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PurposeThe purpose of this paper is to identify the factors that may reduce teachers' intent to leave. The paper examines differences between Israeli male and female teachers in their perceived organizational justice, perceived organizational commitment, and intent to leave work.Design/methodology/approachParticipants are 1,016 school teachers from 35 high schools in Israel. Series of mixed‐model regression analyses are used to test for mediated relationships.FindingsMultilevel analysis reveals that among female teachers, organizational commitment (affective and normative) fully mediated the relationship between intent to leave and distributive justice (fairness regarding employee outcomes), whereas among male teachers this relationship is only partially mediated. The negative relationship between intent to leave and procedural justice (fairness regarding procedures) is higher among females than among males.Research limitations/implicationsAlthough some precautions are used, the self‐reported measures may likely reflect same‐source bias, calling for further safeguards in future studies.Practical implicationsSchools should become aware of differences between male and female teachers' perceptions and should build an equitable school climate that considers fair rewards, opportunities, and programs to increase teachers' commitment and reduce their intent to leave.Originality/valueThis paper sheds light on the possible reasons for male and female teachers' turnover intentions through examining teachers' justice perceptions and their work commitment.

This handbook provides the knowledge and information required to equip teachers and learning support assistants with the understanding and skills needed when working with pupils with Tourette syndrome.

The paper analyses cost and effectiveness of academic staff working at government and private colleges district Bahawalpur. Therein, it focuses, (a) comparison of cost between private and Government Colleges, (b) finding the sector which readily adopts new trends in education through costeffectiveness, (c) evaluates the use of resources in government and private college in terms of quality efficacy, and (d) compare the achievement in education in government and private sector by utilizing cost-effectiveness analysis. Survey approach was used for data collection. So, two separate questionnaires were developed on a five point Likert scale. Cost and effectiveness in government and private college were then reviewed. The sample was selected from the universe of teachers and Parents of Bahawalpur district. Data were then analysed and presented through means and t-test. Major findings of the study indicated government college teachers' salary fall between 50,000 to 100,000 and private college salary 20,000 to 50,0000. Majority of teachers in both sectors teach undergraduate and graduate level classes. Very few teachers teach higher level classes. Government college teachers show more flexibility in their behaviour as claimed by respondents, than their private counterparts. Private college did superior work in the category of ethic than Government College. It is observed that private college teachers encourage the students learning by doing in the classroom more than Government College.

Although legislation has made achievements to strengthen the rights of homosexual people in many European countries, the school setting seems to be a place where it can be hard to be open as a homosexual person. This article presents articulations of what it is to be homo- or bisexual as a teacher, based on a discourse analysis. The empirical material suggests two different discursive approaches described as vigilance and resource, suggesting different realities of these teachers. It is interpreted that it is not enough only to rely on laws and a positive mind-set of the general public. An explicit support from colleagues is suggested to be crucial to facilitate this group's prerequisites to participate equally compared to norm conforming colleagues.

Education is a values-based and complex field in which research evidence is multidisciplinary and multi-paradigmatic, and therefore highly contested. In this paper I argue that within such a field we must value and depend on teachers' research-informed professional judgements, on what and how to teach in their school and classroom. However, there are increasing signs of professional development materials aimed at teachers which are part of the 'post-truth' world. By post-truth we mean where objective facts are less influential than appeals to emotion and personal belief. Some of these professional development materials are based on weak scholarship, but more insidiously some are part of ideological agendas, so that they should be viewed as part of post-truth politics. In considering the research literacy of teachers, the paper aims to provoke discussion and response, from teachers, teacher educators and policymakers, to the possible influence of post-truth on teachers' beliefs and professional judgements.

The communicative language teaching (CLT) approach and its fundamental principles, including learning to communicate through interaction and engagement, are generally upheld by theories in the area of second language acquisition even though by and large implementing CLT is to some degree difficult and ineffective in many ESL (English as a second language) and EFL (English as a foreign language) contexts. This action research is undertaken to assist a small group of Thai EFL school teachers in developing and implementing context-sensitive CLT through a teacher training program designed for their own professional development as secondary school teachers. Two methods are employed, an observation and a task evaluation. It is found that from the teachers' practice using CLT in teaching, their classes are hardly communicative in nature as communication is constrained and rather unilateral, mostly directed by the teachers. Some recommendations are made to the teachers under study based on the methods used, addressing fluency rather than accuracy if students' communicative competence is the goal.

Worldwide, the importance of quality instruction in schools cannot be underestimated. However, over the years, the instructional quality in Nigerian public secondary schools seems persistently low, and worrisome based on the academic performance of students in external examinations. This has continued to be a subject of concern to individuals, the public, government, and other stakeholders. This study investigates teachers' characteristics and the instructional quality in public secondary schools in Nigeria. A hypothesis was formulated and tested in the study. Questionnaires were used to collect data from teachers and principals, as well as to assess the instructional quality in Nigerian public secondary schools. A total of 2,222 respondents (1,548 teachers and 774 principals) were sampled using both simple random and census sampling techniques respectively across the 774 Local Government Areas in Nigeria. The results show that teachers' characteristics have a significant influence on the instructional quality in public secondary schools in Nigeria. The study recommends that government should prioritise teacher professionalism and employ only certificated teachers to teach in secondary schools in Nigeria geared toward achieving an improved instructional quality.

Teacher efficacy is largely unexplored in Trinidad and Tobago, resulting in a deficit in understanding of teachers' beliefs about their ability to teach. This is important since teachers' beliefs influence how they feel about their work, how they assess and perform teaching tasks, and the educational experiences they provide for their students. This study examined three dimensions of teacher efficacy of secondary school teachers who were newly enrolled in an in-service teacher training programme at a university in Trinidad and Tobago. Teacher efficacy for classroom management, instructional strategies, and student engagement was measured using the Teachers' Sense of Efficacy Scale, and analysed for differences by participants' sex, age, years of service, and school type. There were no differences in teacher efficacy by teachers' sex and years of service. Teachers over 45 years reported significantly stronger teacher efficacy for classroom management than younger colleagues. Teachers at government-assisted schools reported significantly higher teacher efficacy for classroom management and student engagement than those at government schools. Follow-up research should examine the sources of efficacy information that influence teachers' practice, in order to determine the contextual factors related to the school environment that influence teacher efficacy, and the influence of teacher training on teacher efficacy beliefs.