Background The United States has faced teacher shortages for decades with the consequence being under-qualified individuals hired as teachers who negatively impact the education of many students, especially those students who are most disadvantaged. Recently, the media has increasingly covered teacher shortages with claims that the teacher shortage is overblown or a myth. Purpose Therefore, the purpose of this narrative review is to examine the academic and popular media articles published on this supposed teacher shortage myth to determine (1) the conditions that contribute to the endorsement of a teacher shortage myth and (2) the faulty arguments that support the teacher shortage myth. Method We reviewed academic research articles describing research on the teacher shortage myth conducted within the United States as well as popular media articles published on this topic. Articles included in this review were published from 2010 through 2024. Findings From our review of the literature, we identified four conditions that contribute to the endorsement of a teacher shortage myth: (1) different definitions of the term “teacher shortage,” (2) insufficient data and data infrastructures, (3) disagreements among academics, and (4) no generic, national teacher shortage. We also identified six faulty arguments in support of the teacher shortage myth: (1) people do not want to teach under the current conditions, (2) there is an exodus of teachers, (3) there is a teacher distribution problem, (4) anyone can teach, (5) cyclical shortages will resolve themselves, and (6) schools have added teachers after COVID-19. Conclusion Our review of the conditions and faulty arguments that contribute to the endorsement of the teacher shortage myth suggests that this belief is an oversimplification of the complex and unique teacher staffing challenges that schools in the United States face. Recommendations for addressing the teacher shortage myth are discussed.
Preservice teachers often lack confidence in classroom assessment, highlighting the need for robust tools to measure assessment self-efficacy. The Classroom Assessment Self-Efficacy Survey (CASES) was designed to address this need. It comprises 24 items across two subscales: Evaluating Others’ Confidence (EOC) and Personal Performance Confidence (PPC). This study examined the psychometric properties of CASES using 223 responses from preservice teachers. Rasch modeling and other statistical techniques were applied to evaluate validity evidence based on response processes, internal structure, and relations to other variables. Results showed that CASES functioned as intended. Rating scale use was consistent with expectations, and reliability and separation indices were excellent. Both subscales demonstrated unidimensionality. A dependent-samples t-test indicated that participants reported significantly higher confidence on EOC items than PPC items, supporting the hypothesized difference between evaluating and performing assessment tasks. Independent-samples t-tests confirmed the hypothesized differences in CASES results between participants with and without assessment-focused training. Collectively, results provide strong evidence for the reliability and validity of outcome data from CASES as a measure of classroom assessment self-efficacy. The tool holds promise for supporting research and practice in teacher education, particularly in identifying areas for targeted assessment training and monitoring changes in preservice teachers’ self-efficacy over time.
Standards-based grading (SBG) is a relatively recent alternative model of grading designed to increase the reliability of grading while reducing the influence of teacher biases that can distort student evaluations. This study investigated whether SBG mitigates race‑related bias and attribution errors through a mixed‑methods 3×2 factorial vignette experiment with in‑service teachers. A total of 219 teachers scored the same student essay using a common SBG rubric and provided a 1-4 proficiency score, a binary evaluation concerning success criteria and written feedback. “Learning profiles”– a description of the student’s current and past abilities – varied by tone (positive, negative, none: name-only) and implied race (e.g., Jake/Jamal); vignettes were randomized in a 3 (tone) × 2 (race) design. Proficiency scores and success criteria evaluation were analyzed using ordered logistic regression, and written feedback was coded according to Weiner’s attribution dimensions to reveal how teachers’ evaluative reasoning operates under SBG. First, learning profile tone showed a relationship with rubric scores (positive > name‑only; negative < name‑only), whereas the profile and implied race interaction showed no significant effect. Regarding feedback, across conditions, the most common attribution was internal–unstable (malleable ability/effort). Secondary patterns indicated that Jake profiles elicited more internal–stable language (you have the ability), whereas Jamal profiles elicited more external–stable references to standards/rigor (writing must meet a rigorous standard of quality). Findings of this study include, although SBG’s structure aims to objectify grading, it remains susceptible to certain biases. Importantly, we interpret the null race effects on scores as no detected differences within this design rather than evidence that SBG eliminates racial bias. Feedback, however, showed patterned attributions across name and profile tone, indicating opportunities for attribution‑aware feedback training. Majority of feedback aligned with SBG’s growth orientation (internal-unstable) yet there were higher than expected attributions aligned with Wiener’s internal-stable (fixed‑ability) and structural (external-stable) attributions persist, underscoring the need to refine scoring and feedback practices to promote objectivity in student assessment. This paper contributes to current discussions on grading reform, stressing the importance of refining grading methods to ensure fairness and objectivity in evaluating students.
