This review portrays a dynamic developmental trend in the teacher well-being literature in Asia between 1973 and 2021 using a descriptive quantitative analysis approach. A search of the Scopus database identified 168 journal articles across 46 countries and regions in Asia. This number of publications indicated a substantial change in the knowledge corpus, particularly during the pandemic, although overall production was still relatively low. Further results revealed diversity but an imbalance of research location, research type, research methods, data collection techniques, and research foci. A functionalist perspective may suggest that the knowledge base on teacher well-being is at a beginning stage. Recommendations for future research are proposed including cross-region collaborations, more developed research foci, using mixed-method approaches, high-quality qualitative research designs, innovative qualitative techniques, and diverse qualitative data collection techniques.

Purpose: The current study investigated the impact of organisational trust on emotional well-being and performance of middle leaders during the coronavirus disease 2019 (COVID-19) pandemic.Design/methodology/approach: A convenience sample of 265 middle leaders in kindergartens in China responded involving trust in schools (e.g. trust in principal and trust in colleagues), emotional well-being and job performance. Both confirmatory factor analysis and structural equation modelling (SEM) were used in the investigation.Findings: Three hypotheses on the relationships between the three constructs were verified. Trust in schools significantly influenced emotional well-being and job performance of middle leaders which correlated with each other. The interactive effects of trust in principal and trust in colleagues were discussed for improving the well-being and job performance of middle leaders. Relationships between the two kinds of trust and pride were also identified in the research.Research limitations/implications: Further studies may put efforts towards improving these three outcomes synchronously.Practical implications: Based on the evidence of the current study, future research may focus on how middle leaders act as a bridging role between different stakeholders such as principal and teachers, principal and parents, teachers and children, meanwhile how to boost the leaders' own well-being and performance in the early childhood education (ECE).Originality/value: This study established the empirical linkages between school trusts, emotional well-being and job performance.

Introduction: This study was aimed at testing a moderated mediation model of teaching mindfulness and teachers’ collective efficacy in the relationships between the organizational climate of kindergartens and teacher professional learning.Methods: A sample of 1,095 kindergarten teachers completed self-report questionnaires assessing their perceptions of the organizational climate of kindergartens, collective efficacy, teaching mindfulness, and professional learning.Results: Controlling for teaching experience and kindergarten level, the results show that kindergarten organizational climate significantly and positively predicted teacher professional learning and the collective efficacy of teachers played a partial mediating role between them.Furthermore, moderation analysis revealed that teaching mindfulness moderated the relationship between kindergarten organizational climate and teacher professional learning.Discussion: These results expand our understanding of how the organizational climate of kindergartens affects teacher professional learning. In practice, professional learning of kindergarten teachers can be facilitated by creating an open organizational climate and improving their ability to perceive the collective. Furthermore, the moderating role of teaching mindfulness suggests that intervening in teachers’ teaching mindfulness possibly is an influential way to maximize the impact of kindergarten organizational climate on professional learning.

Purpose: This study aims to examine the roles of principal resilience (psychological, social and spiritual) and trust in colleagues in predicting the flourishing of school principals, considering different career stages.Design/methodology/approach: Utilising multigroup structural equation modelling and mediation analysis, data were collected from a sample of 1,274 school principals in China. The study investigates the direct impact of resilience on flourishing and the mediating role of trust in colleagues, with a focus on variations across different career stages.Findings: The findings reveal that all aspects of a principal’s resilience significantly impact their flourishing, with trust serving as a partial mediator. Notably, the influence of spiritual resilience on flourishing is significant only for principals in the later stages of their careers.Originality/value: This research contributes to the expanding body of literature on educational leadership by highlighting the importance of resilience and trust in fostering principal flourishing. The insights gained offer valuable knowledge for developing support strategies to enhance the flourishing experiences of school principals throughout their careers.

This study investigated how family science capital—comprising cultural, practice, and social dimensions—shapes early childhood science learning. Despite growing interest in informal science education, prior research has often overlooked the complex, interactive, and context-dependent nature of family science capital. Using a four-dimensional learning framework and the PRISMA method, this review synthesized findings from 56 studies to show that family science capital plays a central role in children’s early science learning. It emphasizes the need to understand how different capital configurations shape outcomes and calls for targeted policy efforts to support disadvantaged families. Strengthening family science capital through collaborative, cross-sectoral strategies is essential for promoting equity and improving early science education.