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The present study explores the relationship between Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) and a number of teacher-centered variables within the Spanish classroom context. Participants were 210 former and current learners of English as a foreign language (EFL) from all over Spain who filled out an online questionnaire with Likert scale items. A moderate negative relationship emerged between FLE and FLCA. Participants who had an L1 English speaker as a teacher reported more FLE and less FLCA than those with a foreign language user of English. Teacher characteristics predicted close to 20% of variance in FLE but only 8% of variance in FLCA. The strongest positive predictor of FLE was a teacher's friendliness while a teacher's foreign accent was a weaker negative predictor. Teacher-centered variables predicted much less variance for FLCA. Participants experienced more FLCA with younger teachers, very strict teachers, and teachers who did not use the foreign language much in class. The findings confirm earlier research that FLE seems to be more dependent on the teachers' pedagogical skills than FLCA.

During the COVID-19 pandemic, teachers had to conduct online classes because of the breakdown of school learning. Teacher competence has a great impact on the students’ learning outcomes in online learning. Teacher resilience is also important to help teachers survive and achieve a high level of well-being in emergency situations. Previous studies have explored the protective and risk factors of teacher resilience, among which teacher competence in various aspects is included. In addition, teachers’ age differences in competence and resilience have been the focus of past studies. However, few studies have investigated the impact of teacher competence on students’ online learning outcomes, the mediating role of teacher resilience, and the moderating effect of age when teachers participate in emergent online teaching. To address the above gap, this study explored teachers’ perceptions of students’ online learning outcomes and how teacher competence in online teaching and resilience can predict these outcomes. The data of 159,203 participants were collected and subjected to correlation analyses and a moderated-mediation effect test. The results indicated that (1) teacher competence in online teaching was positively related to perceived online learning outcomes; (2) teacher resilience was positively related to the teachers’ perceived online learning outcomes; (3) teacher resilience played a partial mediating role between teacher competence in online teaching and perceived online learning outcomes; and (4) teachers’ age moderated the direct and indirect relation between teacher competence in online teaching and perceived online learning outcomes. The findings imply that teachers should strengthen their own teaching competence and their resilience before conducting online teaching. In addition, this study proposes intervention strategies to enhance teachers’ resilience and well-being through teacher competence cultivation and provides suggestions for different age levels of teachers to develop and train their online teaching competence and resilience in the future.

Purpose This study aims to find out the relevance of observable teacher characteristics – age, gender, teaching experience and qualification in understanding the performance of tertiary students. Design/methodology/approach A quantitative approach was taken. The input-process–output-context framework by Schereens (2004) was used in selecting appropriate variables for the study. Students’ examination results and other administrative records as well as data collected via teacher survey were analyzed using multilevel statistical techniques. Overall, 40 teachers and over 1,800 students were involved in the study. Findings The effect of the selected teacher variables was mixed. For example, while female teachers impacted negatively on first semester Communication Skills (CS1), their effect on the same course during the second semester was positive. Also, teachers with teaching experiences between five and eight years impacted negatively on CS1 but positively on first semester Computer Literacy (CL1). Research limitations/implications Even at the tertiary level, the teacher factor is an important variable influencing student performance. However, a contextualized interpretation of the findings is emphasized considering the fact that only one Ghanaian Polytechnic was studied. Practical implications The study provides a starting point for building a body of evidence that would inform policymakers, quality assurance practitioners and Polytechnic staff alike of possible approaches, methodologies and variables to focus on in ensuring internal quality. Social implications The study would help the studied Polytechnic to direct its resources to areas that can practically improve educational quality and society in general. Originality/value The study contributes to the debate about quality in African higher education given that studies that use the value-added approach in examining institutional effectiveness in the African context are almost non-existent.

The aim of the current study was to identify latent profile groups based on observed teachers’ classroom quality and the relations of the latent profile groups to teacher age, teaching experience and children’s classroom engagement and disaffection. Observations of 57 Vietnamese kindergarten teachers were conducted in the domains of emotional support, classroom organisation and instructional support, utilising the classroom assessment scoring system. Children’s classroom engagement and disaffection were measured for 1218 kindergarten children using the teacher-reported student engagement of the engagement versus disaffection with learning scale. Latent profile analysis suggested that there were three classroom quality profiles (high, medium and low) for this sample of kindergarten classrooms. Teachers with less experience were less likely to be represented in the high-quality profile group compared with the low-quality profile. The outcomes of the fixed effects and random effects (means-as-outcomes) models suggested that children´s classroom disaffection was lower in high-quality profile classrooms compared with those of lower-quality profile classrooms. Children’s classroom engagement was not significantly related to classroom quality profile, but children in the classes of more-experienced teachers were more engaged in learning. However, children in classes taught by older teachers were less engaged than those in younger teachers’ classes. Children´s classroom disaffection was not significantly associated with teacher’s age or teacher´s teaching experience.

This study explores the relationship between government revenue per capita, governance quality, and the supply of teachers—an indicator under Sustainable Development Goal 4 (Target 4.c). Using annual data from 217 countries spanning 1980 to 2022, we apply a non-linear panel model with a logistic function that incorporates country-specific governance measures. Our findings reveal that increased government revenue is positively associated with teacher supply, and that improvements in governance amplify this effect. The model provides predictive insights into how changes in revenue may influence progress toward education-related SDG targets at the country level.