During the spring of 2020 many K-12 teacher were forced to transition their classes to remote learning environments. This study examines the extent to which teaching experience related to symptoms of burnout reported by teachers when switching instruction to remote learning during the COVID-19 pandemic. Results indicated that years of teaching experience was a significant predictor of the emotional exhaustion component of burnout, with mid-career (β = 0.966, p ≤ .001) and veteran teachers (β = 1.085, p ≤ .01) reporting significantly higher levels of emotional exhaustion compared to novice teachers. These results indicate that novice teachers experienced less burnout during the sudden switch to remote learning.
Statement of the Problem: School board members maintain influential power in public school systems, yet they face political turmoil, community backlash, and role ambiguity (Plough, 2014). While this stress has increased in recent years, little to no research has been conducted on them (Diem et al., 2015). Purpose of the Study: The purpose of this study was to explore P-12 school board member burnout. Methodology: The researchers requested P-12 school board members complete the Copenhagen Burnout Inventory (CBI) which addresses three constructs: 1.) personal burnout, 2.) work-related burnout, and 3.) client-related burnout. Findings: The school board member participants in this study reported they do experience burnout, especially in respect to personal burnout (M = 36.91), followed by work-related burnout (M = 35.34), client-related community/media (M = 32.17), client-related students/parents (M = 29.41), and client-related teachers/administrators (M = 24.93). Conclusions: The creation of school board standards for job expectations, evaluation, and professional development is recommended.
Background: Education experts have consistently emphasized that the integration of artificial intelligence (AI) in education presents a range of transformative possibilities, including personalized learning, real-time feedback, automation of routine tasks, analysis of learner needs, and adaptability to the pace and requirements of individual students. While many Ghanaian teachers are increasingly familiar with generative AI tools, there remains a noticeable gap in awareness regarding AI-powered assistive technologies and their potential as a catalyst for advancing the nation’s inclusive education agenda. This study, therefore, seeks to assess the level of awareness among teachers concerning the use of AI-powered assistive technologies in supporting learners with special educational needs (SEN). Methods: Employing a qualitative research approach, specifically, phenomenology design, the study purposively sampled 21 students with special educational needs and six teachers to participate in structured interview sessions. These interviews were conducted to gather rich, in-depth data aimed at addressing the stated research questions. The data were analyzed using Braun and Clarke’s thematic analysis framework, following a deductive approach guided by established coding protocols to identify patterns and themes relevant to the research objectives. Findings: The results revealed that participants’ awareness of AI-powered assistive technologies was limited. However, they perceived these technologies as having the potential to significantly enhance communication, promote learner independence, and reduce delays in instructional feedback within inclusive educational settings. Additionally, the availability of adequate physical infrastructure, the provision of appropriate technological resources, and the implementation of comprehensive teacher professional development programs were identified as key factors influencing the successful integration of AI-powered assistive technologies in inclusive classroom instruction. Conclusion: The findings of this study hold significant implications for pre-tertiary education institutions in Ghana and beyond. They underscore three foundational pillars essential for advancing inclusive education in line with Sustainable Development Goal 4 (SDG 4) particularly targets 4.a, 4.c, 4.3, and 4.4: strategic investment in physical infrastructure, the development and integration of robust technological systems, with particular emphasis on AI-powered solutions, and the implementation of comprehensive teacher professional development frameworks. Prioritizing these areas is crucial for creating equitable and inclusive learning environments that effectively support all learners, particularly those with special educational needs.
