special educational needs (SEN) after the 1.5 years of war in Ukraine. PATIENTS AND METHODS: Materials and Methods: Teachers' assessment of the mental health of high schoolers with SEN was conducted through an anonymous survey of teachers using the questionnaire developed by the authors. The research, conducted in 2023, involved 739 teachers working with high schoolers (ages 6-10) with SEN. RESULTS: Results: It was found that 32.3 % of high schoolers were in the combat zone or on the temporarily occupied territory; 31.7 % of high schoolers were forced to leave their homes and were temporarily displaced, 17.7 % went through a separation from their parents, 15.8 % witnessed hostilities, and 3.8 % suffered bullying from their peers. In the educational process, high schoolers with SEN most often experienced anxiety (55.2 %), "emotional swings" (48.4 %), restlessness (44.8 %), fear (37.2 %). During the 1.5 years of war, 15.4 % of high schoolers began to study worse, 12.9 % began to spend more time playing computer games and on social media. It was found that 59.9 % of teachers need more information on maintaining the mental health of high schoolers with SEN. CONCLUSION: Conclusions: The results obtained proved the negative impact of hostilities on the territory of Ukraine on the mental health of high schoolers with SEN, which necessitates the provision of adequate psychological support by teachers of such high schoolers in the educational process.

Occupational self-efficacy scale: Validity in teachers.

Occupational self-efficacy has gained attention because of its importance in understanding the effects of psychosocial factors at work, but because of its relevance, it is necessary to study it in the context of the COVID-19 pandemic. The Occupational Self-Efficacy Short Scale Form (OSS-SF) is a measure of individual variability in self-efficacy within the work context and has been used in some studies in Latin America. The aim of this study was to obtain evidence of the validity of the OSS-SF for 214 Peruvian teachers and to evaluate its internal structure and associations with other constructs. The sample, composed of 214 teachers (Mage = 44, SDage = 10), was selected using nonprobabilistic convenience sampling and evaluated via online forms. Nonparametric item response theory was used. Among the results, a unidimensional structure and high scalability at the item and scale levels were obtained (>0.70). The reliability was approximately 0.90. There was moderate convergence with job satisfaction (0.39) and slight convergence with the perception of the management of virtual tools (0.18). The OSS-SF is a scale with adequate evidence of validity and reliability for Peruvian teachers who work remotely. Therefore, it can be used as a diagnostic measure of intervention and training needs to benefit teachers and students.

Mindfulness, teacher mental health, and well-being in early education: a correlational study.

This study analyzed the relationship between mindfulness and variables considered relevant for teacher-student interactions: teacher burnout, general stress, anxiety, depression, and quality of life. We hypothesized that mindfulness would relate negatively with mental health variables and positively with quality of life. We also explored which specific aspects of mindfulness would predict burnout, depression, anxiety, stress, and quality of life. Given the results of regression analyses, mediation models were performed to explore the mechanisms through which different facets of mindfulness affect quality of life. As predicted, the correlation analysis showed that mindfulness and its dimensions were positively associated with the quality of life of the teachers and burnout dimension of personal fulfillment and negatively associated with anxiety, depression, and stress (considering FFMQ total score and most of its dimensions). Consistently, regression analysis showed that the overall level of mindfulness, after controlling for the grade level at which the teacher works, showed significant associations with the level of personal fulfillment, depression, anxiety, stress, and quality of life. The results of the mediation analyses showed that the ability not to judge ourselves was associated with fewer symptoms of depression and stress and, through these pathways, positively affected quality of life. On the other hand, the ability not to react favored quality of life by reducing anxiety and stress. Finally, acting with awareness was the only facet of mindfulness that favored quality of life, affecting one of the dimensions of burnout.

The role of age, grade level, and subject area in determining the inclusion of digital citizenship elements in elementary school curricula: Perspectives of teachers in the Kingdom of Saudi Arabia.

This study examined teachers' inclusion of digital citizenship elements in elementary school curricula. Employing a quantitative research design, the study utilized a survey questionnaire as the primary data collection instrument. A quantitative approach was employed in this study because it could efficiently measure the extent and variance of digital citizenship inclusion across diverse teacher demographics, enabling statistically significant comparisons and actionable insights for curriculum development. The sample consisted of 300 elementary school teachers at an educational institution in the Kingdom of Saudi Arabia. The questionnaire assessed the degree to which participants incorporated digital citizenship elements, including respect for self and others, self-education and communication with others, and protecting oneself and others, in curricula. The data were analyzed using descriptive statistics and one-way ANOVA tests. The findings revealed significant differences in teachers' inclusion of digital citizenship elements based on age, grade level of instruction, and taught subject matter. The study highlights the importance of tailoring digital citizenship education to meet the diverse needs of teachers. These findings contribute to the development of targeted professional development programs and curriculum frameworks that foster responsible and ethical digital participation. The study also holds pedagogical significance by emphasizing the need to account for variations in digital citizenship inclusion across teacher demographics.

