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Open research questions in Teacher Education and Leadership Studies

1,849 unresolved questions extracted from the limitations and future-work sections of 20,508 Teacher Education and Leadership Studies papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • High-quality co-teaching remains a challenge in the Israeli context (Nissim & Naifeld, 2018). Balancing inductive and deductive perspectives in data analysis. Ensuring the ethical consideration of integrating perspectives from multiple participants.

    Reflective or transmissive, is there a superior learning approach? Lessons from mentoring relationships · 2026 · DOI

  • The gap between the assumed superiority of reflective learning and the actual practices of educators. The lack of understanding of how mentoring approaches and student teachers' actions interact to shape mentor learning.

    Reflective or transmissive, is there a superior learning approach? Lessons from mentoring relationships · 2026 · DOI

  • Limited school budgets can restrict access to professional development opportunities for school-based teacher educators. The study identifies the challenge of school-based teacher educators accessing continuing professional development activities that align with their self-determined interests and needs.

    School-based teacher educators’ professional identity and professional needs · 2026 · DOI

  • There is a dearth of literature on school-based teacher educators at an international level. The current literature does not provide a clear understanding of the complex realities of being and becoming a school-based teacher educator.

    School-based teacher educators’ professional identity and professional needs · 2026 · DOI

  • Investigating the reasons behind the decline in TSE during university-based teacher education, - Examining the impact of TSE on student outcomes, - Studying TSE trajectories across longer periods

    Long-term trajectories of teacher self-efficacy across phases of teacher education · 2026 · DOI

  • Limited understanding of the developmental trajectory of TSE across teaching career stages. Methodological constraints and study design variability limit the evidence. Prior studies have relied on only two or three measurement points.

    Long-term trajectories of teacher self-efficacy across phases of teacher education · 2026 · DOI

  • One challenge is the constraint of factors beyond the school on school-level strategies for promoting teacher resilience. Another challenge is the need for a comprehensive understanding of enablers and barriers for promoting teacher resilience at the school level. The paper also notes the challenge of addressing the growing teacher supply crisis and concerns about teacher mental health and well-being.

    What are the possibilities for promoting teacher resilience at the school level? Insights from the co‐development of a participatory approach in England · 2026 · DOI

  • a follow-up report will be published in early summer to provide a more complete picture of the teacher labour market, - later in the year, the full set of indicators related to recruitment season challenges will be published, - further research could explore the impact of financial constraints on staffing conditions

    What are the possibilities for promoting teacher resilience at the school level? Insights from the co‐development of a participatory approach in England · 2026 · DOI

  • The paper identifies a gap in understanding the relationship between EdTech and teacher workload, and how EdTech can contribute to teacher retention. It highlights the need for a more nuanced understanding of teacher agency with EdTech.

    The role of teacher agency in realising EdTech 's potential to reduce teacher workload and improve teacher retention · 2026 · DOI

  • The study notes that there is a lack of clarity on national expectations for SEND provision, leading to inconsistency across local areas. The study also highlights the challenge of identifying and addressing recurring areas of significant weakness in local areas. The study notes that the analysis of outcome letters is complex due to the variability in the quality and accuracy of needs identification and provision.

    Lessons from local area special educational needs and disability inspections: A content analysis of Ofsted and Care Quality Commission outcome letters · 2026 · DOI

  • the sample size for revisit letters was limited, - the East Midlands was the only region where a full sample of revisit letters was not attainable, - the study only analysed letters from inspections conducted between 2016 and 2022

    Lessons from local area special educational needs and disability inspections: A content analysis of Ofsted and Care Quality Commission outcome letters · 2026 · DOI

  • The need for instructors to develop skills necessary to deliver quality online instruction, - The challenge of creating a cognitive collaborative community of inquiry in an online environment, - The lack of effective pedagogical tools for online educational leadership classes

    Leadership in Song · 2026 · DOI

  • Even though Garrison (2007) suggests that additional work is needed to ensure that course content and social interactions occur in online teaching, this assignment provides alignment of the course content by affording students the opportunity to define leadership through collaboration.

    Leadership in Song · 2026 · DOI

  • The study notes that the implementation of distributed leadership in China's bureaucratic management model may be challenging. The study references the negative perspective on the topic, which notes that bureaucratic centralized management is a common structural model used in Chinese educational organizations. The study highlights the need to overcome the traditional management model and implement distributed leadership to promote teaching innovation.

    The effects of distributed leadership on teaching innovation in Shanghai, China: the mediating roles of teacher autonomy, teacher collaboration, and teacher self-efficacy · 2025 · DOI

  • Few studies have investigated the relationship between distributed leadership and teaching innovation in China. The question of whether the implementation of distributed leadership can effectively inspire teaching innovation in China is worth investigating. The mediating roles of teacher autonomy, teacher collaboration, and teacher self-efficacy in this context are not well understood.

    The effects of distributed leadership on teaching innovation in Shanghai, China: the mediating roles of teacher autonomy, teacher collaboration, and teacher self-efficacy · 2025 · DOI

  • Practical experiences during teacher education significantly impact student teachers’ well-being, yet little is known about the specific incidents that trigger changes.

    Moments that matter: how critical incidents shape the well-being of student teachers during their practicum · 2026 · DOI

  • Limited research studies have examined how the number of years teaching influences teacher-student relationships and culturally responsive practices.

    Cultural Responsiveness and Teacher-Student Relationships in Urban Charter Public Schools · 2026 · DOI

  • Few studies have examined the relationship between teacher-student relationships and cultural responsiveness.

    Cultural Responsiveness and Teacher-Student Relationships in Urban Charter Public Schools · 2026 · DOI

  • Yet, little is known about how burnout trends change over time for teachers in their first 5 years in the profession.

    Early Career STEM Teacher Burnout: Trends and Explanations · 2026 · DOI

  • BACKGROUND: Teacher readiness is widely regarded as central to inclusive education, yet evidence is limited on how different routes to that readiness, initial teacher education versus continuing professional development (PD), relate to teachers' confidence in diverse classrooms.

    Educator Preparedness and Teachers' Self‐Efficacy for Culturally Diverse Classrooms: A Multicountry Analysis of TALIS 2018 · 2026 · DOI

  • The analysis reveals that ethical dilemmas primarily stem from tensions between personal ethical frameworks and professional expectations, rather than from insufficient knowledge of professional codes.

    Pre-service teacher preparedness in ethical decision-making: understanding the personal-professional ethics tension in practicum experiences · 2026 · DOI

  • However, the relational processes linking shared instructional leadership to teachers' work-related outcomes remain insufficiently examined.

    How shared instructional leadership is associated with teacher job satisfaction: the role of self-efficacy and professional resilience · 2026 · DOI

  • Method To address these gaps in the literature, this study investigated teacher educators' perceptions and experiences of UDL, differences across demographic and professional characteristics, relationships among UDL understanding, preparedness, and institutional support, and the predictors of preparedness.

    Teacher educators' perceptions and experiences of universal design for learning in Ghanaian teacher education: understanding, preparedness and perceived institutional support · 2026 · DOI

  • The relationship between teacher professional agency, professional identity and faculty service remains an under-explored area in research on tenure-track teachers in the Chinese context.

    Faculty Service and Professional Agency: Voices From Tenure Track Teachers · 2025 · DOI

  • In a tenure context, teacher commitment to faculty service, albeit underexplored, is subject to evaluation.

    Faculty Service and Professional Agency: Voices From Tenure Track Teachers · 2025 · DOI

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1,849 open questions have been extracted from the limitations and future-work passages of 20,508 Teacher Education and Leadership Studies papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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