Chuan-Chung Hsieh

In the context of intensified global educational change, teaching innovation has become a central priority for improving school effectiveness and responding to increasingly complex societal demands...

Education drives social progress and development, empowering individuals with the knowledge, skills, and values necessary to contribute positively to society. The pivotal role of teacher education ...

Generative artificial intelligence (GenAI) is increasingly being used in education. However, empirical evidence on senior high school students’ adoption of specific GenAI tools remains limited. This study examines senior high school students’ behavioral intention and self-reported use behavior toward DeepSeek, the focal GenAI tool, using the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) framework. Data were collected from 882 Indonesian senior high school students through an online questionnaire. Partial least squares structural equation modeling (PLS-SEM), artificial neural network (ANN) analysis, and importance–performance map analysis (IPMA) were used to test the hypothesized relationships, examine predictive importance, and identify practical priorities. The results revealed that performance expectancy, effort expectancy, hedonic motivation, and facilitating conditions significantly predicted students’ behavioral intention, whereas habit and social influence were not significant predictors. Both behavioral intention and facilitating conditions also influenced students’ self-reported use behavior. The ANN analysis confirmed the strong predictive power of facilitating conditions and performance expectancy, with IPMA highlighting performance expectancy as the highest-performing factor. These findings indicate that students’ adoption of DeepSeek is driven more by perceived academic value and enabling conditions than by social pressure or habitual use in an underexplored secondary-school context. Theoretically, the findings refine the interpretation of UTAUT2 by showing that not all established predictors operate with equal salience in early-stage GenAI adoption. Practically, they suggest that schools should prioritize clear learning purposes, reliable access, technical support, and guided use rather than relying primarily on general promotion of GenAI tools.

This study examined the mediating role of teacher grit in the relationship between perceived positive leadership and positive education in Taiwan kindergartens. A total of 421 preschool teachers selected through stratified random sampling across Taiwan, completed self-report measures of perceived positive leadership and grit, and provided behavioral rating of children's wellbeing across the PERMA-H framework. Structural equation modeling was applied to test the hypothesized relationships. Student wellbeing was assessed using the PERMA-H framework, with teachers rating children's classroom behavioral performance across six dimensions of wellbeing. Results revealed that positive leadership was positively associated with positive education, with teacher grit partially mediating this relationship. Among the two grit dimensions, perseverance of effort (POE) reflects sustained effort through setbacks, while consistency of interest (COI), reflects stable long-term vocational passion. Among these, only POE showed a significant mediating effect, while COI did not. These findings suggest that leadership practices perceived as affirming and supportive are associated to higher levels of teacher perseverance, which in turn is associated with more positive classroom climates and student wellbeing. The study provides contextual evidence on grit as a multidimensional construct,highlighting perseverance as a key psychological mechanism associated with the link between leadership and positive education. These findings suggest that principal leadership development programs may benefit from emphasizing affirmative and supportive practices that help sustain teacher perseverance, as a foundation for sustaining wellbeing-oriented pedagogy in early childhood settings.

The impact of teaching strategies on students' academic performance has garnered significant attention from educational scholars and practitioners, recognising instructional quality as a pivotal factor in student learning success. However, research on the impact of teaching strategies on student mathematics performance, particularly in Indonesia, remains limited. This study analysed data from the 2018 Programme for International Student Assessment, involving 11,744 Indonesian students. Six variables, namely, teacher enthusiasm, teacher‐directed instruction, teacher support, student self‐efficacy, student motivation to master tasks and student mathematics performance, and their relationships were examined. Hierarchical linear modelling results found no evidence of a moderating effect of teacher support on the impact of teacher‐directed instruction on student self‐efficacy or on the impact of student self‐efficacy on student motivation to master tasks. Nevertheless, evidence was found that teacher support moderates the impact of teacher enthusiasm on student self‐efficacy and on the impact of student motivation to master tasks on student mathematics performance. Thus, teachers should focus on fostering student self‐efficacy and motivation to master tasks to improve student mathematics performance. Moreover, education policies should prioritise optimising teaching strategies and strengthening student self‐efficacy, with an emphasis on providing ample learning opportunities. Finally, the implications and limitations of this study are presented.

In response to global educational reform, improving novice teachers’ teaching practice quality is essential for student learning and system sustainability. However, empirical evidence on how leadership influences instructional outcomes for early-career teachers is limited. Using data from 1311 teachers in Taiwan with less than 5 years of experience from the 2018 Teaching and Learning International Survey dataset, this study employs hierarchical linear modeling to examine the impact of distributed leadership on teaching practice quality, with teacher autonomy and well-being as mediators. The findings reveal that distributed leadership indirectly improved teaching practice quality by enhancing teachers’ perceived autonomy in curriculum and instruction, supporting its role as a psychological mechanism that links organizational support to professional behavior. While distributed leadership positively predicted teacher well-being, well-being did not significantly affect teaching practice quality, neither directly nor indirectly. No significant association was found between autonomy and well-being. The results highlight that novice teachers’ teaching improvements stem more from professional agency and decision-making authority than emotional well-being. The findings augment existing studies by clarifying the differential pathways through which distributed leadership operates while identifying the limits of well-being as a performance driver in this context. Implications for school leadership and teacher development are discussed.

Drawing on Diffusion of Innovation Theory, this empirical study examines how digital instructional leadership impacts the integration of AI and AI pedagogy in K–12 schools. In addition, the study examines how trust in AI moderates the relationship between AI integration and AI pedagogy. To achieve this goal, a large-scale cross-sectional survey was administered to 842 K–12 teachers in Taiwan who had prior experience integrating AI tools into their classroom instruction. The data were analyzed using SPSS and Partial Least Squares Structural Equation Modeling (PLS-SEM). Results show that digital instructional leadership significantly predicts AI integration but has no direct effect on AI pedagogy. In addition, AI integration strongly predicts AI pedagogy and mediates the relationship between digital instructional leadership and AI pedagogy, whereas trust in AI does not moderate the relationship between AI integration and AI pedagogy. Both theoretical and practical contributions are discussed, offering insights for future research, policymakers, and teachers.