PurposeThis study aims to clarify how research use in education has been defined, conceptualized and empirically studied over the past three decades, addressing its growing prominence in policy and practice. Design/methodology/approachA systematic scoping review was conducted, analyzing 34 peer-reviewed English-language journal articles on research use among teachers, school leaders and educational systems. The analysis is framed within three generations of evidence use: rational-linear approaches, relational approaches and system-wide approaches. FindingsThe review highlights the global significance of research use in education. The concept is often used interchangeably with terms such as “research-informed practice” and “research engagement,” complicating efforts to link specific concepts to distinct understandings of research use. While many studies explore the influence of individual characteristics and organizational conditions, few investigate how research is integrated, negotiated and situated within educational practices or used to address specific challenges. These findings suggest that current research cannot be exclusively characterized as third-generation studies, which emphasize the contextual inseparability of research use. Research limitations/implicationsAlthough conceptual diversity is not inherently problematic, the lack of clarity may complicate cross-study comparisons and hinder theoretical development. Greater attention should be directed toward documenting how research informs practice within specific educational, organizational and social contexts. Originality/valueThis review is among the first to systematically map and discuss how research use is conceptualized and studied in education through a generational lens.
Purpose- As digital transformation reshapes education systems, understanding how professional development (PD) supports teachers' technology integration is increasingly critical, particularly in resource-constrained contexts. This study examines the PD experiences of Indonesian teacher educators and explores how institutional conditions shape classroom implementation. Design/methodology/approach- A mixed-methods explanatory design was employed, combining survey data (N = 100), semi-structured interviews (n = 20) and classroom observations (n = 10). Quantitative analyses included descriptive statistics, Pearson correlation, and multiple regression, while qualitative data were analyzed thematically to capture contextual dynamics. Findings- Participants reported high technological confidence and positive perceptions of PD, yet technology integration remained moderate and uneven. PD effectiveness showed a positive bivariate association with integration (r = 0.284, p < 0.01), whereas training needs were weakly and non-significantly related (r = -0.135, p > 0.05). However, in the multivariate model, both variables emerged as significant negative predictors, suggesting a more complex relationship. Qualitative findings offer possible contextual explanations. Infrastructural limitations, institutional inconsistency and patterns of symbolic technology use may constrain the translation of professional learning into practice. Peer collaboration and leadership support emerged as key enabling conditions. Research limitations/implications -As the study focused on teacher educators within Indonesian higher education, generalizations to other educational levels should be made cautiously. Future longitudinal studies should explore how social and decisional capital evolve in shaping technology integration. Practical implications The study highlights the need for contextually grounded PD models emphasizing collaboration, mentoring, and institutional trust. Strengthening social and decisional capital may foster equitable and sustainable digital pedagogical practices. Social implications- This study illuminates the social dimensions of digital education by showing how trust-based peer mentorship and relational networks support inclusive and resilient professional learning ecosystems. Originality/value -By integrating TPACK with Professional Capital, this study advances an ecosystemic perspective, positioning technology integration as a contextually mediated and relationally sustained professional practice.
Purpose The rapid evolution of artificial intelligence (AI) is transforming education and creating new challenges for school leadership. The purpose of this study is to examine how principals' leadership for AI adoption has been represented in recent scholarship and to reconceptualize the framework of professional capital in light of these developments. Design/methodology/approach Methodologically, the study adheres to the PRISMA 2020 Guidelines to conduct a systematic review of 37 peer-reviewed articles published up to July 2025. Data were extracted and synthesized using a framework-based coding process guided by Hargreaves and Fullan's (2015) concept of professional capital. Studies were coded deductively into human, social, and decisional capital, with inductive analysis identifying new themes specific to the AI era. Findings The findings reveal that all three capitals remain central but are being reshaped. Human capital now encompasses AI literacy, techno-ethical knowledge, and continuous learning. Social capital extends beyond school communities to include partnerships with technology providers, policymakers, and parents. Decisional capital is increasingly defined by human-in-the-loop oversight, algorithmic judgment, and adaptive contextualization. These transformations suggest that professional capital in the AI era is no longer static but is instead integrative and future-oriented. Originality/value The study's originality lies in proposing the concept of digital-adaptive capital, an emergent meta-capacity that combines technological fluency, ethical discretion, and adaptive responsiveness. This reconceptualization extends professional capital theory and offers a framework for preparing and supporting principals to lead schools through conditions of continual technological change.