Many researchers emphasize teachers’ attitudes as a decisive component in ensuring successful inclusion of students with special needs (SN students). The empirical research that is presented in the main part of this article analyzes the attitudes of primary and secondary teachers towards the inclusion of SN students with respect to the type of school, the teachers’ age, the number of SN students in the class, and the teachers’) acquired skills. A questionnaire was devised for the study, based on two previous questionnaires: the Questionnaire on Attitudes towards Integration and the Teacher Stress and Coping Questionnaire.The secondary teachers showed more positive attitudes towards SN students than did their primary colleagues, as well as towards teaching and adaptation with respect to the students’ SN and towards the psychophysical strain related to such work. The youngest group of teachers, those aged from 20 to 30, shows a higher level of agreement related to the provision of adequate support. Teachers with fewer SN students in class (up to two students) show a higher degree of support for inclusion of SN students than do other groups of teachers. Teachers without training for work with SN students in comparison with their colleagues who had it show a lower level of agreement with respect to support and assistance at educational work with SN students.

There is a strong background indicating that the teaching profession is one of the most stressful and that their mental health has deteriorated even further during the pandemic. However, there is a little background about the impact of the COVID-19 infection peaks and teachers’ mental health. To this end, 313 teachers were recruited. Via online questionnaires, an evaluation was performed on their depression, anxiety, and stress symptoms on the DASS-21 scale. Teachers’ sociodemographic and socio-personal data were also analyzed. A binary logistic regression was used to analyze the variables which could be associated with each of the symptoms. High rates of depression, anxiety, and stress symptoms were observed among teachers (67%, 73%, and 86%, respectively). Among teachers who were affected by the work–family balance (89%), there was also an increased risk of symptoms of anxiety (OR: 3.2) and stress (OR: 3.5). Depression symptom risk was higher among women (OR: 2.2), and teachers under 35 years old had a risk of presenting all three symptoms (depression OR: 2.2; anxiety OR: 4.0; stress OR 3.0). In contrast, teaching in private educational establishments was a protective factor for anxiety symptoms (OR: 0.3). The results suggest that the second COVID-19 wave profoundly affected teachers’ mental health. Urgent interventions are thus needed to aid teachers’ mental health.

This research aimed to contribute to the overall understanding of pre-service teachers’ acceptance of the Digital Storytelling (DS) tool. The primary associations of the Technology Acceptance Model (TAM) were tested in the academic years 2017/2018 and 2018/2019 for statistical significance when the effects of the pre-service training teachers' digital age and status were controlled. Data from 296 pre-service teachers, from second and third study year, majority women considered vulnerable group were collected. The factor analysis and invariance tests on basic TAM were performed. The results revealed that DS tool usage intention was a function of perceived usefulness and ease of use. This research established the TAM applicability with the control variables addition to model the DS tool acceptance by pre-service teachers, as didactic material for natural sciences and technology education. Configural, metric, and scalar invariance were confirmed across both cross-temporal and cross-sectorial groups. Perceived ease of use of DS has strongly influenced both usefulness (β=.571, t=11.958, p<.0001) and intention to use of DS (β=.763, t=19.914, p<.0001), under the influences of the control variables. The outcomes contributed to the general understanding of DS pre-service teachers’ adoption relevant for natural sciences and technology education and for recognition of vulnerable category behavior.

The frequency of functional voice disorders associated with profession varies from 13,7% to 70%, which requires the timely identification of the risk of developing professional laryngitis, development and implementation of modern effective risk management models. Aim - to determine the risk of developing professional pathology of the vocal apparatus in teachers of general education schools. The analysis of age and seniority is performed among 5346 teachers. Risk determination of development of professional laryngitis is carried out according to standard methodology by analyzing outpatient cards of 63 teachers. The probability of getting sick with the work experience of up to 5 years is 5% of the number of patients, and with the work experience of 35 years or more is 100%. The probability of getting sick with professional laryngitis is by 95% due to voice load and only by 5% to other factors. The absolute risk of developing professional laryngitis is the highest in the age group of 51-54 (AR=0,21) years and 55-60 years (AR=0.22). The relative risk of developing professional laryngitis with 20-24 years of work experience is 20 with etiological proportion of voice load of 95 %, but with increasing length of service, the relative risk, like etiological proportion of the relative risk, is less than the age-related changes.

One of the ways to improve the quality of math and natural science education is to develop the pedagogical community of STEM education. On the one hand, according to the forecasts, an increase in the number of students and teachers is expected by an average of 20 % in both Russia and worldwide. On the other hand, there is definitely some specificity in the pedagogical community as compared with any other labor collective, since the pedagogical community develops alongside with the student one. In this perspective, the age heterogeneity of the teaching staff is of particular relevance. Consequently, the key point in the management of math and natural science education is the analysis of the age structure of STEM educators. The following subjects are taken to conduct a further analysis of STEM education: mathematics, handicraft, physics, biology, and chemistry. Accordingly, the purpose of the article is to analyze and forecast the heterogeneous development of the age structure of STEM teachers. The authors of the article justify the necessity for changes in the personnel policy on the basis of the assessment of the capacity of the teaching staff of STEM education in schools of the European part of Russia. The leading research approach is the method of the normal and natural distribution of age groups in the structure of the STEM education pedagogical community. As a result of a study conducted in 569 schools of the European part of Russia in 2016–2018, the authors of the article have found out the following: the average age of STEM school teachers in the European part of Russia is 6.8 years higher than the average age of teachers in Russia; there is a significant shortage of STEM teachers aged under 35; the average rate of the teaching load of a STEM school teacher in an academic subject is 0.72, but the load is distributed very unevenly, math teachers having the highest teaching load. The theoretical significance of the research lies in its contribution to the development of scientific ideas concerning the age heterogeneity of STEM school teachers. The research results can be used in building development trajectories of STEM education teaching staff by implementing a series of managerial and organizational measures to achieve the normal state of the age structure of teachers.