[1] The Effect of Teachers’ Perception of Organizational Justice on their Job Stress

[2] Elementary School Head’s Leadership Styles Influencing Teachers’ Job Satisfaction in Selected Public Schools in Paranaque

[3] The relationship between school principals’ social-emotional education leadership and teachers’ organizational trust and job performance

[4] School Type and Leadership Pattern of Principals as Predictors of Science Teachers’ Job Performance in Rivers State Nigeria

[5] Organizational Justice, Perceived Stress and Leader Support as Predictors of Teachers’ Job Satisfaction

[6] Relationship between School Principals’ Leadership Behaviors and Teachers’ Organizational Trust

[7] Role of professional learning communities in improving teachers’ job satisfaction: why does trust in colleagues and emotional intelligence matter?

[8] Teachers’ Perceived Challenges and Coping Strategies in Pandemic-Influenced Teaching:Basis for a School-Based Teacher Support Mechanism

[9] Teachers’ perception, challenges and coping mechanism in the implementation of modular learning modalities in the new normal

[10] Program Reach and Implementation Feasibility of a Physical Activity School Health Program: A Qualitative Study of Teachers’ Perception

[11] Investigation of teachers’ opinions concerning FATİH project in the context of technological pedagogical content knowledge

[12] The Nature of Middle School In-Service Teachers’ Engagements in Proving-Related Activities

[13] Pre-service Preschool Teachers’Views, Experiences and Approaches About Children’s Drawings

[14] The Change in the Curricula: Teachers’ Perceptions

[15] The Nature of Middle School In-Service Teachers’ Engagements in Proving-Related Activities

[16] Pre-service Preschool Teachers’Views, Experiences and Approaches About Children’s Drawings

[17] The Change in the Curricula: Teachers’ Perceptions

[18] Le codesign d’une plateforme numérique fondé sur des principes au service de l’agentivité des enseignantes et des enseignants en contexte de développement professionnel | Co-Design of a Digital Platform Based on Principles Supporting Teachers’ Agency in the Context of Professional Development

[19] The intertwining of laïcité and ethnicity: Observations from teachers’ practices in state schools in Provence

[20] Content-area reading comprehension and teachers’ use of instructional time: effects on middle school students’ social studies knowledge

[21] Bad Religion as False Religion: An Empirical Study of UK Religious Education Teachers’ Essentialist Religious Discourse

[22] Teaching Electric Circuits: Teachers’ Perceptions and Learners’ Misconceptions

[23] Questions about answers: Probing teachers’ awareness and planned remediation of learners’ misconceptions about electric circuits

[24] Implicit change leadership schemas, perceived effective change management, and teachers’ commitment to change in secondary schools in the Philippines

[25] Inclusion of Children with Hearing Impairment in Schools: A Survey on Teachers’ Attitudes

[26] Teachers’ Beliefs and Technology: Calculator Use in Mathematics Instruction in Junior Secondary Schools in Botswana

[27] PRESERVICE TEACHERS’ BELIEFS AND PRACTICES IN TEACHING ENGLISH TO YOUNG LEARNERS

[28] The Nature of Recognition in TEFL Teachers’ Lives

[29] Teachers’ humor and its relationships with chronic fatigue − the mediating role of the sense of stress at work

[30] Irish migrant teachers’ experiences and perceptions of autonomy and accountability in the English education system

[31] Addressing the Cultivation of Teachers’ Reflection Skills via Virtual Reality Based Methodology

[32] Teachers’ beliefs about technology integration in early childhood education: A meta-ethnographical synthesis of qualitative research

[33] Special Education Teachers’ Narratives and Attachment Style: Associations with Classroom Emotional Support

[34] Head Start classroom teachers’ and assistant teachers’ perceptions of professional development using a LEARN framework

[35] Secondary School Teachers’ Perception of “Teacher Professional Development”: A Case Study of Teachers from Five Districts of Uganda.

