This study examined whether teaching workload and perceived organisational support predict teacher turnover intention among early childhood teachers in public elementary schools. A predictive research design was employed with 128 Kindergarten to Grade 3 teachers from 13 public el...
Open access
Research Article10.9734/ajess/2026/v52i93318
This study examined teacher self-efficacy, instructional practices, and the school-based feeding program as predictors of perceived children’s engagement behaviours during classroom shared reading activities. A predictive quantitative research design was employed among 152 regula...
Open access
Research Article10.9734/ajess/2026/v52i83263
Teacher psychological well-being is an important concern for educational quality, particularly in contexts where teachers experience heavy workloads, role overload and limited institutional support. This study examined the mediating role of school head management practices in the...
Open access
Research Article10.9734/ajess/2026/v52i73214
The efficiency of play-based learning remains a concern in early childhood education. This study investigated the influence of self-efficacy and professional competence on the perceived efficiency of play-based learning in teaching literacy and numeracy. A diagnostic research des...
Open access
Research Article10.9734/ajess/2026/v52i63138
Work-task motivation among early childhood educators has become an important concern in public school settings due to its influence on teaching performance and educational outcomes. This study examined the predictive influence of resilience and psychological well-being on work-ta...
Open access
Research Article10.9734/air/2026/v27i31648
Background: Teacher burnout, intensified by evolving educational demands and hybrid work environments, poses a critical threat to educators’ well-being, effectiveness, and overall educational quality worldwide. Aims: This study was conducted to determine the mediating role of pro...
Open access
Research Article10.9734/jesbs/2026/v39i31487