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Several instruments measure teacher responsibility, but none is available in Hungarian. Thus, this study aimed to adapt a Hungarian version of the Teacher Responsibility Scale (TRS) developed by Lauermann and Karabenick and validate it. The sample was pre-service teachers (N = 296). The results of exploratory and confirmatory factor analyses supported the hypothesized structure of the Hungarian version of the TRS. The four factors (responsibility for student motivation, student achievement, relationships with students, and teaching) had satisfactory internal consistencies (Cronbach’s alphas = .75–.83), and the test–retest reliability was moderate (intraclass correlation coefficients = .64–.75). Correlation patterns of the TRS with the Teacher Efficacy Scale and the Approaches to Instruction scale confirmed the convergent and divergent validity. Based on these results, the Hungarian version of the TRS is a valid, reliable instrument suitable for use in further research in Hungarian pre-service teachers.

This paper investigates the amount of academic service performed by female versus male faculty. We use 2014 data from a large national survey of faculty at more than 140 institutions as well as 2012 data from an online annual performance reporting system for tenured and tenure–track faculty at two campuses of a large public, Midwestern University. We find evidence in both data sources that, on average, women faculty perform significantly more service than men, controlling for rank, race/ethnicity, and field or department. Our analyses suggest that the male–female differential is driven more by internal service—i.e., service to the university, campus, or department—than external service—i.e., service to the local, national, and international communities—although significant heterogeneity exists across field and discipline in the way gender differentials play out.

In the higher education settings, the following questions are discussed and debated in modern times. Is ‘teaching’ a profession? Are university faculty members professionals? The paper attempts to answer these questions by adopting qualitative methodology that subsumes descriptive, evaluative, and interpretative approaches. While answering these questions, it discusses significance and usefulness of academic ethics in the university set up. It examines role of academic ethics to offer quality education to students. Further, it highlights university faculty members’ roles and responsibilities toward students, colleagues, institution authorities, research works, and society at large. The paper submits that teaching in university settings is regarded as a profession, and university faculty members are regarded as professionals provided they perform their duties conforming to the teacher’s code of ethics.

Job exhaustion is not uncommon among Chinese middle school teachers, but the key antecedents of job exhaustion and the underlying mechanisms in this historically underrepresented population remain poorly understood. This study examined the association between job demand and exhaustion, and tested the mediating role of job satisfaction and the moderating role of teachers’ role (i.e., homeroom versus subject) in this association. The two-wave, China Education Panel Survey data from 701 Chinese junior middle school teachers ( M age  = 30.05 years old, SD age  = 7.86; 78.75% females) were used. Primary hypotheses were tested using structural equation modelling. Results indicated that job load rather than job stress at Wave 1 was positively associated with job exhaustion at Wave 2 indirectly through its negative association with job satisfaction at Wave 2 only among subject teachers; in contrast, for homeroom teachers, job satisfaction at Wave 2 was the only factor that was identified to be negatively associated with job exhaustion at Wave 2. Notably, all significant associations emerged after controlling for a number of covariates, including job exhaustion at Wave 1. Such findings shed initial light on the complexity inherent within the phenomena of middle school teachers’ occupational health in a Chinese cultural context. Reducing teachers’ work load associated with long working hours and promoting teachers’ job satisfaction may be effective ways to relieve and prevent job exhaustion, especially for Chinese subject teachers.

Various efforts have been made in higher education in Sweden to meet the demand for more transparent governance and increased efficiency and quality. The purpose of this article is to investigate how university teachers handle standardized models for assessment and examination and orientate in this field of tension between professional responsibility and professional accountability. This study examines school-based courses in teacher education programs at a university and is based on observations from 20 seminars, 10 interviews with university teachers, and 11 focus group interviews with 55 students. The results show that university teachers interpret governing documents in different ways leading to a lack of equivalence. Within one course, four assessment practices are identified: governance as confirmation, governance with need for reinforcement, governance as distrust, and governance as others’ responsibility. This study reveals the variation in university teachers’ professional assessment practices that challenge and interplay with the context of a curriculum in different ways. Aspects of the university teachers’ professional obligation are under tension in the context of a more pronounced accountability. University teachers’ professional assessment practices emerges as fragmented in terms of what professional responsibility includes and what professional discretion involves.

