The purpose of this study was to classify the active job behaviors of Generation Z (Gen Z, born after 1995) elementary school teachers and investigate relevant variables that significantly affect such a classification. A total of 375 Gen Z elementary school teachers who passed the National Elementary Teacher Qualification Test and had worked in…

The purpose of this study was to examine the reverse pathway dynamics between teachers' self-efficacy and job satisfaction from a cross-country perspective. By recognizing the sparseness of empirical studies on the reciprocal relation between self-referent assessment of capabilities and job satisfaction, a model of reciprocal determinism between…

This study investigated the effect of teacher academic support, teacher-student relationship, and teacher achievement pressure on maths class engagement via maths self-efficacy. This study examined the relationships among these variables through four structural equation models and identified the model with the best fit. Data of 6,927 students from…

Teachers' self-perception of their competence impacts their attitudes toward teaching, which in turn, influences both their practice and student outcomes. The goal of the current study is to explore South Korean preservice primary school teachers' self-perception of being gifted and the relationship between their self-perception and self-efficacy…

Intelligent Personal Assistants (IPAs) are becoming more prevalent in daily and educational contexts, increasing the possibility of using them as learning partners that can provide more personalized and learner-centric learning opportunities. However, research has primarily focused on educational advantages that IPAs may provide, overlooking…

The study sought to analyze the effects of the Technology, Pedagogy, and Content Knowledge (TPACK) program on the relationship between preservice elementary school teachers (n = 194) and the variables of their gender. Quantitative data collected during the fall semesters of 2018 and 2019 were statistically analyzed using the Wilcoxon rank sum test…

The present study compared teachers' acceptance of online and augmented reality (AR)/virtual reality (VR) technology in instruction, employing an extended technology acceptance model (eTAM). The authors included four influencing factors for teachers' technology integration (teachers' technological pedagogical and content knowledge [TPACK],…

This survey study investigated structural relationships among school culture, self-efficacy, and outcome expectation, and teacher agency development toward the national curriculum reform in South Korea, employing Social Cognitive Theory (SCT). Specifically, focusing on school culture as an environmental factor and teacher self-efficacy and outcome…

The recent push to introduce coding in early childhood education has been the subject of heated debate. A lack of theoretical and empirical research devoted to understanding coding education acceptance provided the motivation for this article. As a way to engage in the debate, this article investigated kindergarten teachers' acceptance of coding…

There has been significant focus on multicultural education and particularly culturally responsive teaching (CRT), as classrooms experience an increasing cultural diversity. Within this broader context, this study explores International Baccalaureate (IB) teachers' self-efficacy in a multicultural classroom. This study compares IB teachers with…

This study evaluated a life skill training program on school violence given to elementary school children. A quasi-experimental study was conducted, and a 12-week intervention was implemented targeting 70 students aged between 10 and 11 years. The instruments included peer competency, attitudes toward school violence, experience of school…

The role of motivation in online learning has been explored mostly as a predictor of course retention or satisfaction, rather than as an adaptive outcome in itself. We thus aimed to investigate how the features of motivation develop in online courses during the semester and how students' perceived teaching and social presences influence their…

The effects of two interventions, one for parents (Intervention-P) and the other for students (Intervention-S), on children's math motivation were examined. Intervention-P involved the sending of six letters to parents over 3 weeks to promote their growth mindset, gender-fair beliefs, and expectations for their child's success in math.…

Despite the significant shift to home-based learning (HBL) during the COVID-19 pandemic, little is known about the process for parental involvement in and satisfaction with digital HBL. Based on Hoover-Dempsey and Sandler's model of parental involvement, this exploratory study proposed and tested a model that includes (a) motivational beliefs for…

As additional preparation while teaching for the K-12 medium of instruction, the Korean Ministry of Education has actively promoted diverse professional development (PD) programs to promote English teachers' "Teaching English through English" (TETE) implementation. This study explored Korean K-12 English teachers' self-efficacy about…