The purpose of this study is to investigate the relationship between professional development and teacher self-efficacy, exploring the extent to which various types, either job-embedded or traditional professional development activities, predict teachers' perceived self-efficacy while controlling for several teacher characteristics and school…

Are teachers and principals aligned in their perceptions of the core components of the theory of Leadership for Learning across countries, or are there subgroups of schools in which there is misalignment? The purpose of this study is to examine the extent to which a congruency-typology model of leadership for learning is distributed across…

This study researched the use of metaphor among students and teachers to determine the images they had in their minds regarding a specific set of developed countries, and in doing so, utilized a longitudinal design carried out over four stages between November 2015 and November 2018 within a large metropolitan city in Turkey. The study findings…

This article explores the link between the OECD TALIS 2013 survey's framework for defining the ideal teacher and national educational goals by focusing on the teacher self-efficacy items, using cross-country comparisons. Surprisingly, cross-country analysis of the TALIS 2013 data combined with World Value Survey data about Desired Child Qualities…

Differences in teacher quality are commonly cited as a key determinant of the huge international student performance gaps. However, convincing evidence on this relationship is still lacking, in part because it is unclear how to measure teacher quality consistently across countries. We use unique international assessment data to investigate the…

This longitudinal study tracked five public junior and senior high school Japanese teachers of English (JTEs) who were sponsored by the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) to study English and Communicative Language Teaching (CLT) pedagogy at a host university in Canada. This qualitative case study found…

Previous international studies, in which the authors participated, have revealed that involvement of teachers in decision-making and responsibility-taking processes is crucial for their receptiveness towards implementation of current and future educational change. It is also evident that the role and responsibilities of school principals have…

Critical thinking has received much attention among educators yet remains largely undeveloped in traditional teacher-centered classrooms. A study was conducted to: (1) obtain a sense of what secondary school teachers believe critical thinking entails; (2) compare and contrast British Columbia (BC), Canada, and Japanese secondary teachers'…

Canadian and Japanese secondary teachers' conceptions of critical thinking were compared and contrasted. Significant cross-cultural differences were found. While Canadian teachers tended to relate critical thinking to the cognitive domain, Japanese teachers emphasized the affective domain. The quantitative data, effectively reduced through factor…