Teaching and Learning International Survey

Teacher burnout has become a growing concern in international private schools, where educators face unique pressures that differ from those in public education systems. This paper explores the primary causes of burnout among teachers in international private schools, including workload, cultural adjustment, student and parent expectations, and administrative demands. It further examines coping strategies at both the individual and institutional levels. By addressing the roots of burnout and highlighting practical solutions, the study aims to contribute to improved teacher well-being and sustainable educational practices in international contexts.

However, the following definition is put forward, as it is considered the most relevant and suited to the purpose of this review: Wellbeing is diverse and fluid respecting individual, family and community beliefs, values, experiences, culture, opportunities and contexts across time and change. It is something we all aim for, underpinned by positive notions, yet is unique to each of us and provides us with a sense of who we are which needs to be respected.

The rapid development of South Korea's educational system has attracted international interest. The country is well-known for its high student achievement, as indicated by the OECD PISA research, yet the causes for the high achievement remain unclear. Many argue that high teacher quality is an explanatory variable, even though accurate and rigorous measurement of teaching quality at both the practical and theoretical levels has yet to be established. The ICALT (International Comparative Analysis of Learning and Teaching) developed by van de Grift and colleagues in the Netherlands was recently utilized to assess the teaching quality of Korean teachers, and the results demonstrated a high level of teaching quality when compared to other countries. In this chapter, we discuss the relationship between the ICALT's reported high level of teaching quality and teacher education and policy in South Korea. Several components of teacher education and policy are identified as factors that lead to the quality of the teaching force. They are the well-developed teacher training system, higher level of teachers' socioeconomic status, in-& external-school supervision for enhancing teacher competency, and efficient personal administration for teachers including homeroom teacher, rotation and promotion.

Top school systems select and educate their teaching staff carefully, they provide an environment in which teachers work together to frame good practice, they encourage teachers to grow in their careers; and they have moved on from administrative control and accountability to professional forms of work organisation. Still, the laws, regulations, structures and institutions on which education policy tends to focus are just like the small visible tip of an iceberg. The reason why it is so hard to move school systems is that there is a much larger invisible part under the waterline. This invisible part is about the interests, beliefs, motivations and fears of the people who are involved in education, parents and teachers included. This is where unexpected collisions occur, because this part of educational reform tends to evade the radar screen of public policy. That is why educational leaders are rarely successful with reform unless they build a shared understanding and collective ownership for change, and unless they build teacher capacity and create the right policy climate, with accountability measures designed to encourage innovation rather than compliance. The most essential reason why teachers' ownership of the profession is a must-have rather than an optional extra lies in the pace of change in 21st century school systems. Even the most effective attempts to translate a central curriculum into local classroom practice will drag out over a decade, because it takes so much time to communicate the goals and methods through the different layers of the system and to build them into traditional methods of teacher education. In a fast-changing world, when what and how students need to learn changes so rapidly, such a slow process leads to a widening gap between what students need to learn and what and how teachers teach. The only way to shorten that pipeline is to professionalise teaching, that is to ensure that teachers not only have a deep understanding of the curriculum as a product, but equally with the process of curriculum and instructional design and the pedagogies to enact and enable the ideas behind the curriculum. The challenge is to build on the expertise of the Schleicher beijing international review of education 1 (2019) 273-302 274 teachers and school leaders and to enlist them in the design of superior policies and practices. Where systems fail to engage teachers in the design of change, teachers will rarely help systems in the implementation of change.

Globally, there are ongoing problems with teacher retention, leading to a loss of experience and expertise. In policy and research, the emphasis is often on the professional development and retention of early career teachers, whereas teachers in later stages of their career are relatively under-represented. This article addresses this imbalance, reporting on a mixed methods scoping study that explores definitions of mid-career teachers in England and their retention and development, via a literature review, primary data collection and secondary analysis of data from the OECD’s TALIS 2018 survey. We found that there is no agreed definition of mid-career teacher, relating to time in teaching, role and wider life circumstances and self-definition. Whatever definition is used, mid-career teachers are a heterogenous group, with varying needs, career plans and commitment to the profession. Whilst typically confident in their practice, their learning needs vary and are often experienced as...