[36] Early Reading Skills in English as a Foreign Language Via ICT in Greece: Early Childhood Student Teachers’ Perceptions

[37] Professional Learning through Coaching: toward the Enhancement of the Teachers’ Pedagogical Competence

[38] Correction to: Preservice Middle and High School Mathematics Teachers’ Strategies when Solving Proportion Problems (International Journal of Science and Mathematics Education, (2018), 16, 2, (315-335), 10.1007/s10763-016-9775-1)

[39] Primary teachers’ views on using technology in education, flipped classroom and cooperative learning

[40] Prospective elementary and secondary school mathematics teachers’ statistical reasoning

[41] Impact evaluation of the Masters Courses on the Science Teachers’ professional practices – best practices examples

[42] Co-teachers’ Coordinated Gestures as Resources for Giving Instructions in the EFL Classroom

[43] Elementary Teachers’ Perceptions of Their Professional Teaching Competencies: Differences Between Teachers of Math/Science Majors and Non-math/Science Majors in Taiwan

[44] Black Teachers’ Retention and Transfer Patterns in North Carolina: How Do Patterns Vary by Teacher Effectiveness, Subject, and School Conditions?

[45] Teachers’ belief that math requires innate ability predicts lower intrinsic motivation among low-achieving students

[46] Effects of digital video-based feedback environments on pre-service teachers’ feedback competence

[47] The Evolution of Pre-school and Elementary School Teachers’ Career Trajectories – Career Beginnings and Ambitions

[48] IMPACT OF EDUCATIONAL REFORMS ON THE IMPROVING OF TEACHERS’ TRAINING QUALITY IN THE NETHERLANDS

[49] Effective curricula for at-risk students in vocational education: a study of teachers’ practice

[50] Teachers’ beliefs and practices of implementing secondary english curriculum reform in Bangladesh: A phenomenological study

[51] Teachers’ moral agency under neo-liberal influences: what is educationally desirable in China’s curriculum reform?

[52] Engaging with curriculum reform: insights from English history teachers’ willingness to support curriculum change

[53] Primary teachers’ perspectives on mathematics during curriculum reform: A collective case study from Cyprus

[54] Teachers’ acceptance of curriculum reform in the Czech Republic: One decade later

[55] Engineering Students’ Motivation to Learn Technical English in ESP Courses: Investigating Iranian Teachers’ and Students’ Perceptions

[56] Curriculum Expectations versus Teachers’ Opinions and Practices in Teaching English in Rural Primary Schools in Uganda

[57] Primary school teachers’ conceptions of creativity in teaching English as a foreign language (EFL) in China

[58] The Effect of Elementary School Teachers’ Knowledge of Learning Disabilities on Referring Afflicted Students to Speech Therapy

[59] Interrupting Teachers’ Assumptions about English Learners through Literature Discussion

[60] Peer coaching as a means of EFL teachers’ professional development

[61] The relationship between EFL teachers’ continuing professional development and their self-efficacy: A structural equation modeling approach

[62] Iranian public school and private institute EFL teachers’ perception towards self-initiated professional development

[63] Continuing Professional Development Strategies: A Model for the Iranian EFL Teachers’ Success

[64] EFL teachers’ emotions: The driving force of sustainable professional development

[65] Understanding by design (UbD) in efl teaching: Teachers’ professional development and students’ achievement

[66] Peer observation: A key factor to improve Iranian EFL teachers’ professional development

[67] REFLECTIVE TEACHING TOWARD EFL TEACHERS’ PROFESSIONAL AUTONOMY: REVISITING ITS DEVELOPMENT IN INDONESIA

[68] How Should an Effective Performance Appraisal Be: EFL Teachers’ Perspective

[69] Investigating Self Professional Development in Teaching English: The Case of English College Teachers’ Role as Models

[70] New Teachers’ Perceptions on Being Prepared to Teach Students With Learning Disabilities: Insights From California

