Qiong Li

This study investigated Chinese EFL students’ behavioral intentions to learn English using AI-based chatbots. A total of 1052 questionnaire responses were collected from Chinese students. Structural equation modeling (SEM) was employed to assess the measurement model and test the proposed relationships. The results showed that facilitating conditions, social influence, performance expectancy, and effort expectancy were salient factors associated with students’ intentions to use AI chatbots. These UTAUT factors were also significantly related to information quality and AI trust. Information quality was positively associated with both AI trust and intention to use, while AI trust was directly associated with behavioral intention. In addition, information quality and AI trust mediated the relationships between the UTAUT factors and behavioral intention. Moderation analysis indicated that technological consciousness positively moderated the relationship between information quality and behavioral intention, but did not moderate the relationship between AI trust and behavioral intention. Internet experience also strengthened the positive relationships between information quality, AI trust, and behavioral intention. Finally, theoretical and practical implications are discussed, and limitations are highlighted.

Purpose: To investigate the elements of professional capital within the context of Chinese teacher learning, reveal the facilitating role of master teachers on the professional capital of teachers, and develop a development model for professional capital. Design/methodology/approach: A Master Teacher Studio in Beijing served as a case study. Semi-structured interviews were conducted with 11 teachers from the studio, supplemented by participatory observation. Categorization and contextualization methods were employed to construct a theoretical framework. Findings: In the context of Chinese teacher learning, professional capital encompasses human capital, social capital, decisional capital, and opportunity capital. Master teachers employed three strategies to foster the professional capital development of member teachers: (1) building trust across districts, (2) connecting with professional institutions and (3) inheriting the teaching corps mission. By revealing elements, frameworks and strategies, we construct a development model for teacher professional capital across three dimensions: cognition – practice, individual – collective and internal – external. Originality/value: This study validates the three-element framework of the classic professional capital theory and derives a new element of professional capital within the Chinese cultural context, namely opportunity capital. The study constructs a theoretical framework and model for the development of professional capital from two perspectives: members' perceptions of development and strategies employed by master teachers to foster this development. The framework, strategies, and model are original within the Chinese context and contribute new perspectives and analytical tools for subsequent research.

Grounded in Self‐Determination Theory and Social Exchange Theory, this study examined the mechanisms through which teachers' work autonomy shapes their use of creative pedagogies. Using data from 2335 teachers across 155 secondary schools in Hong Kong participating in PISA 2022, structural equation modelling was employed to test the proposed pathways. The results revealed that work autonomy did not directly predict teachers' use of creative pedagogies. Instead, teachers' trust and self‐efficacy both served as significant mediators, and a sequential mediation pathway—work autonomy → trust → self‐efficacy → creative pedagogies—was supported. These findings suggest that autonomy may enable creative instructional practices primarily by enhancing relational and psychological resources rather than through direct influence. The study advances theoretical understanding of teacher agency and contributes large‐scale empirical evidence to research on creative pedagogies. Practical implications highlight the importance of cultivating trustful professional environments and strengthening teachers' confidence to mobilise the benefits of autonomy.

This study explored teacher agency and its impact on the motivation and perceptions of the teaching profession. This study employed a cross-sectional survey design, in which questionnaires were administered to a sample of 574 basic school teachers in Ghana. Structural equation modeling (SEM), a multivariate statistical technique for analyzing complex relationships among latent constructs, was employed to examine the direct, indirect, and moderated effects among the study variables, thereby ensuring accurate and reliable results. This study found that the motivation and perception factors have a strong positive impact on teacher agency. The moderator analysis showed that intrinsic career value was a significant predictor of teacher agency for both male and female teachers. The results also indicated the significant moderating effect of age on the relationship between intrinsic career value and teacher agency. Additionally, the findings revealed that perception factors partially mediate the relationship between motivation factors and teacher agency. However, this study is limited by its cross-sectional design and focus on public basic school teachers in Ghana, suggesting the need for future research to include longitudinal approaches, broader geographic representation, and private school contexts. Finally, the theoretical and practical implications are addressed.

The social and emotional competence of adolescents serves as the cornerstone for their success and future development. This study aims to explore the impact of distributed leadership on the social and emotional competence of adolescents, examining the mediating roles of student-centered teaching practices and teacher self-efficacy. Utilizing survey data from 7246 Chinese adolescents in the SESS project, the study employs a multi-level structural equation modeling approach for data analysis. The results indicate that distributed leadership positively predicts the social and emotional competence of adolescents. Furthermore, distributed leadership exerts indirect effects on adolescents’ social and emotional competence through the independent mediating roles of student-centered teaching practices and teacher self-efficacy, as well as a sequential mediation process involving student-centered teaching practices leading to teacher self-efficacy. This study elucidates how distributed leadership facilitates the development of adolescents’ social and emotional competence, confirming the supportive factors influencing these crucial capacities. Simultaneously, it provides valuable insights into the daily practices of teachers, principals, and administrators.