When it comes to the teaching profession, Slovak teachers report a number of problematic issues that lead to many negative consequences in well-being, physical and mental health, and subsequently to considerable turnover rate. According the research studies, there are numerous factors related to teacher turnover, but we assume that turnover are closely linked to the situation in the country, economic conditions etc. Our aim was to find, which of research factors are important among Slovak teachers according the type of school, in which they teach. The research sample consisted of 132 teachers (87.1% women), aged 24 to 68 (M=38.03, SD=10.2). Of the total number of teachers, 15.6% worked at preschools, 53.9% worked at primary schools, 13.3% worked at secondary vocational schools, 14.1% worked at secondary schools. An online questionnaire measuring: gender, age, and the type of school the individual teaches in. Subsequently, the teachers had a list of 27 areas at their disposal, where they were able to choose a maximum of 7 areas, they consider to be the most problematic and causing possible turnover in the teaching profession. Descriptive statistics were used for data analyses. In relation to the results, we interpreted as problematic these areas, which were marked at least one third of the respondents. We stated that teachers from different type of schools agreed on what is problematic in teacher profession and what can influence their turnover, except the teachers from preschools. Teachers from different type of schools (a=primary school; b=secondary vocational school; c=secondary school) perceived these areas as problematic: remuneration (a-68.1%; b-76.5%; c-77.8%); job satisfaction (a-62.3%; b-64.7%; c-61.1%); students' behavior during classes (a-56.5%; b-58.8%; c-38.9%); students' aggressiveness (a-60.9%; b-47.1%; c-55.6%); students' performance (a-44.9%; b-52.9%; c-55.6%). Other problem areas that have been mentioned in at least two types of schools included: stress linked to the teaching profession; work with a minority group; communication with parents; class size; working conditions; school's financial resources; teacher status in society and perceived value of teacher's work. Other areas didn't label as problematic. The research findings have extended the previous research in the context of Slovak teachers' turnover, which is little researched in Slovakia and is limited to the determining the current status of turnover without any deeper understanding of the causes. However, knowing the causes of Slovak teachers' turnover may be helpful in reducing it.

men. This is where true power lies, the power we value. This is what has convinced us to direct all our resources to building the individual, and to using the wealth, which God has provided us, in the service of the nation. "(Gulf News, 2005). To this end, the Muslim country, which has a total estimated population of 8,264,070 people-of which less than 15% are native Emiratisoffers its citizens many amenities, including free housing, subsidized utilities, subsidized fuel, free healthcare, and free public school education (United Arab Emirates National Bureau of Statistics, 2011). As a necessity for providing these services, approximately 90 % of the UAE workforce is expatriates and migrant workers from other countries (Sönmez, Apostopoulos, Tran, & Rentrope, 2011). As the education sector makes up a huge portion of the UAE's workforce, teachers are recruited from English speaking countries around the world. Most of the English teachers are recruited from America, Canada, the United Kingdom and New Zealand (Dickson, 2012). According to The National, one of the English daily newspapers in the UAE, "recruitment companies are reporting a boom in the number of English-speaking teachers coming to the UAE, driven by limited job prospects at home and an increase in the number of schools in the country" (Barnard, 2013). In this same article, Barnhard (2013) gives data from International Schools Consultancy Group (ISC), which estimated that the number of teaching jobs at international schools in Abu Dhabi has increased 42.6 per cent from 4,451 in 2009 to 6,348 in 2013 and is expected to continue to increase further as more schools open. This will result in a need for even more English-speaking teachers. The number of American teachers teaching abroad, specifically in the UAE, continues to grow. The country has undertaken a massive educational reform project that was started by the Abu Dhabi Educational Council (ADEC) in 2006, and a large part of the reforms required that Science and Mathematics be taught in English (Dickson, 2012). Additionally, as noted by Dickson (2012) ADEC developed a 10 year Strategic Plan (2009-2018) aimed at improving the

The purpose of this study was to investigate the perceptions on teaching profession and on the changing role of school teachers in the United Arab Emirates (UAE) and to examine how this perception affects the teaching profession. To achieve this aim, one main question was inspected: Does the current perceptions of students, teachers and school leaders on teachers in the selected eight schools from Dubai and Sharjah affect the value of teaching profession? Dramatic changes on teacher's role over the last decades have challenged teachers' professional identities and carried the question of what it means to be a teacher in recent times. To articulate this change, some significant theories have been consulted in this study, such as professional identity, the role theory, the changing nature of the teacher's role, educational reforms and privatization of education. The study devises three groups of participants comprising 200 teachers, 262 students and 10 experienced educators from eight private and public schools. Multiple instruments were utilized in a mixed methods research to collect data. The study finds that teachers notice a big shift about how they are valued. The results showed that teacher satisfaction is most notably obtained by effectively changing students' attitudes in a positive way. The results also indicated that most students do not consider teaching as a future career despite their deep respect for their teachers. In addition, the results indicate that privatisation is key for the shift in the way teachers are valued. 'delegated' the responsibility of education to the Abu Dhabi Educational Council, ADEC in Abu Dahbi and the Knowledge and Human Development Authority, KHDA in Dubai (Ibrahim, Al-Kaabi & El-Zaatari, 2013). Since then, both authorities have implemented many initiatives to drive their agenda of change. However, many serious challenges still stand against the goal of building a modern educational system. One of the key difficulties was that the majority of teachers in the UAE are not citizens of the country (Ridge, 2006). Figures reveal that over 80% present of the male teachers in UAE schools are expatriate teachers (MoE, 2008). The second obstacle was the consistent inadequate performance and outcomes of the education system in the UAE (KHDA Annual Report, 2013). Furthermore, results have indicated the poor grades of UAE students in international exams, such as, TIMSS and PIZA (OECD, 2015).

