Data_Sheet_1_An investigation into teachers’ occupational well-being and education leadership during the COVID-19 pandemic.docx

IntroductionThe COVID-19 pandemic has necessitated rapid adjustments by teachers to ensure effective education. This shift in circumstances has created a more challenging working environment for teachers, leading to growing concerns about their occupational well-being both nationally and globally. While adapting to change and sustaining professional well-being are crucial for teachers, it is equally important to address their well-being during the pandemic. This study aims to contribute to the existing literature by employing questionnaires and semi-structured interviews to explore the occupational well-being of in-service teachers in Hanoi, Vietnam. Additionally, it seeks to examine their perceptions of school leaders’ efforts to enhance teachers’ well-being during the COVID-19 pandemic.MethodsConvenience sampling was utilized to collect questionnaire data from 103 in-service teachers and lecturers in Hanoi, Vietnam, between 2021 and 2022. Moreover, a purposive sampling approach was employed to select eight participants for semi-structured interviews. The questionnaires and interviews formed the primary methods of data collection for this study.ResultsThe findings of this study indicate that, overall, the participants exhibited a moderate level of occupational well-being. It was also observed that the participants received support from school leaders in terms of professional development, flexibility, and well-being activities during the COVID-19 pandemic. These results provide valuable insights for teachers to understand their personal occupational well-being and contribute to institutional awareness.DiscussionThe outcomes of this study have significant implications for teachers and principals. They shed light on the promotion of teachers’ occupational well-being during this critical period. Furthermore, the study illustrates how education stakeholders can play a role in enhancing teachers’ well-being. The discussion delves into the importance of personal occupational well-being and institutional awareness, emphasizing the need for collaboration among various stakeholders to create a conducive environment for teachers.</p

New anthracene-based Cu(I) dithiocarbamates as AIEgens

The syntheses and structural characterizations of a series of anthracene-tethered Cu(I) phosphine dithiocarbamate complexes, [CuL(PPh3)2], are described in this article. All complexes were readily prepared from corresponding ligands with various acyclic and cyclic N-alkyl substituents and [Cu(PPh3)2(NO3)]. Steric hindrance imposed on the anthracenyl rings by dithiocarbamate, N-alkyl substituents and triphenylphosphine moieties in complexes 1-6 are not detected, as evidenced by the sharp aromatic resonances in 1H NMR spectra. X-ray crystallography reveals distorted tetrahedral chelation environments around the Cu(I) centers in 2 and 3 as well as extensive C–S···π and C–H···π intermolecular interactions in their solid state packings. The complexes display characteristic anthracene-based absorption and emission properties. The emission quantum yields of the complexes are poor (1.0–2.7 × 10−2) but the aggregation-induced emission effects are perceived in aqueous DMSO solutions. Especially, 6 with N-substituted cyclohexyl group displays the largest increase in emission intensity (ca. 7 times).</p