Purpose This study challenges the Western voluntarism paradigm in school networks by examining how China's state-orchestrated Master Principal Development (MPD) initiative constructs policy infrastructure to drive principal leadership development and system change, specifically targeting educational equity.Design/methodology/approach Utilizing content analysis of policy documents and in-depth interviews with 33 participants (master principals, studios' participants) across six multi-tiered Master Principal Studios (MPS), the research analyzes the design, governance and operation of the MPD.Findings The analysis reveals: (1) Strategically mandated equity-focused policy infrastructure transforms hierarchical directives into collective action; (2) Principals leverage this infrastructure through dual-axis leadership development, blending vertical (expert-led) mentorship with horizontal peer collaboration to redistribute expertise and build capacity; (3) Boundary-spanning activities within the MPS networks translate leadership growth into scalable, contextually embedded educational improvements.Originality/value This research makes a significant theoretical contribution to the literature on professional capital by demonstrating how state-enabled network infrastructure effectively cultivates and mobilizes professional capital - specifically, social capital and decisional capital in service of equity goals. It empirically challenges the assumption that professional capital development primarily relies on voluntary collaboration, offering a novel model where state capacity strategically fosters professional autonomy and systemic equity at scale. The study provides emerging economies with a replicable framework for balancing state orchestration with localized discretion to build professional capital and achieve sustainable system-wide improvement.
Purpose This article explores the relationships between teachers' signification of research and their willingness to use it in professional practice. Design/methodology/approach This article adopts Baudrillard's (1968) semiotic theory of consumption to examine how teachers' perceptions of the desirability or value of research affect their use of it in their everyday practice. A sample of 608 teachers working in elementary, primary and secondary schools in five European countries – Catalonia, England, Poland, Slovenia and Romania – were surveyed regarding how their signification of research relates to their use of it in professional practice. Findings The findings show that teachers are more likely to use research when they signify it as relevant, useful, and as having a positive impact on their students, classroom practice and school – a pattern consistent with the existing literature. More surprisingly, years of teaching experience do not influence how teachers signify research; instead, factors such as alignment with school goals, leadership support and colleagues' engagement with research prove to be more decisive. Research limitations/implications The reliance on self-reported survey data for both signification and research engagement may introduce common method bias and social desirability effects, meaning teachers may overestimate their engagement with research. As a result, findings should be interpreted as reflecting perceived rather than actual practices. In addition, relatively small national sub-samples limit the generalisability of the results across and within the five countries. The cross-sectional design also prevents conclusions about causal relationships. Practical implications The findings inform school leaders in fostering research-engaged cultures through visible modelling and collective inquiry structures, guide researchers in ensuring practical classroom applicability and support teacher educators in embedding research engagement across career stages while balancing institutional priorities with teacher autonomy. Originality/value This article adopts Baudrillard's (1968) conceptualisation of signification to uncover the deeper, symbolic values teachers allocate to research use beyond its immediate utility in their day-to-day practice.