The purpose of this paper is to provide an empirical based understanding of the Romanian context of teacher work, which provides an opportunity to identify characteristics considered to affect teaching activities and gives a basis for planning and conducting other research on teachers working conditions. The paper is based on authors' research which is a secondary analysis of Teaching and Learning International Survey (TALIS) 2013 database. The database contains the survey responses of teachers of lower secondary education (ISCED 2) and the principals of their schools. During the investigation cross/tables, cluster analysis, linear and logistical analyses were used. Based on our research results, we can see that the factors attributed both to the individuals and to the elements of pedagogical culture show a strong correlation with the characteristics of the teaching and the satisfaction with the teaching. Considering the factors attributed to the individuals, professional develo...

Since the understanding of non-cognitive skills and their importance have grown, it becomes more and more significant to measure their impact on different areas of professional life. It has been researched that not only individual teacher’s professional self-efficacy, but also collective self-efficacy has a significant impact on both the teachers’ self-efficacy and students’ achievement. The purpose of this study is to select a set of factors that correlate with teachers’ professional self-efficacy and to analyse if teachers’ professional self-efficacy has an impact on teachers’ cooperation with colleagues and students. Latvian, Lithuanian, Estonian, Danish, Norwegian, Swedish, and Finnish data from the OECD TALIS 2018 teacher questionnaires were used. o analyse which factors correlate with teachers’ professional self-efficacy, the authors of this article selected such variables as the type of school, the type of urbanization, the number of special education students in the class, f...

The presented text responds to the repeated opening of the topic of qualification prerequisites for the teaching profession. The aim of the work is to measure and compare teachers‘ self-efficacy among teachers with different educational backgrounds. The main research question is how preparation for the teaching profession is mirrored in teacher self-efficacy. The research sample in this study consists of Czech teachers (n = 377) with different educational backgrounds (teachers’ educational programs from faculties of education, faculties of sciences, faculties of arts) also included those who have not pedagogical qualification (they have degree from university but not in teachers program). Quantitative measurement of teacher self-efficacy took place through the adapted Norwegian teacher self-efficacy scale (NTSES) for the Czech Republic, whose internal structure was verified by confirmatory factor analysis (CFA) and reliability measure by McDonald’s Omega and Cronbach’s Alpha. Statis...

The purpose of this study is to make inter-country comparisons in accordance with TALIS implementation and to determine the countries at similar development in terms of education. With this respect, there was determined how the countries participated to this implementation according to the variables that take place within TALIS implementation have all been grouped together and there had also been determined the percentages of those specified groups in terms of school principal, teacher and school variables. The study population included secondary education school principals and secondary education teachers who were the target population of the study. The study sample included 200 schools from each country and 20 teachers from each school. In the study, there was used the data relevant to 16 variables that take place within teacher and school principals questionnaires of 23 countries participated in TALIS 2008. In accordance with the target of the study, there had been carried out cluster analysis in order to categorize countries participated in TALIS implementation according to specific variables. There was determined under how many clusters specified countries have been categorized according to school principals, teacher and school variables participated in TALIS implementation and also there was made comparisons among the clusters.