[71] Disdain to Acceptance: Future Teachers’ Conceptual Change Related to Data-Driven Decision Making

[72] PRIMARY SCHOOL TEACHERS’ OPINIONS ABOUT THE VALUES IN SOCIAL SCIENCES PROGRAMME AND THEIR PRACTICES FOR HAVING THEM ACQUIRED - SINIF ÖĞRETMENLERİNİN SOSYAL BİLGİLER PROGRAMINDAKİ DEĞERLERLE İLGİLİ GÖRÜŞLERİ VE BUNLARIN KAZANDIRILMASINA İLİŞKİN UYGULAMALARI

[73] What influences teachers’ job satisfaction and how to improve, develop and reorganize the school activities associated with them

[74] The impact of learner characteristics on training transfer expectation: a survey of Thai teachers’ perception of cloud computing tools

[75] A Comparative Study of Pre-Service Teachers’ Views on Ethical Issues in Classroom Assessment in China and the United States

[76] Teachers’ perspectives of assessment and alternative assessment in the classroom

[77] Measuring Teachers’ Assessment for Learning (AfL) Classroom Practices in Elementary Schools

[78] Development of Digital Competence in Secondary Education Teachers’ Training

[79] Iranian ELT Student Teachers’ Portrayal of Their Identities as an English Language Teacher: Drawings Speak Louder than Words

[80] Indonesian student teachers’ critical thinking skills in text analysis with CDA approach

[81] Teachers’ attitude towards integrating ICT in teacher education

[82] The role of ict in enhancing the autonomy of higher education students: Teachers’ insights

[83] Connecting rural schools to quality education: Rural teachers’ use of digital educational resources

[84] Practicing lesson study in a Turkish education context: Considering the challenges, suggestions and benefits from EFL teachers’ perspectives

[85] The prospective teachers’ opinions about micro-teaching practices in teaching french reading skills

[86] Relations between students’ perceptions of the teaching-learning environment and teachers’ approaches to teaching: a qualitative study

[87] Teachers’ perception of students’ performance in the architectural design studio in the light of Bourdieu

[88] The awareness of the language of mathematical skills of primary school teachers and pre-service primary school teachers’

[89] The effect of technological pedagogical content knowledge (TPACK) based blended learning environment on pre-service science teachers’ TPACK and classroom practices

[90] Personal, Cognitive and Metacognitive Factors of Preservice Teachers’ Performance in the College-Based Leaving Examination: Mathematical Models

[91] Longitudinal reciprocal effects between teachers’ judgments of students’ aptitude, students’ motivation, and grades in math

[92] Finnish and German student teachers’ motivations for choosing teaching as a career. The first application of the FIT-Choice scale in Finland

[93] Teachers’ negative emotional feedback can facilitate students’ learning: the role of epistemic motivation in undertaking divergent- and convergent-thinking tasks

[94] Teachers’ relatedness with students as a predictor of students’ intrinsic motivation, self-concept, and reading achievement

[95] Implementing English-medium instruction (EMI) in China: teachers’ practices and perceptions, and students’ learning motivation and needs^*

[96] Teachers’ Conditional Regard and Students’ Need Satisfaction and Agentic Engagement: A Multilevel Motivation Mediation Model

[97] Exploring Pre-Service EFL Teachers’ Beliefs About Their Roles in an Elementary School Classroom in Regard to Pedagogical and Emotional Aspects of Students

[98] The effects of teachers’ beliefs on elementary students’ beliefs, motivation, and achievement in mathematics

[99] Development of an Academic Course in Person-Centred Care for Students in Higher Education: Teachers’ Perspectives

[100] The effects of an online professional development course on teachers’ perceptions, attitudes, self-efficacy, and behavioral intentions regarding digital game-based learning

[101] On the Differential and Shared Effects of Leadership for Learning on Teachers’ Organizational Commitment and Job Satisfaction: A Multilevel Perspective