This qualitative study explored the dual advising system for student success at a U.S. higher education institution. Research has indicated that approximately 40–60% of students enrolled in doctoral programs do not complete their doctoral degrees. High attrition rates have led some institutions to adopt a dual advising system, a form of developmental advising, to support doctoral students’ success. Creamer and Creamer’s (1994) developmental advising model served as the conceptual framework of the study. The model defines the first stage of advising as defining task, where advisors engage in teaching and utilize strategies to help students attain educational, career, and individual goals. Nine participants (five doctoral students, two professional academic advisors, and two faculty mentors) were purposefully selected to answer the research question: What are advisors’ and doctoral students’ perceptions about defining task in the dual advising system for students’ success? Thematic analysis of interview data revealed concepts such as positive relationships, close relationships, identifying values, and keeping students on the right path as critical to defining task for doctoral students’ academic success. The study concluded that employing the services of both professional academic advisors and faculty mentors through a dual advising system contributes to students’ development and academic success. The findings provide a deeper perspective on the impact of a dual advising system on the holistic growth of students’ academic, professional, and personal goals.
Efforts to support students' academic, social/emotional, personal, and future professional well-being often rely on the collaboration among educational leaders, educators, and community partners. In this study, we examine teachers' perceptions of collaboration among school counselors, principals, and teachers to enhance school culture, with a focus on collective teacher efficacy. We also provide insights for school leaders (e.g., principals, school counselors, and teachers) to implement systemic changes that promote collaboration and student success. This study is framed through the social cognitive theory, where self-efficacy shapes how educators perceive their ability to impact the learning environment and engage students. Using a mixed-methods approach, we collected and analyzed quantitative survey data and qualitative interviews as follow ups from participants in one Midwest state. Findings underscore the need for improved communication, preparation, and training among school leaders to foster student achievement and a positive school climate. Further research into collaborative practices across diverse PK-12 educational settings is necessary, as this study was limited to participants from eight school districts in one state. Based on research findings, designated leadership teams, effective communication, and enhanced pre-service and in-service training are essential in PK-12 schools to foster collaboration to support student well-being and success.
Washback—the influence of testing on teaching and learning—has become a central concern in language education, with important implications for assessment design, classroom practice, and educational policy. This paper synthesizes foundational theories and empirical studies on washback, drawing on models by Alderson and Wall (1993), Bailey (1996), Green (2007), and others to examine how test effects operate across micro-level classroom practices and macro-level policy contexts. At the micro level, research on self-assessment, portfolio-based assessment, digital tools, and stakeholder perspectives illustrates how test formats, teacher agency, and learner interpretations shape instructional behavior and learning experiences. At the macro level, national policies, language ideologies, and accountability structures produce systemic forms of washback that can either reinforce or challenge educational inequities. By situating washback within broader discussions of validity and test use, this review offers practical implications for educators, administrators, and researchers, particularly in U.S. Midwestern contexts, highlighting the importance of assessment literacy, context-responsive design, and stakeholder alignment to ensure that assessment functions as a support for learning rather than a constraint. The paper concludes with directions for advancing more equitable, reflective, and pedagogically meaningful assessment practices across diverse educational settings.
This paper reports on a mixed-method exploratory study gauging the feasibility of utilizing an untethered harness-based device to collect biomarker data from teachers at a single school in Tennessee. Collection occurred across the course of a year at three different timepoints: a typical workday, a high stress workday, and a break day. Overall, our participants had positive experiences with the data collection process, and their feedback iteratively influenced the protocol. Further, the preliminary data suggests the biomarkers indicate a sympathetic nervous response is seen when teachers report emotional or psychological stress. While the small scale of this pilot does not allow for definitive conclusions about teacher health or well-being, it contributes to methodological understandings by using participatory research to gauge the feasibility of and provide insights into the potential of collecting non-invasive biomarker data to inform wellness policies and practices.
This conceptual paper proposes the Empathic-Somatic Approach as a methodological contribution for conducting phenomenological research on digital technology experiences. The Empathic-Somatic Approach does not replace existing phenomenological methods but enriches them by operationalizing the insight that we understand others through our own bodies as instruments of empathy. The paper first establishes the essential philosophical and methodological foundations of phenomenology needed to situate this contribution, then develops the Empathic-Somatic Approach in detail, and finally provides practical guidance for its implementation in digital technology research. This approach offers researchers in fields such as human-computer interaction, digital health, and information systems a principled way to uncover the embodied, habitual, and often invisible dimensions of living with technology.