Purpose This study aims to examine how the quality of principal-teacher relationships, conceptualized through leader-member exchange (LMX), influences teachers' engagement in teacher leadership roles by activating distinct motivational mechanisms. Specifically, it investigates the mediating roles of the affective-identity, social-normative, and non-calculative dimensions of motivation to lead (MTL) in the relationship between LMX and teacher leadership. By situating this model within the centralized and collectivist context of T & uuml;rkiye, the study seeks to clarify how relational and motivational processes jointly shape the emergence of teacher leadership in hierarchical school systems.Design/methodology/approach Employing a cross-sectional research design, data were collected from 1,159 teachers working in public schools in T & uuml;rkiye. The direct, indirect and mediating relationships among LMX, the three dimensions of motivation to lead (affective-identity, social-normative and non-calculative), and teacher leadership were tested using SEM and bootstrapping analyses.Findings The results indicated that LMX was positively related to teacher leadership both directly and indirectly through all three MTL dimensions. Affective-identity and social-normative MTL exhibit stronger relationships with teacher leadership, whereas non-calculative MTL demonstrated a more limited yet significant association, which was largely realized through social-normative motivation. Mediation analyses revealed that teacher leadership was grounded not only in the relational quality of leader-member interactions but also in motivational mechanisms embedded in professional norms.Originality/value By integrating relational leadership and motivation to lead perspectives, this study extends relational leadership and MTL theories to the context of informal leadership in schools. It demonstrates that teacher leadership in a hierarchical and collectivist context is constructed through relationally triggered motivational processes.
Purpose This study aims to clarify the association between teacher artificial intelligence literacy and professional capital, exploring the mediating roles of professional learning and interdisciplinary teaching in this association, while further identifying the potential heterogeneity across different teacher groups. Design/methodology/approach Drawing on professional capital theory and teacher learning frameworks, the proposed framework was examined using structural equation modeling and quantile regression, based on large-scale survey data from 953 K-12 teachers in Jiangsu Province, China. Findings AI literacy is significantly and positively associated with professional capital. Professional learning and interdisciplinary teaching serve as both independent mediators and sequential components in a serial mediation chain. Quantile regression reveals distributional heterogeneity: AI literacy and interdisciplinary teaching show stronger associations at lower professional capital quartiles, while professional learning shows stronger associations at higher quartiles. Practical implications At the individual level, differentiated AI literacy training based on teachers' current professional capital (foundational skills for lower quartiles and advanced applications for higher quartiles); at the school level, structured professional learning communities that facilitate AI-enhanced collaborative inquiry; and at the system level, investment in interdisciplinary curriculum frameworks that provide venues for teachers to enact AI-supported teaching practices. Originality/value This study integrates established theoretical frameworks to empirically examine associations between AI literacy and teacher professionalism. Findings demonstrate that AI literacy corresponds to professional capital through engagement in collaborative inquiry and interdisciplinary practice, with differentiated patterns (compensatory and incremental) across teacher subgroups, addressing concerns about technological substitution.
Purpose This study aims to unpack reflective inquiry in professional learning networks (PLNs) by exploring how its three dimensions - collective dialogue, integrating multiple data sources, and reflection with internal attribution - occur and interrelate, and by examining which factors influence reflective inquiry in PLNs.Design/methodology/approach Data were collected through recording 19 PLN sessions across three networks. A total of 30 h of interactions between educators from different schools were selected (N = 5,579 speaker turns). Contributions were coded for collective dialogue (C), use of data sources (D), and depth of reflection (R), each along three levels. Statistical associations between C, D, and R were analyzed using chi-square tests and a multilevel logistic regression model. Occurrence and conversational sequences were examined through Markov chain analysis. To gain deeper insight into the influencing factors of high-level reflective inquiry contributions, thematic coding was used.Findings The analysis showed that collective dialogue, data use, and depth of reflection were significantly interconnected, with higher levels of data use strongly associated with deeper levels of reflection. Role-adjusted analyses showed that facilitators had higher odds of higher-level reflection than participants. Higher-level reflective inquiry rarely emerged spontaneously among participants and was difficult to sustain across conversational turns, with discussions often shifting back toward lower-level reflective patterns. The findings underscore the need to build trust, develop individual capacity, and use structured protocols that prompt data use and critical challenge.Originality/value This study contributes to conceptual clarity by showing how the dimensions of reflective inquiry unfold and interact in practice within professional learning networks. It also provides insight into the conversational dynamics of reflective inquiry by demonstrating the central role of facilitators in modeling higher-level reflection and the difficulty of sustaining higher-level reflective inquiry across conversational turns.
