This qualitative study reports on what was learned from two former teacher candidates, who engaged in self-affirmation writing exercises in an education seminar during their final semester in a teacher education program. Self-affirmations, as presented here, are brief psychological interventions designed to enhance the self-integrity of teacher…

The present study utilized the Inviting School Survey-Revised (ISS-R) (Smith, 2005b, 2013) based on Invitational Theory and Practice (Purkey & Novak, 2008) to examine the school climate of a public primary school in a low urban socio-economic setting in Kenya. School climate was defined as the perceptions of primary school teachers and pupils…

The Inviting School Survey-Revised (ISS-R) was adapted and translated into Traditional Chinese (ISS-RC), using a five-step process, based on international test administration guidelines, involving judgmental, logical, and empirical methods. Both versions were administered to a convenience sample of Chinese-English fluent Hong Kong school community…

The purpose of this study was to investigate the level of self-reported job satisfaction and motivation among teachers in the Bahamas and Jamaica. A total of 168 Bahamian (n = 75) and Jamaican (n = 93) teachers completed the Teacher Motivation and Job Satisfaction Survey. Overall results indicate that teachers in the Bahamas reported higher levels…

This article is a follow-up on a previous quantitative study (Steyn, 2007) which explored key aspects that influenced the effective implementation of Invitational Education (IE) in schools in the United States of America (US) and Hong Kong (HK). This is a qualitative study in which an appreciative inquiry (AI) is used to explain staff's positive…

Reports findings, based on a two-year study, of a collaborative effort to develop a learning-centered curriculum which would result in an inviting learning-centered classroom community. Supports the tenet that effective programs feature knowledgeable teachers who have the expertise and inclination to encourage all children to succeed. (RJM)

Examined whether teachers' orientations concerning pupil control are related to quality of school life as perceived by students. Findings from approximately 250 teachers and 5,000 students revealed statistically significant relationships between teacher pupil control ideology and quality of school life as perceived by students. (NB)