Mediating and moderating factors between economic pressure and turnover intention among school teachers in Lebanon during the ongoing crisis era.

Background: The Lebanese ongoing crisis has exposed big challenges for the education system, including low teachers' salaries and their desire to leave their jobs. Identifying key contributing factors to teacher turnover intention may help policymakers develop and implement appropriate and informed retention strategies aiming at preserving the struggling Lebanese educational system and saving costs. The present study aimed to examine the mediating role of three potential factors, i.e. job satisfaction, work-related fatigue, and psychological distress, and the moderating role of employment sector, in the relationship between economic pressure and turnover intention among teachers who work in Lebanon during the economic crisis. Methods: We carried-out a cross-sectional, web-based study targeting a nationally-representative sample of Lebanese teachers (N = 3779, mean age = 38.33 years, 86.7 % females). Results: The results of mediation analyses showed that physical/emotional/mental work fatigue, psychological distress and job satisfaction mediated the relationship between perceived economic pressure and turnover intentions among Lebanese teachers. Economic pressure was significantly associated with higher work fatigue, more distress, less job satisfaction and more turnover intentions. Also, more work fatigue, higher distress levels and less job satisfaction were significantly associated with higher turnover intentions. Finally, more economic pressure was significantly associated with more turnover intentions. On the other hand, the moderating effect of teachers' sector of employment (Private versus Public) was not significant. Conclusion: This is among the first studies to link economic pressure, job satisfaction, work fatigue, psychological distress and turnover intentions in the teachers' psychology literature. This is also the first study on this topic in Lebanon, a country that offers a unique context and opportunity to understand the link between teachers' economic pressure and turnover intentions. The results expand on past research by showing that work-related fatigue, job satisfaction and psychological distress are three factors that underline the cross-sectional relationship between economic pressure and teachers' turnover intention. This implies that further attention of policy makers and school officials should be paid to enhance job satisfaction, decrease work fatigue and prevent psychological distress in order to retain and attract teachers at schools in Lebanon.

Special education teachers' emotional intelligence and its relationships with social support, work engagement and job performance: a job demands-resources theory's perspective.

Based on the Job Demands-Resources theory, this research investigated the multiple mediating role of special education teachers' social support and work engagement in the relationship between their emotional intelligence and job performance. Data of 710 Chinese mainland teachers in special education schools were analyzed. The results showed that emotional intelligence directly predicted job performance. Both social support and work engagement partially mediated the relationship between emotional intelligence and job performance. Furthermore, social support and work engagement serially mediated the relationship between emotional intelligence and job performance. The limitations and implications for future studies and practices are discussed.

Factors influencing the generation of teachers' emotions.

Background and aim: The teaching profession plays an important role in shaping individuals' lives, with teachers performing complex emotional labour. The management of emotions is an integral part of teachers' professional work, and it is essential to clarify their emotional experiences and the generating of their emotions within a specific cultural context. Methods: Based on a phenomenological approach and the use of anecdotal texts, this study examined six common emotional states among teachers, including happiness, guilt, worry, fear, annoyance, and anger, along with the emotional experiences of two specialised categories of teachers, class supervisors, and pre-service teachers. The factors influencing teachers' emotions and their generative mechanisms were analysed. Results and discussion: This investigation found that key influences on teachers' emotions stem from factors within the teachers' themselves, the contextual nature of their work, and sociocultural dynamics. Drawing on the analytical frameworks of emotional geography theory, ecological theory of human development, and the ecosystem model of teachers' emotional interactions, the study constructs a model highlighting the generative mechanisms of teachers' emotions, and in which three systems are reflected. Conclusion: Teachers' personal attributes are in the direct area of the model and directly govern the formation of their emotions, while their work context consists of a transitional area in emotion formation and the sociocultural system acts as the latent band influencing emotion development. The mechanism model helps us to understand and recognise teachers' emotions and to explore their pedagogical implications.

The relationship between technological pedagogical content knowledge and belief among preservice mathematics teachers.

The increasing interest in exploring beliefs about teaching mathematics with technology has led educators to employ belief systems as a framework for understanding the impact of technology on math instruction. However, the complex nature of pre-service teachers' beliefs in teaching mathematics with technology involves various dimensions. This study aims to investigate the predictive relationship between Technological Pedagogical Content Knowledge (TPACK) sub-components and beliefs in teaching mathematics with technology, revealing a statistically significant direct impact. Utilizing a correlational research approach, we collected data from a cohort of 159 Malaysian pre-service teachers with a focus on mathematics education. Structural Equation Modelling (SEM) was employed to analyze the proposed model. The measurement model exhibited a satisfactory fit with the collected data. Notably, technological knowledge (25 %), technological pedagogical content knowledge (69 %), and technological content knowledge (39 %) significantly influence discovery learning, while technological knowledge (24 %), technological pedagogical content knowledge (74 %), and technological content knowledge (30 %) significantly influence multiple representations. This underscores the critical role of TPACK in shaping educators' perspectives and practices, providing a crucial avenue for enhancing technology integration in teaching mathematics.

