In line with the Job Demands-Resources model, this study aimed to examine the relationship between job resources and teachers’ organisational commitment, through the mediating roles of work engagement, burnout, and job satisfaction. A cross-sectional study was conducted using a convenience sample of 407 primary school teachers from the Republic of Croatia (94.8% female; M age = 43.8, SD = 10.3). Results show that job resources are directly related to higher affective and normative organisational commitment, and unrelated to continuance commitment. Mediation analyses using PROCESS macro revealed that work engagement, burnout and job satisfaction mediated the relationship between job resources and all components of commitment. These findings are consistent with the notion that job resources contribute to teachers’ engagement and job satisfaction, which in turn may strengthen organisational commitment. The study extends existing JD-R research and provides a more nuanced understanding of how job resources relate to different forms of organisational commitment and confirms that continuance commitment is conceptually and empirically a different form of organisational commitment compared to affective and normative commitment.
The study provides insights into the normative regulation of sexual violence and harassment in secondary education and shows how national and school documents are understood by professionals working in Slovenian secondary schools. It also highlights their understanding of sexual violence and harassment as a pressing social problem that affects the school environment. Data were collected in two phases. First, national documents on sexual violence and harassment were analysed, followed by a review of school documents from selected secondary schools in Slovenia. In addition, semi-structured interviews were conducted with four head-teachers, four school counsellors, and four teachers from these secondary schools. Content analysis was used for data analysis. The findings suggest that, while formal frameworks are necessary, they are insufficient without institutional cultures that actively challenge gender hierarchies embedded in the hidden curriculum.
This study examines the impact of international mathematics project competitions on middle and secondary school students, emphasising their role in fostering mathematical competence, critical thinking, motivation and a global STEM-oriented mindset. Drawing on an extensive review of international literature and historical developments, the research identifies four core benefits of such competitions: the identification and development of exceptional talent, extended learning opportunities beyond the classroom, encouragement of students to pursue scientific careers and the enhancement of educational institutions’ reputations. The study further investigates the evolution and educational value of project-based competitions compared to traditional mathematical contests, stressing the importance of including real-life applications, algorithmic reasoning and teamwork. Particular emphasis is placed on the integration of underrepresented mathematics domains into project themes, arguing that these can inspire deeper student engagement and innovative thinking. The discussion also highlights the role of educators, competition design and interdisciplinary collaboration in supporting student growth through these platforms. Recommendations are presented for enhancing competition effectiveness and accessibility, including tailoring activities to twenty-first-century skills, encouraging female participation and expanding curriculum links. The paper concludes with a call for increased institutional support and broader recognition of the formative potential of mathematics project competitions in nurturing future researchers and creative problem-solvers.
The rapid advancement of artificial intelligence (AI) technologies is reshaping the future of education and redefining the competencies required of teachers. As part of national reforms in Indonesia’s teacher education system, the Pendidikan Profesi Guru (PPG) program has integrated digital training aimed at enhancing pre-service teachers’ readiness to adopt emerging technologies, including AI. This study investigates whether pre-service teachers’ readiness to integrate AI, measured through the Technological Pedagogical Content Knowledge (TPACK) framework, and self-assessment of self-efficacy and AI readiness, varies significantly based on gender and disciplinary background. Quantitative data were collected from 200 pre-service teachers through an online Likert-scale questionnaire comprising 52 validated items. The constructs measured included TPACK, AI-related self-efficacy, and AI readiness. Data were analysed using independent samples t-tests to examine gender-based differences and one-way ANOVA followed by Tukey HSD post-hoc tests to analyse differences across five disciplinary categories: Natural Sciences, Social Sciences, Mathematics, Primary Education, and Language Education. The results indicated no significant differences in AI readiness, self-efficacy, or TPACK across gender groups. However, significant differences in self-efficacy emerged across academic disciplines, particularly between participants from Social Sciences and Primary Education backgrounds. Boxplot visualisations further highlighted disparities in score distributions, suggesting uneven levels of confidence within specific subject groups. The findings underscore the need for discipline-sensitive strategies in AI-related teacher education. While gender parity appears to have been achieved in digital readiness, differentiated pedagogical interventions are essential to address discipline-specific gaps in self-efficacy and ensure equitable integration of AI across educational contexts.
