To be sure, learning happens within a vast and complex ecosystem: not only in schools and not only with teachers. School leaders, policymakers, parents, food and nutrition workers, groundskeepers, WASH experts, and students themselves, among many others, contribute to a thriving education ecosystem. Alongside teachers, these individuals co-create…

Extant studies of special education teacher wellbeing often focus on negative aspects, such as stress, burnout and the consequent attrition from teaching, the latter occurring with increasing frequency in the field of special education. In this article, the authors use the OECD teacher wellbeing framework to conceptualise special education teacher…

The purpose of this study was to better understand threats to the wellbeing of multiply marginalised and underrepresented (MMU) teachers by unpacking the ways their multiple social identities intersect with each other and with their teacher identities. This study foregrounded the eudaimonic aspect of wellbeing, examining the extent to which the…

Generalised moves to online and more flexible delivery modes of teaching have challenged the perceptions and expectations of university educators worldwide. Congruence around educator role expectations, held by both the educator and their students, therefore is central to educator wellbeing, and by default, student success in a changing university…

Teaching is traditionally considered one of the most stressful of occupations. Lack of experience, training, and working with children with behavior problems represent variables shown to increase teachers' stress. Research also demonstrates teachers' stress can reduce their performance and also might lead to negative attitudes (Greenglass &…

In the current political context, researchers have, as Ivor Goodson (1992) earlier argued, a special obligation: "to assure that "the teachers' voice" is heard, heard loudly, heard articulately." But not just any "voice" will do--teacher troubles need to be tightly linked to issues, biography to history. On every front, directly and indirectly,…

Albert Blum discusses the need for "fallowships" for educators. These would allow educators to lie "fallow" for a year and not read, talk, or think about anything in their field. (MD)

Because of the growing influence of teachers' unions in an environment unresponsive to teachers' needs, the teachers of the future could gain importance as problem solvers and professionals. (JW)

Argues that teachers in America's school systems are not beneficiaries of "enhanced professionalism" but victims of processes which, in the name of reform, take away teachers' professional rights to make decisions about teaching. Describes the activities of groups of teacher-activists who are working to maintain the autonomy of teachers.…

After attaining a collective bargaining contract with New York City in 1960, the United Federation of Teachers worked successfully to improve salaries and working conditions. But in the aftermath of the 1975 fiscal crisis, the more equitable participation of teachers in policymaking has emerged as a clear goal. (KH)

Argues that reform of teaching conditions will only come through teachers' initiatives and crusades. Offers ways English teachers can improve their working conditions, including (1) achieving consensus among their colleagues; (2) presenting a workload study to principals, personnel directors, and superintendents; (3) requesting additional…

We are now accumulating the knowledge base necessary for teaching to become a true profession, and we have the possibility within reach to work together to attain that stature. This editorial essay previews the articles that focus on this theme in this issue of "Educational Leadership." (TE)

This article describes the major trends in the school choice movement, including its various formats and outcomes and particularly its impact on teachers. An argument is advanced that choice can be a powerful tool for teacher empowerment and professionalization. A 12-item checklist for school choice programs is included. (IAH)

Three possible futures for teaching and for teacher education are projected: (1) Teacher education colleges will become the chief source of professional preparation and development; (2) Teachers will respond to the workplace primarily through collective action; and (3) The states will control ends, means, and markets. Cooperation between teachers…

Essays argue that (1) unions can translate professional concerns into action; (2) unions need to concentrate more on the professional concern of improving education; and (3) only a national teachers union has the membership, staff, and strength to deal effectively with the multitude of concerns facing contemporary education. (MM)