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This paper aims to measure the degree of teacher-teacher and teacher-principal collaborations, in the public schools of Albanian educational pre-university system, and a second aim is to evaluate the relationship, - if any exists, - between those collaborations and school performance, too. The study has quantitative nature and is based on a questionnaire with 13 articles. The questionnaire is compiled by the author, based on the literature. The questionnaire is with self-report, based on the perceptions that teachers have regarding those collaborations. It is fulfilled by teachers, in-service full time, that teach at 20 public schools in the pre-university educational system in Albania, respectively in Tirana, Kamëz, Elbasan and Shkodra. The schools were chosen based on the performance criteria: schools with highest performance and schools with lowest performance. Teacher-teacher collaboration is evaluated through 7 articles (N=7, Cronbach's Alpha=.802); teacher-principal collaboration is evaluated through 6 articles (N=6, Cronbach's Alpha=.812). For symmetry reasons, the questionnaires for evaluation of both collaborations are constructed in similar manner, based on the philosophy of councils that teachers and principals give and take with each-other. Teachers' self‐reported collaboration was measured by a scale from 1 to 5 (Never 1; Rarely 2; Sometimes 3; Often 4; Always 5). The data are analysed through SPSS. According to data, teachers report a higher scale of collaboration with their colleagues and a lower scale of collaboration with their principals: teacher-teacher collaboration is higher for issues related with students' behaviour and lower for issues related with the school curricula or school aims; teacher-principal collaboration is higher for issues related with students' behaviour and lower for issues related with their profession. From the data, there is not any statistically significant difference between level of collaboration and school performance, which stands for the high degree of teacher atomization at school. One important conclusion is that principals have a small portion of decision-making for important issues that influence directly school performance.

A school was a place to get knowledge. A student absentee is a major concern for lecturers at institutions of teacher education learning. Absences create a dead, tiresome, unpleasant classroom environment that makes students who come to class uncomfortable and the lecturer irritable. The objective of the study was to study the causes of student teacher absentees in teacher education institution. The investigator selected the sample through random sampling, 994 student teachers were selected from teacher education institution from Allahabad. To collect the data researcher has used Absenteeism Inventory constructed by researcher. The salient finding of the study was the Male student teachers are more absent in their Teacher education Institution than Female student teachers and student teachers in Private Teacher education Institution are more absent in their Teacher education Institution than student teachers in Government Teacher education Institution.

In China, teacher performance pay has been implemented for eight years, but teachers' perceptions regarding its implementation have been examined seldomly. Exploring teachers' perceptions is a path to hear teachers' voices, inspect implementation practice, and evaluate impacts. This mixed-method study explored teachers' perceptions toward performance pay in Panda School District of Kunming City, Yunnan Province, China through surveys, interviews, and artifacts. A total of 333 valid responses to the survey were collected and 14 teachers participated in follow-up semi-structured interviews. The quantitative results indicate low to moderate teacher support for performance pay. The qualitative themes generated through content analysis present teachers' perceived merits and problems associated with the implementation of performance pay. A seven-factor model was extracted through principal component analysis drawn from the teacher perception survey, with 58.4% of the variance in perceptions explained. Significant differences in teachers' perceptions toward performance pay and evaluation measures were found based on participating teacher and school characteristics. The findings suggest that local governments should increase funding in teacher performance pay if it is to be successful. Additionally, the specific guidance needs to be developed to regulate school-based performance pay programs that consider school contexts. Further, policymakers and school administrators should focus on the structure and associated evaluation indicators of performance pay. It is necessary for school leaders to improve leadership through professional development programs at the same time of implementing performance pay.

This chapter discusses a diverse suite of courses designed to enhance experiential learning, internationalization and global education, and community service-learning. This reinforces our commitment to preparing holistic teachers who understand the multiple roles of teachers and the social, political and moral imperatives of teaching.