Purpose As teacher professional development migrates to digital formats, ensuring continuous engagement transcends mere technological adoption. Without sustained participation, online initiatives fail to impact teaching practice or build professional capital. This study investigates the factors driving teachers to continue participating in extensive online professional learning communities, specifically expert teacher workshops in China. Design/methodology/approach Viewing these workshops as distinct social ecosystems, this research integrated the technology acceptance model and expectation confirmation theory within a social support framework to model teacher motivation comprehensively. Data from 527 practicing teachers were analyzed using partial least squares structural equation modeling. Findings A dual pathway mechanism drives sustained engagement. A rational pathway is anchored in perceived usefulness, while an affective pathway is shaped by overall satisfaction. Multidimensional social support significantly bolsters both routes. Instrumental support lowers technical barriers, whereas informational and emotional support confirm platform value and foster collegiality. Originality/value Moving beyond single-theory explanations, this study identifies a socially embedded continuance mechanism that helps explain how digitally mediated participation may contribute to professional capital over time. The model does not directly measure professional capital; rather, it shows how sustained participation, supported by instrumental, informational and emotional support, creates conditions for the development of human, social and decisional capital within expert-led professional communities.
Purpose This study investigates how supranational organisations conceptualise and strategically promote research engagement and evidence use in education policymaking. It examines the systemic conditions they advocate to support uptake and analyses how these conceptualisations are discursively constructed in policy texts. The paper also considers implications for decision-making communities, including policy teams, school leaders and professional networks, who interpret and enact these framings in practice.Design/methodology/approach The study employs interpretive policy analysis to examine how meanings, assumptions, and discursive devices are embedded in supranational policy texts. A curated set of six documents from the OECD, UNESCO and the World Bank (2020-2025) were analysed. Coding focused on rhetorical devices, metaphors, claims and systemic conditions, supported by inductive thematic analysis. This approach highlights how supranational discourses construct evidence cultures and configure systemic conditions for research engagement and evidence-informed policymaking.Findings Supranational organisations frame evidence as a strategic and symbolic resource, privileging certain epistemologies while marginalising others. These framings shape infrastructures and norms through which evidence is mobilised, influencing how decision-making communities engage with research. The analysis identifies tensions between instrumental and symbolic uses of evidence, highlights the role of metaphors in constructing evidence cultures, and shows how systemic conditions, such as governance traditions, institutional capacity and dissemination mechanisms, enable or constrain inclusive and reflexive engagement.Originality/value This paper advances interpretive policy analysis of supranational discourses, offering a conceptual framework that theorises how global framings configure systemic conditions for research engagement and evidence use. It contributes to debates on evidence cultures, epistemic inequality and symbolic versus instrumental use. The study provides insights into the discursive devices through which organisations coordinate evidence cultures and identifies implications for policy design, capacity-building and epistemic justice in education systems.
Purpose This study aims to examine the relationships among students' academic aspirations (AA), teachers' classroom leadership, student-perceived principal social justice leadership (SJL), students' cultural capital (CC) and academic achievement. Specifically, the study seeks to identify the relative predictive power of leadership-related and socio-cultural factors in explaining students' academic outcomes within the context of urban secondary education in T & uuml;rkiye.Design/methodology/approach A cross-sectional quantitative research design was employed. Survey data were collected from 1,751 students attending Anatolian high schools in Ankara, T & uuml;rkiye. Hierarchical multiple regression analyses were conducted to determine the extent to which AA, student-perceived teacher classroom leadership, student-perceived principal SJL and CC predicted students' academic achievement.Findings Findings show that CC by itself was a major factor in predicting academic achievement, and it explained 6% of the variation. On the other hand, the leadership elements perceived by students and their AA had no statistically significant direct effects, which underscore the continuous role of socio-cultural resources in distinguishing educational results.Originality/value This study empirically contrasts the predictive power of leadership and CC on academic achievement among urban Turkish secondary students. Findings reveal that while family-embedded CC significantly explains 6% of achievement variance, student-perceived leadership constructs and AA show limited direct effects. Consequently, school leadership likely influences outcomes through indirect, mediated pathways, highlighting the urgent need for policies addressing socio-cultural disparities and further research into leadership mechanisms.