There is no doubt that the characteristics of the pedagogical community influence the quality of school education: its problems are often associated with the effectiveness of teachers training and their professional growth. On the other hand, the quality of the school environment and the conditions of pedagogical work are important factors for both the positive education of schoolchildren and its real results. In this perspective, the effectiveness of the education system becomes apparent in comparison with similar systems. That is why the data of international empirical studies aimed at studying the quality of education today are extremely important both for the country as a whole and for its different regions. To take measures for the development of the pedagogical community of the Kirov region, we made a comprehensive analysis of the teaching staff of the regional pedagogical community. The concept is based on materials from the third international study Teaching and Learning International Survey (TALIS 2018). The purpose of this article is to compare the qualities of regional school teachers and their pedagogical practice with similar indicators in foreign countries. The author of the article, on the grounds of the comparison of working conditions, professional education and development of teachers, justifies the need for administrative decisions in personnel policy. The leading research methods here are the collection of data, obtained by questioning in maintaining feedback from teachers, analyzing the conditions of pedagogical practices, modeling and statistical processing of research results. As a result of a study conducted in 2018-2019, in which 1025 teachers of secondary schools from the Kirov region took part, the author of the article found: teachers spend, on the average, 44 astronomical hours per week to perform their duties, besides it takes urban teachers 4 hours more to make their work as compared with rural teachers; the teaching load of the younger age group teachers is 1.5 times greater than that of the older age group teachers; foreign teachers spend 6 hours a week less to perform their official duties in comparison with teachers of the Kirov region; teachers spend most of their time on individual planning, preparing for lessons, and on general administrative work, while participating in extracurricular activities and communicating with parents takes the least amount of time in the structure of official duties. The professional knowledge of teachers acquired in the process of their education is estimated below the average level from the level of full preparedness to perform their professional duties; every fifth educator notes a high interest in learning the technologies of individual teaching, teaching children with special needs and class supervision issues. The theoretical significance of the article is due to its contribution to the

This article provides an insight into the issues married female Emirati students face in pursuit of a Bachelor of Education (B.Ed) teaching degree from the perspective of the United Arab Emirates (UAE) context. Their views reflect their experiences in a landscape of educational reform and social change. Using a survey instrument, the perceptions of 102 married female Emirati students were examined in relation to: motivational factors underpinning their decision to pursue their teaching degree; challenges encountered during the course of their study; support strategies used to mitigate and alleviate challenges encountered; and future possibilities for support. For the married female Emirati student participating in this study, a confluence of social factors account for their desire to pursue and attain their B. Ed teaching degree. These and aspects of challenges and support are traceable to spheres of influence encompassing self, family, college, society and culture. It is important that these insights are investigated and the data analyzed when constructing programs that have implications for teacher education in the context of the UAE.

When teachers are faring well and feeling motivated to teach, they are more effective in their teaching. This study measures teacher well-being in terms of satisfaction of economic situation in the last year, state of mind and emotions, satisfaction with work and work performance, and satisfaction of life in general and by areas of life as perceived by teachers in a private school. Among a sample of 44 practicing teachers, the findings showed that teacher well-being was stable over time. They experienced agreeableness despite the pandemic, wherein the majority of the respondents have an overall satisfaction with the four well-being constructs of this study. A significant relationship exists between age, number of children, educational attainment, work designation, and monthly income in relation to the respondents' subjective well-being. Further, age has a significant relationship with satisfaction with work and job performance and state of mind and emotions. Moreover, a number of children also has a significant relationship with satisfaction with work and job performance. In contrast, educational attainment has a significant relationship with work and job performance satisfaction and with state of mind and emotions. Lastly, monthly income also significantly correlates with the satisfaction of life in general, satisfaction with work and job performance, and economic situation in the last year. Findings help improve our understanding of the highly important variables of teacher well-being which served as a reference for school administrators to enhance the well-being of teachers in the new normal educational setting.

This chapter offers insights into teachers’ and school leaders’ perceptions of their working conditions and how they relate to the prestige and standing of the profession. To explore the prestige of the teaching profession, it examines to what extent teachers and school leaders consider their profession is valued in society. The chapter also contrasts teachers’ and school leaders’ levels of job satisfaction with both their working environments and their profession and how they have changed over time. In addition, new to this cycle of the Teaching and Learning International Survey (TALIS), it describes the level of stress teachers report experiencing in their work and explores the sources of stress. The chapter concludes by examining how teachers’ perceptions of their working conditions are related to the risk of attrition.

Modern education systems evolve in a context of growing teacher shortages, frequent turnover and a low attractiveness of the profession. In such a context where these challenges interrelate, there is an urgent need to better understand the well-being of teachers and its implications on the teaching and learning nexus. This is the ambition of the OECD Teacher Well-being and Quality Teaching Project.
The core concept of this framework defines teachers’ well-being around four key components: physical and mental well-being, cognitive well-being, subjective well-being and social well-being. The framework then explores how working conditions, at both system and school levels, can impact and shape teachers’ well-being, both positively and negatively aspects. It also presents two types of expected outcomes regarding teachers’ well-being: inward outcomes for teachers in terms of levels of stress and intentions to leave the profession; and outward outcomes on quality teaching in terms of classroom processes and student’ well-being. In an annex, the paper proposes an analytical plan on how to analyse teachers’ well-being indicators and cross the results with other OECD instruments. It also presents the field trial items of the new module on teachers’ well-being which are included in the Programme for International Student Assessment (PISA) 2021 teacher questionnaire.

