This study aims to explore the relationship between proactive behaviors, teaching performance, and organizational support among vocational college teachers. Based on the theory of organizational support, we conducted a survey of 373 teachers from four vocational colleges in Shanxi Province, using scales for proactive behaviors, organizational support, and teaching performance. The results indicate that: (a) There is a significant correlation between teachers' proactive behaviors and teaching performance; (b) There is a significant correlation between teachers' proactive behaviors and organizational support; (c) Organizational support plays a significant mediating role in the relationship between teachers' proactive behaviors and teaching performance. This study enriches the application of organizational support in vocational colleges, providing empirical evidence for improving teachers' proactive behaviors in higher education institutions, which could be useful for central or local education policy decision-makers and implementing units. Additionally, this model could be further applied beyond vocational education to other contexts or policies, demonstrating both theoretical and practical significance.

In the context of Vietnam's primary schools undergoing a digital transformation, this research investigates the relationship between organizational culture (OC), digital capabilities (DC), and organizational readiness (OR) for change. This survey, which employs a quantitative methodology, includes 892 teachers and school managers from different elementary schools. Analyses were conducted using SPSS Statistics 26.0. The study shows a favorable relationship between digital skills and organizational readiness, suggesting that more digitally capable institutions are better equipped to handle change. Furthermore, a significant correlation exists between corporate culture, digital skills, and organizational readiness, indicating that schools with a creative and supportive culture are more prone to embrace digital change. These results advance knowledge of the variables affecting organizational change-readiness in Vietnam's primary school digital transformation. These results also have significant implications for educational policymakers, school administrators, and other stakeholders facilitating digital transformation in primary schools. By recognizing the benefits of digital capabilities and organizational culture for organizational change readiness, decision-makers can implement strategies to foster a supportive culture and enhance digital capabilities within educational institutions, ultimately leading to more successful and effective digital transformation initiatives.

There are studies in the learning management literature examining the measure of system usage, but few explore how users apply the software tools to achieve specific work tasks, which in turn leads to perceived benefits. In the context of distance education, this study focuses on how Learning Management Systems (LMS) are fully used by faculty for their instructional needs. It extends existing research on LMS adoption by investigating how faculty members or instructors use the LMS tools for effective class teaching to achieve educational outcomes. Four usage patterns were identified: communication, content management, assessment, and class management. A model is presented to examine how these usage patterns interplay to achieve the perceived benefits. Data were collected from 544 instructors using LMS, such as Blackboard Learn, etc. Structural equation modeling using LISREL was employed to assess the research model. The results suggest that the usage for communication, content, and assessment activities positively impacts the usage for class management. In turn, the usage for class management influences the net benefits perceived by the instructors, and the usage for content also impacts perceived net benefits directly. These results provide practical guidelines for LMS developers’ design improvements and institutions’ policies, such as training instructors to fully utilize LMS features to achieve the maximum benefits of distance education.

This study applies explainable machine learning to identify which vocal attributes in a lecturer’s speech influence students’ views of a lecturer’s charisma, a key contributor to teaching quality. It further explores whether vocal qualities differ between male and female lecturers and how students of different genders respond to these differences, offering insights into voice-related factors that influence the impact of educators. Speech segments from YouTube videos featuring 200 native-English lecturers were evaluated by 900 students using charisma rating scales. A set of attributes related to three primary prosodic dimensions of voice - pitch, rhythm, and loudness - was computed. A random forest classifier was employed to predict the charisma level based on the speech attributes and to list and rank the attributes that contributed most to the prediction. The findings revealed prominent vocal attributes that achieved higher charisma scores in the students' ratings. Same-gender evaluations of charisma were mainly based on pitch, while cross-gender evaluations rely mostly on loudness or rhythm. The automated, interpretable method provides a reliable and efficient way to measure vocal charisma in academic lecturers. It can be adapted to examine additional individual factors that influence the perception of a lecturer’s charismatic presence. It may also be integrated into practice-based tools, designed to support instructors in improving their presentation skills. Our research bridges the fields of applied psychology and computer science to contribute to the development of educational technology.

This study investigates how learning-oriented school cultures, conceptualized through the Schools as Learning Organizations (SLO) framework, relate to teacher self-efficacy, job satisfaction, and work effectiveness in primary schools within a centralized education system. While these constructs have received considerable attention in the literature, they have rarely been examined together within a unified organizational learning perspective, particularly in contexts marked by limited school autonomy. Using a cross-sectional survey design, data were collected from 94 teachers in nine public primary schools, alongside aggregated student ratings of instructional effectiveness from 364 pupils. The findings showed that learning-oriented school cultures were positively associated with teacher self-efficacy, job satisfaction, and work effectiveness. Teacher self-efficacy also partially mediated the relationship between SLO conditions and both job satisfaction and work effectiveness. These findings indicate that learning-oriented school cultures may strengthen teacher outcomes directly and indirectly by reinforcing teachers’ sense of efficacy. Thus, the role of school leadership in cultivating collaborative and inquiry-oriented professional environments is particularly important  

University teaching staff are increasingly engaged in innovative sustainability-related initiatives aimed at improving teaching-learning processes while fostering their own academic development. However, the literature has only tentatively explored the impact of this participation on academic development. This work, therefore, aims to analyse the dimensions of the sustainability-oriented learning environment known as Ocean i3 that influence the academic development of university teaching staff. It is based on a case study approach that enables an in-depth and contextualised analysis of this complex phenomenon in a real-world setting. Interviews and a focus group were used as data-collection instruments while inductive content analysis guided the interpretation and discussion of the findings. The results suggest that the complexity of the educational choreography—including project design, institutional context, the teaching team, and the active involvement of staff and students— plays a key role in the academic development of university teaching staff. The study concludes that these dimensions should be strengthened in innovative sustainability-oriented learning environments in order to promote teachers’ academic development.