Purpose This study aims to investigate the interplay among life satisfaction, teacher enthusiasm, organizational fit and professional resilience, with a particular focus on the mediating roles of teacher enthusiasm and organizational fit in the relationship between life satisfaction and professional resilience. Design/methodology/approach A quantitative, cross-sectional design was employed. Data were collected from 751 teachers during the 2024–2025 academic year. Structural equation modeling was used to examine the direct and indirect relationships among the variables. Findings The study reveals that teacher enthusiasm and organizational fit significantly mediate the relationship between life satisfaction and professional resilience. Furthermore, life satisfaction directly influenced teacher enthusiasm, organizational fit and professional resilience. Teacher enthusiasm and organizational fit also directly and positively contributed to professional resilience. Research limitations/implications The cross-sectional design limits causal inferences, and data were collected within a single academic year, which may limit the generalizability of the findings. Future studies could adopt longitudinal or cross-cultural approaches to enhance validity. Social implications Enhancing teacher enthusiasm and organizational fit not only enhances individual professional resilience but also contributes to sustainable educational quality, student achievement and societal well-being. Originality/value The study contributes to the limited body of literature exploring the interconnected dynamics of teacher well-being and resilience. By highlighting the dual mediating roles of teacher enthusiasm and organizational fit, it advances theoretical understanding and provides evidence-based insight into teacher professional development.
Purpose This study investigates the mediating and moderating role of deficit thinking and openness to diversity and challenge in the relationship between social justice leadership and teachers' caring for students. Design/methodology/approach The data were collected from 599 teachers working in 62 schools in Türkiye and analyzed using multilevel structural equation modeling. Findings Our results showed that principals' social justice leadership had a direct relationship with teachers' perceptions of caring as well as an indirect one through teacher deficit thinking and openness to diversity and challenge. Furthermore, teacher deficit thinking and openness to diversity and challenge positively moderated the relationship between social justice leadership and teachers' caring, meaning that the relationship between social justice leadership and teachers' caring was further strengthened when teachers reported lower levels of teacher deficit thinking or higher levels of openness to diversity and challenge. Originality/value Our study offers valuable implications that highlight the pivotal role of social justice leadership in dealing with teachers' deficit thinking while supporting teachers' appreciation of diversity and their caring behaviors toward the academic, social and emotional needs of diverse students.
PurposeThis paper compares teachers' evaluations of three components of professional knowledge: subject knowledge (SK), knowledge about learning (KL), and relational knowledge (RK) in 2008 and 2022. It also examines differences between experience-groups and over time, amid rapid reforms, expanded role and professionalisation of teaching.Design/methodology/approachRepeated cross-sectional survey data (2008: n = 2205; 2022: n = 563) were used to compare teachers' evaluations over time and between teacher groups. Descriptive statistics and t-tests assessed change, Cohen's D assessed effect size and OLS regression models examined differences in evaluation of importance between teacher experience groups.FindingsSK, KL, and RK are important components of teachers' professional knowledge. Significant shifts reflect changing educational priorities, with RK becoming the highest-valued knowledge type in 2022, signalling a "relational turn" in teaching. In 2008, all experience groups differed. In 2022, novices and intermediate experienced teachers no longer differed, while very experienced teachers differed from novices. Patterns highlight the evolving role of professional capital and changes in teacher preparation. School level predicted part of this gap, underscoring context-sensitive concerns.Originality/valueThis study offers a unique longitudinal perspective on how teachers' evaluations of professional knowledge change amid policy changes and societal demands, interpreted through Professional Capital Theory. The results have implications for practice, policy and future research. Teacher education, induction programmes and collaborations should consider context-sensitive concerns and develop relational competences while preserving subject-matter and pedagogical foundations. Future research should address time-contextual aspect when examining evaluations of knowledge.