Continuous professional development is a vital element of the career path
of teachers and principals, providing training that can affect both classroom and school practices. This chapter uses TALIS data to examines participation rates in in-service training for teachers and principals and discusses the different types of development opportunities available to them. It also reports teachers’ views on the characteristics of impactful training. After exploring the content of training activities attended by teachers and principals, it contrasts levels of participation with needs for further training. The chapter concludes by examining barriers to participation in training and the support received by teachers and principals to overcome them.

This chapter presents a theoretical and historical account of the OECD
policy diffusion mechanisms, specifically addressing their influence on
teacher policy. In order to present our argument, the chapter is divided in
three sections. First, we present a historical description of how the
Directorate of Education and Skills of the OECD has become a central
figure in global policy discussions. Then, we address the particular
mechanisms through which the OECD is able to expand their influence.
We argue that the scientific validation of their recommendations through
country reviews and the invitation to participate in large-scale studies
and surveys, such as the Programme for International Students
Assessment (PISA) and the Teaching and Learning Survey (TALIS),
have become pivotal for communicating policy messages concerning
teacher quality and development. Next, we argue that while OECDrecommendations are engrained in notions of human capital, their work on teachers has incorporated elements of professional capital.
Additionally, we stress how the influence of social science and large-scale
survey studies has contributed to the development of a concept of teacher
professionalization promoted by the OECD.

This report explores the relationships between mathematics teachers’ teaching strategies and student learning outcomes in eight countries, using information from the TALIS-PISA link database. First, the study seeks to understand the shaping of teaching strategies by examining the way teachers use different classroom practices and the prevalence of these strategies among teachers across schools and countries. As a result of this exploration, three teaching strategies are put forward: active learning, cognitive activation and teacher-directed instruction. Second, the report aims at identifying the teaching strategies that are positively associated with student skill acquisition. Third and finally, it analyses the contributions of the school and the classroom settings, the teacher background and beliefs, to the implementation of the teaching strategies found to be positively related to student learning outcomes. Results show that cognitive activation strategies and, to a lesser extent, active learning strategies, have a strong association with students’ achievement in mathematics. However, this association seems to be weaker in schools with socio-economically disadvantaged students. Also, teachers from the same school tend to share the same approach to teaching, which indicates that these teaching strategies are part of a “teaching culture” within the school. Teacher self-efficacy and teacher collaboration are shown to be the factors more often associated with the implementation of cognitive activation strategies and active learning. Following on from these findings, the paper concludes with a series of policy recommendations.

The purpose of this paper is to provide an empirical based understanding of the Romanian context of teacher work, which provides an opportunity to identify characteristics considered to affect teaching activities and gives a basis for planning and conducting other research on teachers working conditions. The paper is based on authors' research which is a secondary analysis of Teaching and Learning International Survey (TALIS) 2013 database. The database contains the survey responses of teachers of lower secondary education (ISCED 2) and the principals of their schools. During the investigation cross/tables, cluster analysis, linear and logistical analyses were used. Based on our research results, we can see that the factors attributed both to the individuals and to the elements of pedagogical culture show a strong correlation with the characteristics of the teaching and the satisfaction with the teaching. Considering the factors attributed to the individuals, professional develo...

this study was conducted to review the literature by comparing the job satisfaction of teachers in public and private secondary schools. The study particularly sought to compare the working conditions and the financial satisfaction of teachers in public secondary schools and those in private secondary schools in order to come up with some recommendations which could enhance the quality of education in secondary schools and teacher job satisfaction. The study established that teachers in private secondary schools that offer attractive salaries and adequate teaching and learning resources experience high levels of job satisfaction than those in public secondary schools where they do not receive good salaries and teaching resources. The secondary school teachers in public schools have secured jobs and salaries, therefore, they are likely to experience high levels of job satisfaction than those in private secondary schools. As such, the findings show that teacher job satisfaction in both public and private secondary schools varies depending on the conditions of work that those teachers are subjected to. The study therefore recommends that, public secondary schools should be provided with adequate teaching and learning resources. Moreover, the infrastructure of both public and private secondary schools should be improved and well maintained. The teacher salaries should be continuously reviewed and upgraded.