The purpose of this commentary is to re/energize our social justice commitments in education by advancing the conscious consideration of critical educational policy to expand and sustain culturally responsive practices within educational practices and leadership. For purposes of this argument, the author examines the Illinois State Board of Education’s (ISBEs) Culturally Responsive Teaching and Leading (CRTL) Standards. Following the tracing of ISBEs CRTL standards, this article concludes with considerations for the authentic adoption of culturally responsive practices and policies in both districts and colleges of education to break from the past, reject “business as usual,” and re/envision authentic culturally responsive practices in PreK-12 schools.
From bedtime tales to digital narratives, stories wield unparalleled influence, shaping perceptions, and fostering empathy. Through mediums like social media and digital platforms, storytelling becomes a tool for advocacy, amplifying voices, and catalyzing social change. In this qualitative study, 107 higher education students from diverse backgrounds participated. The purpose of this study was to uncover salient beliefs about climate change stories on popular social media platforms among full-time college students. The results are based on three key components of the theory of planned behavior (TPB): affective beliefs, normative beliefs, and control beliefs. The respondents expressed both positive and negative attitudes towards storytelling on social media for climate change. On the other hand, the risk of misinformation, emotional overload, and oversimplification were considered as disadvantages. The normative beliefs of the respondents showed they felt that environmentally conscious people were supportive of the use of climate storytelling on social media, whereas political and economic opponents were deemed to be resistant towards such content. Short but visually compelling climate change content from credible sources, positive storytelling, firsthand narratives, and ease in accessing climate change storytelling were considered as control factors that enhanced the use of storytelling. Information overload, disinterest in social media, emotional distress, misinformation, and credibility concerns were considered as barriers in preventing people’s engagement with climate storytelling. This study also emphasizes the need for balanced and credible narratives that represent climate challenges while inspiring hope and agency. Through storytelling, educators can refine pedagogical strategies, fostering a generation empowered to confront global challenges with empathy and resolve.
In light of the increasing popularity of the science of reading (SOR) and its influence on literacy education, this paper is concerned with how to teach SOR critically without embracing it blindly. The definition of SOR, along with its limitations, is presented first. Then, critical reading is argued to be missing in SOR and its broadened/improved variations. Finally, an instructional example is provided to illustrate how to teach SOR critically through a whole-part-whole hermeneutic reconstructive process. This example demonstrates that the foundational literacy skills emphasized in SOR and the critical reading skills fostered through the four dimensions of the critical literacy framework are indispensable in today’s world (where information and misinformation coexist) and can be systematically taught in classrooms.
This study explores the academic impacts of COVID-19 and virtual learning on high school math students in the United States. Previous research has found that COVID-19 led to significant declines in engagement and test scores, alongside a widening opportunity gap among students of different backgrounds. This study interviewed high school math teachers from two private schools to understand what they have observed of students both during the pandemic and now. The findings reveal that the virtual learning experience had a limited negative impact on most students in these two schools, but teachers expressed concerns about the limitations of the virtual learning environment. However, the transition to high school for students who were in grade school during the pandemic has been challenging as students are falling behind in key areas such as algebra. These findings align with previous research on student achievement following the pandemic, as well as with previous research on the growing opportunity gap and how schools that reopened earlier fared better overall. This research highlights the ongoing challenges schools face post-pandemic in education and calls for future research into the long-term impacts of COVID-19 and virtual learning.
Effective staff collaboration in schools maximizes educators’ collective capacity, improves educator and student outcomes, and facilitates school-wide improvement efforts. Yet, many school team members struggle to collaborate effectively. Previous studies have demonstrated individual and school-level factors that influence school-based collaborations. This study expands former research by comparing the varying administrative and environmental tools employed by two schools to shape relational networks and foster interpersonal capital. Specifically, this case study explores how school-level factors shape the development of school social networks and staff collaborative behavior. We use comparative case study analysis to explore how differences in individual-level and system-level factors influence educator collaboration in two schools. Social network analysis describes each school’s collaborative connections, while staff interviews provide detailed accounts of the individual and systemic processes related to collaborative behavior. Social network plots illustrate how educators’ interpersonal connections differ in each school setting. Staff interview data revealed three common influential factors affecting collaboration and culture in both programs, including: 1) leadership efforts, 2) environmental context, and 3) barriers to collaboration. Data also reveal unique factors in each school. Implications about how school leaders can facilitate or manage these factors to promote effective collaborations are discussed.