PurposeWe aimed to examine how pedagogical leadership fosters teaching innovation among kindergarten teachers in China, with particular attention to the mediating roles of trust and teaching effectiveness. We further considered what is distinctive about these dynamics in the Chinese context, where public, nonprofit, and private kindergartens coexist within a hybrid governance system.Design/methodology/approachData for this cross-sectional study were gathered from 554 kindergarten teachers in Fujian Province, spanning urban, suburban and rural areas, between November and December 2024. Structural equation modelling was employed to test the hypothesised relationships between pedagogical leadership, trust, teaching effectiveness, and teaching innovation.FindingsPedagogical leadership did not directly determine teaching innovation but operated indirectly through trust and teaching effectiveness. Trust strengthened teachers' sense of professional competence, which in turn enabled their willingness to adopt innovative practices. The model confirmed a complete mediation pathway, underscoring the importance of relational and psychological mechanisms in driving innovation.Originality/valueThis study advances international scholarship by demonstrating that the influence of pedagogical leadership on innovation is indirect and context-dependent. It refines the professional capital framework by showing how trust (as social capital), teaching effectiveness (as human capital) and teaching innovation (as decisional capital) interact to clarify how leadership translates into innovation to foster the accumulation of professional capital. Beyond theoretical advancement, the findings provide practical guidance for policymakers and principals in high-accountability, high power-distance systems worldwide.
Purpose Collective efficacy ranks among the most powerful influences on student achievement, yet practice has treated it as unidimensional, assuming more is unequivocally better. This obscures a critical question: what happens when a team's belief in its capability diverges from actual capability? This article argues that collective calibration, the alignment between shared efficacy beliefs and demonstrated competence, is an overlooked factor in understanding when and why collective efficacy translates into impact. Drawing on social cognitive theory, calibration research, and group flow theory, I propose a framework distinguishing productive from unproductive efficacy states based on calibration accuracy. Boundary conditions – feedback quality, psychological safety, task ambiguity and stakes – determine whether calibration mechanisms function. Implications for leadership, professional learning and research are discussed. Design/methodology/approach This conceptual article develops a theoretical framework through integrative analysis of three intersecting bodies of literature: social cognitive theory, psychological calibration research and group flow theory. Rather than generating new empirical data, the article synthesizes and extends existing constructs to address a gap in collective efficacy scholarship-the absence of a framework accounting for alignment between belief and competence. Boundary conditions shaping calibration accuracy are identified through logical analysis of the theoretical literature. The resulting framework offers testable propositions for future empirical investigation and practical implications for educational leadership and professional learning design. Findings The article presents collective calibration as a distinct construct bridging efficacy beliefs and demonstrated competence. A framework is proposed distinguishing four efficacy states based on calibration accuracy: well-calibrated high efficacy, well-calibrated low efficacy, overestimation and underestimation – each with differential implications for team functioning and student outcomes. Well-calibrated teams are identified as most likely to access collective flow states. Four boundary conditions: feedback quality, psychological safety, task ambiguity and stakes are shown to moderate whether calibration mechanisms operate effectively. The framework generates testable propositions and reframes collective efficacy interventions around accuracy rather than belief elevation alone. Research limitations/implications Theoretically, the article extends collective efficacy scholarship by introducing calibration accuracy as an explanatory variable, opening new research directions around measurement, intervention design and the conditions under which professional learning communities translate shared belief into demonstrable impact. Practical implications The framework reorients leadership practice away from simply building collective efficacy toward building accurately calibrated efficacy. Leaders and coaches are encouraged to cultivate the boundary conditions that enable honest self-assessment: high-quality feedback, psychological safety, clear task expectations and appropriately managed stakes. Teams identified as overconfident benefit from