The vast majority of women in higher education in the United Arab Emirates (UAE) are the first generation college students and about over half of them are student mothers. Education of women has been the top priority of the UAE government. The intent of the study was to examine the needs and challenges of student mothers at a teacher education campus in Abu Dhabi. The research study using mixed methods approach surveyed about 71 students and interviewed about thirteen students, representative sample of student mothers about their experiences after their return to college post childbirth. Findings of the study revealed physical and academic challenges faced and their ways of coping in order to pursue their education within the constraints of the college policies. Recommendations and implications for teacher education colleges are discussed.

The United Arab Emirates (UAE) is on the path to becoming a knowledge economy and the role women play as pioneers and innovators, not only in their own society but, also, in the global community is strongly advocated [1]. Involvement of women in tertiary education and in the work force is promoted despite restrictions as to the kinds of jobs they can take up and difficulties associated with socio-cultural factors. When making career choices, teaching appears to be favored as a respectable, stable job involving limited interaction with the opposite sex. This paper explores the motivational factors, challenges and support strategies of a social group of married female Emirati students undertaking their Bachelor of Education (BEd.) teaching degree. Using Bronfenbrenner's ecological systems theory [2] and socio-cultural influences on 'self' among the various nested systems that play a role in their development, data on motivational factors, challenges and support strategies are portrayed in the findings.

The first years of teaching are well known as being the most challenging of new graduates' careers, corresponding to the highest attrition rates. Numbers of novice teachers leaving the profession during the first three years are universally high. The challenges faced by novice teachers vary from struggling with classroom management issues to coping with lesson planning, to name just two. In Abu Dhabi, the capital city of the United Arab Emirates, novice Emirati teachers face additional dimensions to these challenges, in that they are joining public schools which are undergoing substantial educational reform. They are also in the minority as Emirati English medium teachers, working among mainly Western teaching staff. We interviewed a group of Emirati primary school teachers during their first year of teaching. It was found that they had faced multiple challenges, some of which are universal among novice teachers, such as managing student behavior and learning to cope with their ...

The first years of teaching are well known as being the most challenging of new graduates' careers, corresponding to the highest attrition rates. Numbers of novice teachers leaving the profession during the first three years are universally high. The challenges faced by novice teachers vary from struggling with classroom management issues to coping with lesson planning, to name just two. In Abu Dhabi, the capital city of the United Arab Emirates, novice Emirati teachers face additional dimensions to these challenges, in that they are joining public schools which are undergoing substantial educational reform. They are also in the minority as Emirati English medium teachers, working among mainly Western teaching staff. We interviewed a group of Emirati primary school teachers during their first year of teaching. It was found that they had faced multiple challenges, some of which are universal among novice teachers, such as managing student behavior and learning to cope with their ...

h i g h l i g h t s We examine changes in teaching quality during the first three years of teaching. We explore personal and contextual factors affecting perceived changes in teaching quality. Teaching quality increases during the first three years of teaching. Changes in teaching quality differ between beginning teachers. Certification, gender, and induction programs explain changes in perceived teaching quality.

A multilevel framework was applied to investigate the effects of teacher characteristics, school environment, and district level HRM practices on teacher commitment. Drawing on the results from a public school teacher survey conducted in the Emirate of Abu Dhabi in 2014, four forms of teacher commitment (commitment to school, to students, to teaching, and to community) were tested, which provided empirical evidence to further the development of teacher commitment as a multi-foci construct. The results of the three-level model revealed differentiating effects of some individual and organisational variables on different forms of teacher commitment and highlighted that nationality, multiple interpersonal support, and collegial relationships were the most consistent and strong variables to predict teacher commitment. This study suggested that the social and interpersonal environment of school played a significant role in influencing teacher commitment. Results were discussed in relation to improving the commitment of teachers in the empirical context of Abu Dhabi public schools.

The purpose of this study was to investigate the perceptions on teaching profession and on the changing role of school teachers in the United Arab Emirates (UAE) and to examine how this perception affects the teaching profession. To achieve this aim, one main question was inspected: Does the current perceptions of students, teachers and school leaders on teachers in the selected eight schools from Dubai and Sharjah affect the value of teaching profession? Dramatic changes on teacher's role over the last decades have challenged teachers' professional identities and carried the question of what it means to be a teacher in recent times. To articulate this change, some significant theories have been consulted in this study, such as professional identity, the role theory, the changing nature of the teacher's role, educational reforms and privatization of education. The study devises three groups of participants comprising 200 teachers, 262 students and 10 experienced educators from eight private and public schools. Multiple instruments were utilized in a mixed methods research to collect data. The study finds that teachers notice a big shift about how they are valued. The results showed that teacher satisfaction is most notably obtained by effectively changing students' attitudes in a positive way. The results also indicated that most students do not consider teaching as a future career despite their deep respect for their teachers. In addition, the results indicate that privatisation is key for the shift in the way teachers are valued. 'delegated' the responsibility of education to the Abu Dhabi Educational Council, ADEC in Abu Dahbi and the Knowledge and Human Development Authority, KHDA in Dubai (Ibrahim, Al-Kaabi & El-Zaatari, 2013). Since then, both authorities have implemented many initiatives to drive their agenda of change. However, many serious challenges still stand against the goal of building a modern educational system. One of the key difficulties was that the majority of teachers in the UAE are not citizens of the country (Ridge, 2006). Figures reveal that over 80% present of the male teachers in UAE schools are expatriate teachers (MoE, 2008). The second obstacle was the consistent inadequate performance and outcomes of the education system in the UAE (KHDA Annual Report, 2013). Furthermore, results have indicated the poor grades of UAE students in international exams, such as, TIMSS and PIZA (OECD, 2015).