Background: This study examined the integration of formal debriefing in athletic training clinical education, addressing a gap in understanding its role during the transition to professional master's programs. It focused on how formal debriefing can bridge the shift from traditional learning models, ensuring effective student learning and knowledge application in diverse clinical scenarios. The study specifically explored the perceptions of preceptors and students about the incorporation of debriefing in a Commission on Accreditation of Athletic Training Education accredited athletic training program. Methods: This qualitative study used a purposive sample of five preceptors for an accredited athletic training program with training in formal debriefing as well as the seven students with whom they worked. Data were gathered through semistructured interviews and transcribed verbatim. Analysis involved a general inductive reasoning process, progressing from specific information to broader thematic units. Trustworthiness was ensured through peer-debriefing, member checking, and researcher reflexivity. Findings: Within this research, six themes emerged from the experiences shared by the preceptors. These included: (1) lack of familiarity, (2) structured reflection on thought process, (3) cumulative learning, (4) commitment, (5) challenge, and (6) obstacles. These themes were derived from participants' statements and collectively contributed to a synthesized understanding of their experiences. Conclusions: This study demonstrates that formal debriefing techniques enhance clinical education for athletic training students by improving clinical reasoning and readiness for practice. Successful adoption requires a cultural shift in athletic training education, with preceptors embracing their dual role as educators and healthcare providers, supported by comprehensive training and clear program expectations. Students must actively engage in reflective learning, while programs should move beyond traditional apprenticeship models toward structured educational experiences. Despite implementation challenges, integrating tailored debriefing methods offers a promising strategy to advance clinical education and strengthen the profession’s commitment to evidence-based practice.
First-Year Teacher Surveys (FYTS) are essential for evaluating teacher preparation programs (TPPs), providing crucial feedback from recent graduates about their training and readiness for real-world teaching. This study focuses on Missouri’s FYTS, utilizing Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) to investigate the survey's factor structure and its alignment with the state's nine teaching standards. The study sample consisted of 1,424 first-year teachers who completed the FYTS during the 2023 academic year. EFA revealed eight distinct factors, largely corresponding to the original standards, while CFA results supported the multidimensional factor structure with significant item loadings. Although model fit indices indicated areas for potential refinement, overall findings affirm the survey’s construct validity. The high response rates and alignment with professional standards underscore the survey's utility for accountability and program improvement. Recommendations include enhancing item clarity and exploring additional refinements to improve model fit. The study discusses implications for practice, emphasizing the need for continuous evaluation of TPPs and the utilization of survey data to inform program improvements. Future research should explore longitudinal impacts of TPP enhancements and validate the FYTS in diverse contexts. The FYTS can serve as a model for other states in implementing effective TPP assessments.
Educators report feeling overwhelmed by shifts in their working conditions and responsibilities since the pandemic, leading to significant levels of burnout and reduced professional satisfaction. Beyond traditional instructional roles, teachers are increasingly expected to serve as first responders to students’ wellness needs, manage complex behavioral issues, and provide ongoing emotional support. While teachers’ instructional practices, ability to manage classroom dynamics, and engagement in leadership roles evolve over time, findings here show that their well-being and approach to supporting students’ wellness needs shift across different career phases as well. This study examines, via a mixed methods approach, how K-12, full-time, U.S. teachers’ career phases relate to their well-being and responses to student wellness needs. Findings disclose distinct reports on responses to student wellness needs and perspectives of well-being across teachers’ career phases: early-career, mid-career, late mid-career, and veteran. Implications for policy, practice, and future research are discussed.
Multilingual English Learner (MLL) students are the fastest-growing student population in the U.S. and are often academically behind their native English-speaking peers. One factor in the achievement gap is MLL students' ability to gain English proficiency and inadequate teacher professional development. An explanatory study was conducted to explain the perspectives of teachers, and principals and assistant principals on Systematic English language development (SELD). The study collected data from five English Language Development (ELD) teachers and three principals and two assistant principals who supervised the ELD program at their school sites. The participants engaged in one-to-one interviews with ten semi-structured interview questions. These research questions guided the study: What are teachers' perspectives of SELD professional development? What are administrators' perspectives on SELD professional development? Based on the document review, are the instructional materials adequate to help MLL students gain English proficiency? Two themes emerged from the data: Lack of depth, lack of support for instructing MLL students. Recommendations included restructuring professional development into a multi-tiered system based on an interest development model, providing more frequent, targeted, consistent professional development.