structured feedback and evidence-based reflection; underconfident teams need confidence-building alongside competence affirmation. Professional learning communities designed around calibration accuracy are more likely to access collective flow and sustain improvement efforts. Social implications When educational teams hold accurately calibrated beliefs about their collective capability, they are better positioned to make sound instructional decisions, allocate resources effectively and respond productively to student need. Miscalibration, whether overconfidence or underestimation, carries social costs: overconfident teams may resist evidence of underperformance, while underconfident teams may abandon effective practices prematurely. For equity, calibration accuracy matters particularly in schools serving marginalized communities, where deficit thinking can distort a team's collective self-assessment. Supporting accurate calibration is therefore not merely a technical improvement but a social one, fostering the professional conditions most likely to benefit students who depend most on collective teacher effectiveness. Originality/value This article makes three original contributions. First, it introduces collective calibration as a theoretically grounded construct that addresses a significant gap in collective efficacy scholarship – the assumption that higher belief is unequivocally better. While Bandura's social cognitive theory includes self-correcting mechanisms, these operate at the individual level; this article extends that insight to the collective, where shared attribution processes and group dynamics introduce conditions that individual-level theory does not address. Second, it proposes a novel framework distinguishing efficacy states by calibration accuracy rather than belief level alone, offering greater explanatory power for why similarly efficacious teams produce divergent outcomes. Third, it connects collective efficacy theory to group flow theory through the mechanism of calibration, an integrative move not previously made in the literature. Together, these contributions reframe both research questions and practical interventions in professional learning.
Purpose- To investigate the elements of professional capital within the context of Chinese teacher learning, reveal the facilitating role of master teachers on the professional capital of teachers, and develop a development model for professional capital. Design/methodology/approach- A Master Teacher Studio in Beijing served as a case study. Semi-structured interviews were conducted with 11 teachers from the studio, supplemented by participatory observation. Categorization and contextualization methods were employed to construct a theoretical framework. Findings- In the context of Chinese teacher learning, professional capital encompasses human capital, social capital, decisional capital, and opportunity capital. Master teachers employed three strategies to foster the professional capital development of member teachers: (1) building trust across districts, (2) connecting with professional institutions and (3) inheriting the teaching corps mission. By revealing elements, frameworks and strategies, we construct a development model for teacher professional capital across three dimensions: cognition - practice, individual - collective and internal - external. Originality/value- This study validates the three-element framework of the classic professional capital theory and derives a new element of professional capital within the Chinese cultural context, namely opportunity capital. The study constructs a theoretical framework and model for the development of professional capital from two perspectives: members' perceptions of development and strategies employed by master teachers to foster this development. The framework, strategies, and model are original within the Chinese context and contribute new perspectives and analytical tools for subsequent research.
PurposeStemming from the global challenges in education, the purpose of this study was to investigate how autonomy, trust and efficacy interact to predict teacher engagement within the framework of the job demands-resources (JD-R) model in the Turkish context.Design/methodology/approachThe cross-sectional data obtained from 401 Turkish teachers were used to test a structural model based on seven hypotheses, most of which were confirmed by the results.FindingsThe findings showed that teacher efficacy was the strongest predictor of engagement. Although autonomy did not have a direct significant association with engagement, it had a significant indirect relationship with it. Efficacy fully mediated this indirect relationship. Trust, on the other hand, was positively associated with both efficacy and engagement. Efficacy partially mediated this relationship.Originality/valueThis study shows the different types of job resources operate through distinct mechanisms, highlighting the central mediating role of efficacy and providing cross-cultural evidence for the JD-R model in the Turkish context.