this study was conducted to review the literature by comparing the job satisfaction of teachers in public and private secondary schools. The study particularly sought to compare the working conditions and the financial satisfaction of teachers in public secondary schools and those in private secondary schools in order to come up with some recommendations which could enhance the quality of education in secondary schools and teacher job satisfaction. The study established that teachers in private secondary schools that offer attractive salaries and adequate teaching and learning resources experience high levels of job satisfaction than those in public secondary schools where they do not receive good salaries and teaching resources. The secondary school teachers in public schools have secured jobs and salaries, therefore, they are likely to experience high levels of job satisfaction than those in private secondary schools. As such, the findings show that teacher job satisfaction in both public and private secondary schools varies depending on the conditions of work that those teachers are subjected to. The study therefore recommends that, public secondary schools should be provided with adequate teaching and learning resources. Moreover, the infrastructure of both public and private secondary schools should be improved and well maintained. The teacher salaries should be continuously reviewed and upgraded.

The teaching profession in Malaysia has continued to be valued due to the continuous effort and commitment by teachers within the education profession and their desire to benefit better education for future generations. Indeed, the teaching profession has evolved to become a recognised benchmark towards the nation's vision to develop human resource capital. However, despite the recognition, teachers are noticeably struggling in their attempt to provide high-quality teaching services. Many studies have reported many of the issues within the teaching profession and environment that exists. Many of the issues include severe depression, anxiety, demotivation, and behavioural issues. Consequently, many of these issues also become the reasons why teachers inevitably leave their chosen profession, either voluntarily or pressured by the educational environment and system. As a result, a study to understand the issues for their departure, and more importantly the factors contributing to job satisfaction and retention have investigated in this study. A target population targeting Malaysian training instructors at the Technical and Vocational Education and Training (TVET) educational institutions were selected to participate in a survey. Descriptive and correlational studies were employed to determine job satisfaction the factors among TVET instructors and to identify the factors contributing towards job satisfaction and retention. The findings indicate that most instructors are satisfied with their teaching job. However, many are struggling and not coping with voracious issues brought about through present workloads, student disciplinary problems, and vague expectations from key stakeholders in the TVET system. The findings from this study will further help in determining the perspectives of the instructors and the factors that have attracted them to remain in their chosen profession and to enable them to enjoy their teaching profession and career.

Equity and quality are the common goals to strive for in the Nordic education systems. Yet the mechanisms through which the separate education systems approach these goals have become more diverse. The chapter provides evidence in support of the different facets of teacher quality, such as self-efficacy, as well as teacher-students relations concerning their importance for teachers’ job satisfaction across the Nordic countries. Diversities, however, were also observed. The results from the TALIS 2013 model outlined two subgroups of the Nordic countries with similar mechanisms: the Norway-Sweden and the Denmark-Finland groups. No distinctive group was found in the TALIS 2018 results, producing more country-specific patterns, such as the importance of social utility value for Norway, adverse classroom composition in Sweden or teacher effective professional development positively impacting the personal and social utility values of teachers in Finland. These observed diversities and cha...

Study aims at presenting the main trends of elaborating of a possible profile of teaching staff and introduction of these overriding in the initial and continuous training programs for teachers. The results of the study were obtained by applying survey based on a questionnaire. Study included a total of 564 teachers at national level. The results revealed outlining some dominant traits of today's teachers: the central element is the patience and the principal element of risk is bureaucratization of the education system which leads to a reduction of the practice importance and of labor in the department of the teacher. Continuing training is both a challenge and a necessity for teachers, with a view to increase their professionalism, update and deepen their knowledge through the development of the profession.

