Recently, scientific theories on career satisfaction (CS) have been promoted worldwide. Research on the subject has become more and more popular, especially during the COVID-19 pandemic. This study adds to the existing literature by investigating the impact of organizational support on career satisfaction through the mediation role of job crafting and work engagement among Chinese teachers. A diverse sample of teachers (n = 3147) was drawn from various schools in Zhejiang province (P.R. China), from June to September 2021. SPSS 26 software with PROCESS macro and JASP was used to analyze the data. The findings demonstrate that perceived organizational support (POS), job crafting (JC), and work engagement (WE) have a significant and positive relation with teachers’ career satisfaction. POS was serially associated with JC (b = 0.34, p = 0.001), CS (b = 0.40, p = 0.001), and WE (b = 0.49, p0.001). The residual direct pathways for JC → CS (b = 0.55, p = 0.001, 95% CI = [0.51, 0.60]) and for WE → CS (b = 0.47, p = 0.001, 95% CI = [0.44, 0.50]) were significant. Sequentially, JC and WE mediated the relation between POS and CS. The multiple mediation model supported our general hypothesis that JC and WE mediate the relationship between POS and CS.

Teachers’ job satisfaction is a prominent aspect that determines workplace well-being and job performance. With the outbreak of COVID-19, changes in the teaching process have emerged (e.g., the shift to online classes and an increase in teaching hours), which might be affecting job satisfaction. A closer look at predictors of teachers’ job satisfaction and the level to which they have influenced teaching satisfaction during the period of COVID-19 pandemic is very important. This survey involved a sample of 2886 Chinese teachers to examine the effects of teachers’ work values on their job satisfaction through the mediating role of work engagement. The analysis by SPSS 25 and PROCESS for SPSS software was run, and the results showed a strong effect of teachers’ work values on job satisfaction (β = 0.203, SE = 0.203, p < 0.01) and of work values on job satisfaction through the mediating role of work engagement (β = 0.204, SE = 0.017, p < 0.01). From the correlation analysis, work values strongly correlated with work engagement (r = 0.499, p < 0.01) and job satisfaction (r = 0.360, p < 0.01). Teachers’ work values and work engagement played a predicting role on job satisfaction among Chinese teachers during this period of the COVID-19 pandemic.

This paper aimed to elaborate the importance of investing in girls’ educating for socio‐economic development, by describing the Tanzania's Alternative Education Paths, following the ban of pregnant girls and young mothers in public regular schools. Qualitative design (document review) was used to collect and analyze data from different documents and official websites such as World Bank, UNESCO, UNICEF, and Ministries of Education. 3.6 million Primary and secondary aged children are out of school, and 5,500 girls drop out of school every year because of pregnancy in Tanzania. Open schools and Folk Development Colleges are not in good quality but opted as alternative paths for dropouts. Chinese adult education system and provision of sex education are few suggestions lamented in this article. Girls' education is essential and with the additional possible alternatives of ensuring pregnant girls’ right to education, the paper will help policymakers to think about the best option of ensuring pregnant girls’ and young mothers’ right to education.

No abstract

Introduction Teachers’ mental health is an imperative aspect in ensuring their appropriate cognition, behaviors and perception. Studies have reported mixed results on work engagement and compassion fatigue among employees in different time and cultures. This study assesses and examines the correlation between Chinese teachers’ work engagement and compassion fatigue during the pandemic. Methods An online questionnaire was designed through a Chinese data collection platform (Credamo), and the sample of 3147 teachers in Zhejiang province (China) completed the survey online. The Utrecht Work Engagement Scale (UWES) was used to measure teachers’ work engagement (WE), while the Professional Quality of Life Scale version 5 (ProQoL-5) was used to measure teachers’ compassion fatigue (CF). SPSS 25, PROCESS Macro of SPSS, and JASP were used to analyze the data. Results The results indicated a negative correlation between teachers’ work engagement and compassion fatigue in general, while particularly, vigor, dedication, and absorption negatively correlated with burnout (r = −0.370, r = −0.243, and r = −0.220 respectively), but positively correlating with secondary traumatic stress (r = 0.489, r = 0.343, and r = 0.319). Discussion Teachers’ working experience positively correlates with their work engagement but negatively correlates with their compassion fatigue. Conclusion Teachers’ work engagement (ie, dedication) is important in reducing compassion fatigue and maintaining compassion satisfaction.

Literacy builds a foundation for further learning and necessitates human capital development that creates a knowledge economy. A clear focus on literacy policies is fundamental in achieving national and international socio-economic targets. In Tanzania, adult literacy growth has been slow, inconsistent, and characterized by regional gaps. A review of policies and practices has revealed several constraints associated with budget allocation and cultural perspectives. We suggest to the governments in the whole developing world to prioritize consistent funding and formulating culture-sensitive policies in ensuring mass literacy, poverty reduction, creation of high productive personnel, and eventually achieve the UNESCO’s Agenda 2030

With the rising number of international students in China, there has been a great need for assessment and evaluation of the acculturation processes as well as challenges in regard to their academic progresses. The cultural gap may not be big between China and other Asian countries. However, it really exists with Non-Asian ones. With the fact that culture determines comfort in one’s life, the following un-answered questions were worthy to be answered in this paper: How do international students acculturate in China? What are the social and academic impacts during the acculturation process? What are the academic effects of failing to acculturate, especially among international students in China? The data shows that, 34% of international students only connect with their own culture. Majority (51%) of those who acculturate successfully, take more than one year to do so. Among the behaviors which were described as bad ones, alcoholism is leading among others, which are adapted by international students in the process of trying to assimilate or acculturate. Positively, 48% of students admitted to have learned time management as part of acculturation process in China. Despite the acculturation process being challenging to some students, scholarship has been one of the factors for them to stay. Scholarship students, especially from economically disadvantaged families choose to stay and achieved their academic goals through scholarship. Notwithstanding, their academic performances among students who fail to acculturate have been relatively low. Several measures such as introduction of intensive orientation programs as well as guidance and counseling office may enable international students understand each other’s culture.

No abstract