On the basis of the Conservation of Resource (COR) theory and using the Job Demands-Resources (JD-R) model, this study examines the relationships among job demands and job resources of online teaching (JD-OT and JR-OT), perceived instructional efficacy of OT (PIE-OT), mindfulness in teaching (MiT), and emotional exhaustion (EE) to understand the psychological stress experienced by teachers engaged in OT and how mindfulness has moderating effects on relieving anxiety and preventing burnout. A total of 476 teachers with OT experience completed online a self-report survey with items adapted from related scales. The hypotheses were validated using structural equation modeling. Causal relationships were assessed using path analysis, and multi-group analysis was performed to examine the moderating effect of MiT. JD-OT has significant and negative impact on PIE-OT, JR-OT has significant and positive impact on PIE-OT, and PIE-OT has significant and negative impact on EE. Moreover, PIE-OT mediates the positive relationship of JD-OT with EE and the negative relationship of JR-OT with EE. The moderating role of MiT in the relationship of JD-OT and JR-OT with PIE-OT was also validated. In OT work environments, teachers have great need and desire for JR, which can have a positive impact on PIE. Mindfulness training contributes to improving OT efficacy and reducing EE. Enhancing teachers’ MiT enables them to deal with demands from work and their superiors and motivates them to respond with ease to the stressful external environment.

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This study aims to explore relationship between teacher self-efficacy and teacher teaching practice in junior high schools at Taiwan. TALIS (2018) survey database is adopted, and 3106 teachers were analyzed in this research. Through literature review and exploratory factor analysis (EFA), the research model is assumed to include two constructs (classroom management efficacy and instruction efficacy) in teacher self-efficacy, and three constructs (clarity of instruction practice, cognitive activation practice, and classroom management practice) in teacher teaching practice. Through the analysis of Structural Equation Modeling (SEM), the main findings are as follows. (1) For clarity of instruction practice, instruction efficacy has more positive influences than classroom management efficacy. (2) For classroom management practice, classroom management efficacy as more positive influences than instruction efficacy. (3) For cognitive activation practice, instruction efficacy has positive influences but classroom management efficacy has negative influences.

Loosened by the laws and regulations, Taiwan's alternative educational policy has allowed public schools to conduct schoolwide curriculum transformation experiments, which is a possible opportunity for Taiwanese aborigines who have been subjected to long-term oppression and assimilation to separate from the mainstream ideological educational framework. In this change process, the school principal-led curriculum transformation has become an important way to seek a new educational model. This paper qualitatively investigates two alternative schools for Taiwanese aborigines that have undergone successful transformation and collects the views of the principals, directors, team leaders, and teachers (eight persons in total) in two schools on the school principal-led curriculum transformation. Through summarizing and analyzing relevant data, this paper proposes that the principals of Taiwanese aboriginal schools effectively change the teachers' beliefs, curriculum structure, and school culture through the systematic practices of "belief change" and "structural innovation," and establish a curriculum paradigm different from mainstream education, which realizes a certain knowledge transfer effect. The transformative curriculum leadership process can be summarized into the conflict awakening and positioning stage, the experimental and interactive development stage, and the revision and transformation stage. This study intents to provide a reference for Taiwan's educational reform and encourage the principals of other alternative schools to picture the connotation and value of transformative curriculum leadership and establish more new curriculum models of alternative education.

All countries in the world are currently trying to implement educational reform, which increases the additional workload of teachers. It is more important to discuss how to inspire teachers’ enthusiasm for educational reform from the perspective of organizational support (OS). Previous research on OS was limited to perceived organizational support (POS), but in recent years group-level OS has been considered the most promising. There is no study comparing POS and group-level OS in education, and therefore this study explored the relationships between OS, job engagement (JE) and organizational citizenship behavior (OCB) in an educational context. In particular, OS was examined at the individual-level (POS) and the aggregated group-level (school organizational support, SOS). Analysis was performed using structural equation modeling (SEM) at both single and multiple levels. SEM results showed direct and positive relationships of individual-level POS with both JE and OCB. Moreover, JE is directly and positively related to OCB and plays the partial mediating role of the indirect and positive impact of POS on OCB. Multilevel structural equation modeling (MSEM) analysis revealed direct and positive relationships of SOS with teachers’ JE, which was directly and positively related to their OCB. While SOS had no significant positive relationship with OCB, it did have a positive impact on OCB through the mediation of JE. Comparison between SEM and MSEM results revealed the change in effect of OS on OCB from significant to insignificant, thus implying full mediation effect of JE when SOS is considered.