Research has shown that pre-service and in-service teachers who exhibit science anxiety are less likely to teach it effectively. It is therefore critical to gauge the science anxiety levels of student teachers early while there are still possibilities, perhaps, to prevent serious issues occurring later on as a result. This study takes place in the United Arab Emirates, where Emirati science teachers are already in the vast minority. Since this is the case and teacher attrition rates are high, it is important to offer as much support to student teachers as possible. We surveyed 113 student elementary school teachers to explore their science anxiety levels. Whilst some studies have shown that science anxiety can decrease as students take science content courses, thereby theoretically gaining confidence in science knowledge, this effect was not observed in our study except for a few aspects and only in those who had studied in the 'science track' at school. We also found that students educated in arts tracks in high schools had significantly higher science anxiety levels compared with those who followed science tracks.

The purpose of this paper is to provide an empirical based understanding of the Romanian context of teacher work, which provides an opportunity to identify characteristics considered to affect teaching activities and gives a basis for planning and conducting other research on teachers working conditions. The paper is based on authors' research which is a secondary analysis of Teaching and Learning International Survey (TALIS) 2013 database. The database contains the survey responses of teachers of lower secondary education (ISCED 2) and the principals of their schools. During the investigation cross/tables, cluster analysis, linear and logistical analyses were used. Based on our research results, we can see that the factors attributed both to the individuals and to the elements of pedagogical culture show a strong correlation with the characteristics of the teaching and the satisfaction with the teaching. Considering the factors attributed to the individuals, professional development and the total career time is the most influential factor of job satisfaction and teacher's self-efficacy. Among the variables included in the school culture dimension, the effectiveness of teacher work, the disciplined atmosphere, the values of student/teacher relationships and the positive effects of teacher-teacher relationships indicated satisfaction and self-efficacy.

This paper examines teacher satisfaction in the United Arab Emirates. First, it examines the overall level of professional satisfaction among teachers in Abu Dhabi using data from the OECD’s 2013 Teaching and Learning International Survey (TALIS). It finds that there is a significant gap in overall teacher satisfaction that is driven by higher rates of satisfaction among expatriate teachers than Emirati teachers. It also finds that the perceived value of the teaching profession is a large and statistically significant predictor of teachers’ professional satisfaction. The second part of the paper investigates the reasons for this satisfaction gap further– it uses new survey data to explore attitudes towards teaching as a career among a cross-section of Emirati residents. It finds that while Emirati residents – nationals and non-nationals alike –generally consider teaching a good job, individuals’ perceptions of both status and salary affect attitudes towards teaching. While the first part of the paper finds that teachers’ perceptions of status affect their job satisfaction, the second part finds that salary is an even more significant predictor of whether Emirati residents believe teaching is a good job, and that there is a tight coupling between expected salary and perceived status. Policy recommendations suggest that attracting Emiratis – particularly male Emiratis – back into teaching would require both more pay and a significant status upgrade. Meanwhile, teaching remains a desirable profession for expatriate Arabs and Southeast Asians, as it provides comparably good pay and benefits.

The first years of teaching are well known as being the most challenging of new graduates' careers, corresponding to the highest attrition rates. Numbers of novice teachers leaving the profession during the first three years are universally high. The challenges faced by novice teachers vary from struggling with classroom management issues to coping with lesson planning, to name just two. In Abu Dhabi, the capital city of the United Arab Emirates, novice Emirati teachers face additional dimensions to these challenges, in that they are joining public schools which are undergoing substantial educational reform. They are also in the minority as Emirati English medium teachers, working among mainly Western teaching staff. We interviewed a group of Emirati primary school teachers during their first year of teaching. It was found that they had faced multiple challenges, some of which are universal among novice teachers, such as managing student behavior and learning to cope with their new workload. However, they also faced additional unique challenges, such as navigating inter-cultural relationships with colleagues, and balancing their new working lives with their demanding home lives.

The United Arab Emirates (UAE) is on the path to becoming a knowledge economy and the role women play as pioneers and innovators, not only in their own society but, also, in the global community is strongly advocated . Involvement of women in tertiary education and in the work force is promoted despite restrictions as to the kinds of jobs they can take up and difficulties associated with socio-cultural factors. When making career choices, teaching appears to be favored as a respectable, stable job involving limited interaction with the opposite sex. This paper explores the motivational factors, challenges and support strategies of a social group of married female Emirati students undertaking their Bachelor of Education (BEd.) teaching degree. Using Bronfenbrenner's ecological systems theory and socio-cultural influences on 'self' among the various nested systems that play a role in their development, data on motivational factors, challenges and support strategies are portrayed in the findings.