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.

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.

This systematic review investigates the integration of interactive technologies in online teacher education across Africa from 2014 to 2024. The study aims to identify the types of interactive technologies employed, the leading countries in regard to their adoption, and the outcomes of their usage on teacher training programs. Despite significant advancements, particularly in countries like Kenya and South Africa, the effectiveness of these technologies varies widely due to infrastructural, socio-economic, and policy-related challenges. The findings highlight the critical role of reliable information communication technology (ICT) infrastructure, culturally relevant content, and comprehensive training for educators in optimizing the use of interactive technologies. Additionally, the study emphasizes the need for greater policy coordination and collaboration among African nations to fully leverage these technologies. The review concludes that, while interactive technologies hold substantial potential in terms of transforming teacher education in Africa, sustained efforts are required to overcome the existing barriers and ensure equitable access to quality education across the continent.

The current form of teacher education and training has gradually shifted to distance training, but the most prominent performance of the participants in network training is the lack of motivation and enthusiasm for participation, and the participants participate in the training with the mentality of coping with the assessment, and the training effect is naturally not very good. At this point, the concept of gamification learning has become popular. Gamification applies game thinking and mechanics to non-game areas to guide user interaction and use. Based on Professor Kevin Werbach's gamification design framework, this study developed a case study of gamification for online teacher training, implemented in a professional development program for primary and secondary school teachers in Zhejiang Province, China. A self-administered questionnaire was then surveyed in three teaching classes, and the results found that: Firstly The participants' satisfaction in response to the gamification case was at a moderate to high level (M > 4.0, Tot = 5.0); Secondly, demographic factors did not significantly influence this (p > 0.05); Thirdly, among the gamification design influencing factors, presentation and feedback were the most influential (b = 0.536,p = 0.000), goals and rules (b = 0.167, p = 0.012), communication and interaction (b = 0.155, p = 0.029), and personalization (b = 0.154, p = 0.020) in decreasing order; Fourthly, The effect of case implementation significantly impacted participants' intention to sustain participation (b = 0.874, p = 0.000). Finally, we distilled the study's shortcomings and the prospects for future research.

The family unit is foundational to a child's cognitive and social development. Variations in family dynamics significantly influence disparities in educational outcomes. This study aimed to explore the effects of family socio-economic variables on students' learning behavior at home and learning engagement at school. It examined the effects of family income, the father and mother's education level or cultural capital, and their communication with teachers on students learning engagement at school through the mediation role of students' learning behavior at home. The sample in an online survey was 2476 parents and teachers across China, and data was analyzed using SPSS, PROCESS macro for SPSS, and JASP. The findings highlight the importance of parent-teacher communication, which exhibited a significant total effect on student engagement. This influence surpasses other factors, such as family income and the education level of mothers and fathers, on students' learning engagement at school. Thus, the study emphasizes effective communication between parents and teachers in fostering students' learning engagement.