The early childhood education (ECE) workforce plays a key role in promoting early childhood development by their interactions with young children during formative years. However, the inherent demands of the profession and the work conditions within ECE settings affect job satisfaction and overall health and well-being. This study applied the Job Demands-Resources Model (JD-R) and administered a cross-sectional survey (n = 137) to examine disparities in personal and external demands and resources that may impact job satisfaction and turnover rates among ECE staff who provide care for preschool children (3–5 years of age). ECE staff reported higher levels of personal demands, including depression and perceived stress, and external demands, including workload and staffing concerns, compared to the national workforce (all p < .01). The data also illustrated disparities related to resource access; ECE staff reported lower levels of personal resources, including mindfulness, and less access to external resources including safety climate, resource adequacy, role clarity, respect, and management relationships (all p < .01). Only 34% of ECE staff reported being very satisfied with their work compared to 49% of the national workforce (p < .01). External resources were significantly and positively associated with job satisfaction (B = .09, p < .01). These findings suggest that ECE staff experience significantly higher demands and have access to significantly fewer resources in the workplace, and that bolstering job-related resources may translate to increased job satisfaction.

Teachers’ formal accountability and duties have been the focus of high-stakes educational reforms, for instance in the context of national accountability systems. Yet, teachers’ sense of personal (rather than formal) responsibility and willingness to assume responsibility for their teaching and students remains an understudied area. The main purpose of this study was to investigate contextual and person-specific predictors of teachers’ sense of personal responsibility, as well as the potential implications of teachers’ personal responsibility for their instructional approaches and wellbeing. A path analysis indicated that high school teachers (n = 287) who felt responsible for their teaching and students reported higher levels of work engagement and job satisfaction than less responsible teachers, and were more likely to endorse mastery-oriented instructional practices that emphasized student effort, task mastery, and individual growth. Teachers’ perceptions of their school’s social climate (teachers’ evaluations of their relationships with students), their sense of teaching self-efficacy, and incremental beliefs of intelligence emerged as positive predictors of teacher responsibility. Teacher responsibility partially mediated the positive effects of these predictors on teachers’ wellbeing and mastery-oriented instructional practices. The results suggest that both contextual (e.g., school climate) and person-specific (e.g., self-efficacy) factors can contribute to teachers’ sense of personal responsibility, and that responsibility, in turn, can have positive implications for teachers’ wellbeing and instructional practices. Directions for future research and practical implications are considered.

PurposeThe purpose of this paper is to explore the critical roles of emotional intelligence, increasing job demands behaviour and subjective well-being in teachers' performance throughout their gender.Design/methodology/approachIn this study, the authors used multi-group structural equation modelling and mediation analysis of a sample of 602 primary school teachers in Iran.FindingsThis study found that emotional intelligence significantly affected teachers' performance. Teachers' emotional intelligence and increasing job demands behaviour were significant predictors of teacher performance in both genders. Furthermore, increasing job demand behaviour had a stronger mediating effect than subjective well-being on the relationship between emotional intelligence and teachers' performance in both genders.Originality/valueThis model is an attempt to examine possible gender differences on the relationships between teachers' emotional intelligence and their job performance by mediating roles of subjective well-being and increasing job demands behaviours in a specific societal and educational context.

This research examined how stakeholders (n = 40) from one school district experienced “accountability” within a context where responsibility for student learning was being distributed across the system. Using a case study design, we examined: what conditions supported stakeholders in multiple roles to exercise responsibility for student learning? Analyses of documents and interviews revealed conditions that enabled teachers, instructional leaders, and administrators to share responsibility in relation to their roles, and empowered teachers to engage in inquiry for continuous improvement and build from their sense of professionalism and responsibility. Implications are discussed for empowering teachers, and other stakeholders, to exercise responsibility in the context of an accountability system.

This study examines between-country differences in the degree to which teachers' working conditions, salaries, and societal evaluations about desirable job characteristics are associated with students' teaching career expectations. Three-level hierarchical generalized linear models are employed to analyze cross-national data from the Programme for International Student Assessment (PISA). Results reveal that teacher salaries and societal evaluations about the importance of job responsibility and respect are positively associated with teaching career expectations, while working hours are negatively associated with teaching career expectations. Analyses further reveal that the association between salaries and career expectations and societal evaluations and career expectations differ among students with different mathematics skills. We conclude by discussing policy initiatives that can encourage students with strong quantitative abilities to consider a career in teaching.