The Effects of a Relationship-Focused Professional Development Intervention on Infant and Toddler Teachers' Mindfulness-Based Strategies for Coping.

Teaching is a demanding profession with teachers of very young children reporting high rates of stress and exhaustion. We tested the effects of a relationship-focused professional development intervention designed to enhance teachers' use of mindfulness-based strategies to support coping on trajectories of teachers' stress, exhaustion (emotional, physical, and mental), and coping. Infant and toddler teachers (N = 81) from Early Head Start (EHS) or EHS childcare partnerships (CCP) were randomized to the intervention or usual care control condition. Using ecological momentary assessment, teachers completed twice-weekly reports of stress, exhaustion, coping, and coping strategy effectiveness via smartphones for 40 weeks. Multilevel linear regression modeling, accounting for within-person repeated measures, showed no intervention effects on stress and exhaustion trajectories. Teachers in the intervention reported increased use of mindfulness-based strategies for coping over time as compared to the control group, although frequency of use peaked and then declined. While perceptions of stress and exhaustion did not change, teachers' increased use of mindfulness-based strategies suggests improvements in how teachers managed stress and exhaustion; however, the decline in use of coping suggests the need for ongoing support within the workplace.

The relationship between transformational leadership and teacher autonomy: A latent moderation analysis.

In Chinese kindergartens under a collectivist culture, leadership has a profound and complex impact on both the organization and teacher autonomy. This study explores the link between transformational leadership and teacher autonomy and the roles played by organizational climate and teacher empowerment in this relationship. Kindergartens teachers (n = 1593) were randomly selected in China to complete the transformational leadership scale, teacher autonomy scale, teacher empowerment scale and organizational climate scale, with a cross-sectional design and moderated mediation model using latent variables. The results were as follows: (1) transformational leadership can predict the level of teacher autonomy; (2) organizational climate plays a part of mediating role between transformational leadership and teacher autonomy; (3) as levels of teacher empowerment increase, the positive association between transformational leadership and organizational climate becomes stronger, while the positive association between organizational climate on teacher autonomy weakens.

Patterns of teachers' responses to school bullying and their associations with training, self-efficacy, and age: A moderated mediation model.

Bullying remains a pervasive issue in educational settings worldwide. This study examined the effect of teacher training and self-efficacy on teachers' responses to school bullying with the moderating effect of age. Drawing on data from 585 Taiwanese primary and secondary school teachers, the study revealed six distinct response patterns to bullying among Taiwanese teachers. The results underscore the critical role of self-efficacy in enabling proactive responses to bullying, highlighting that training programs that boost teachers' self-efficacy can be effective across different age groups. Furthermore, the research points to the necessity of differentiated training approaches that consider teachers' age to enhance responses of mediating involvers. This study contributes to the broader discourse on bullying prevention, emphasizing the importance of teacher training and the need for further research into the nuanced relationships between teacher characteristics, self-efficacy, and intervention strategies in diverse cultural settings.

Prevalence and Correlates of High Stress and Low Resilience among Teachers in Three Canadian Provinces.

Objective: High stress levels can be problematic for teachers and indirectly affect students. Resilience may be a protective factor for overcoming stress. Knowledge about the prevalence and correlates of high stress and low resilience will provide information about the extent of the problem among teachers in Canada. Methods: This is a cross-sectional study among teachers in Alberta, Nova Scotia, and Newfoundland and Labrador in Canada. Participants self-subscribed to the Wellness4Teachers supportive text messaging program and completed the online survey on enrollment. Baseline data collection occurred from 1 September 2022 to 30 August 2023. Resilience and stress were, respectively, assessed using the Brief Resilience Scale (BRS) and the Perceived Stress Scale (PSS-10). The data were analyzed with SPSS version 28 using chi-squared tests and binary logistic regression analysis. Results: A total of 1912 teachers subscribed to the Wellness4Teachers program, and 810 completed the baseline survey, yielding a response rate of 42.40%. Most of the participants, 87.8%, were female, and 12.2% were aged 18 to 61 and above. The prevalence of low resilience was 40.1%, and high stress had a prevalence of 26.3%. After controlling for all the other variables in the logistic regression model, participants with low resilience were 3.10 times more likely to experience high-stress symptoms than those with normal to high resilience (OR = 3.10; 95% CI: 2.18-4.41). Conversely, participants who reported high stress were 3.13 times more likely to have low resilience than those with low to moderate stress (OR = 3.13; 95% CI: 2.20-4.44). Additionally, junior and senior high school teachers were, respectively, 2.30 times (OR = 2.30; 95% CI: 1.25-4.23) and 2.12 times (OR = 2,12; 95% CI: 1.08-4.18) more likely to have low resilience compared to elementary school teachers. Conclusions: Our study findings suggest a high prevalence of stress and low resilience among teachers in the three Canadian provinces. Administrators, policymakers in the educational field, school boards, and governments should integrate stress management and resilience-building strategies into teachers' training and continuing professional development programs.