In recent years in England there has been a move away from Initial Teacher Training (ITT) taking place predominantly in Higher Education Institutions (HEIs) to becoming schools led. The two main routes undertaken by graduates wishing to teach are the Post Graduate Certificate of Education (PGCE) and Schools Direct (SD). Both routes offer opportunities to spend time in more than one school. A small case study was undertaken in one HEI to compare and contrast these routes in the light of government policy initiatives and reforms towards increasingly school-led ITT. Seven main themes emerged from the data collected: recruitment, placement, growing your own, support and mentoring, facilities and research, peer groups and communities of practice and reflection. Both routes offer benefits to both trainee and provider and both offer the opportunity to spend an extended time in placement schools. However, there is a danger that the underlying pedagogical understanding of teaching and learning could be lost if the push towards schools led ITT is maintained and HEIs continue to withdraw from teacher education.

"Franz Boas's 1940 Race, Language and Culture is a monumentally important text in the history of its discipline, collecting the articles and essays that helped make Boas known as the 'father of American anthropology.'; An encapsulation of a career dedicated to fighting against the false theories of so-called 'scientific racis©m'; that abounded in the first half of the 20th-century, Race, Language and Culture is one of the most historically significant texts in its field--and central to its arguments and impact are Boas's formidable interpretative skills. It could be said, indeed, that Race, Language and Culture is all about the centrality of interpretation in questioning our assumptions about the world. In critical thinking, interpretation is the ability to clarify and posit definitions for the terms and ideas that make up an argument. Boas's work demonstrates the importance of another vital element: context. For Boas, who argued passionately for 'cultural relativism, ' it was vital to interpret individual cultures by their own standards and context--not by ours. Only through comparing and contrasting the two can we reach, he suggested, a better understanding of humankind. Though our own questions might be smaller, it is always worth considering the crucial element Boas brought to interpretation: how does context change definition?"--Provided by publisher

Effective teacher leadership promotes not only students' motivation to learn, but also the productivity and development of educational institutions. My purpose in this study was to develop the Teacher Leadership Style Scale (TLSS) to extend the framework of the charismatic, ideological,
and pragmatic (CIP) model of outstanding leadership. Participants were 264 Chinese college students in Macau. Data collection took place midway through the school year, and respondents took approximately 10 minutes to complete the questionnaire. The 29-item TLSS demonstrated high internal
consistency (> .80) and a robust 3-dimensional factor solution. Factor loading results showed that the instrument converged well with measures for 3 possible CIP-based teacher leadership styles. Overall, my results showed that the TLSS is suitable for assessing stable teacher leadership
styles based on the perceptions of college students, and that it aligns with theoretical expectations.

Teacher is a central factor in any educational system and the job confidence of any teacher goes a long way to boost educational benefits obtained by learners. Investigating into variables that are related to job-confidence to provide empirical information for better educational planning will be worthy effort. Hence the study investigated "Path-Analytic Study of Class, Gender, Qualification, Subject taught, Teacher-Student relationship and Teacher Job Confidence" The study adopted a Descriptive survey research method using path-analytic approach.The population for the study comprises of all the teachers in public secondary schools in the five Local Government Areas (LGAs) in Ibadan metropolis in Oyo state, Nigeria. Stratified random sampling was used to select one hundred and fifty (150) teachers from each LGA making a total of seven hundred and fifty (750) teachers, teaching in all the six levels (JS1 to SS3) in secondary schools. The selection cut across various subjects being taught in the schools. Two validated instruments were used to gather information for this study. These are: Teacher – Student Relationship Inventory and Teacher Job Confidence Scale with estimated Cronbach reliability coefficients(rs) of 0.80 and 0.95 respectively. Twenty five research assistants were engaged to collect the data (5 per LGA). Data collection lasted one week. The data collected were analyzed by adopting Path analysis, using AMOS 18 software. Class taught and teacher-student relationship were found to be meaningful causal of teacher Job Confidence with beta weights (βs) 0.079 and 0.077 respectively. Effort should be directed to train teachers on the expected relationship in the classroom. Experienced teachers also should be deployed to lower classes too.