Enhancing teacher agency and engagement for transformative education: Insights from diverse contexts

The September 2025 issue of Bahir Dar Journal of Education brings together an array of studies that collectively contribute to a deeper understanding of educational practices and systems in Ethiopia. Eight papers have been featured, illuminating the dynamics between teacher development, pedagogical practices, and institutional contexts. The papers underscore the significance of developing teacher agency and improving institutional culture to curbing the quality crisis we are facing today. The studies involved students, pre-service teachers, and educators from secondary schools, teacher education colleges, and universities. A total of 18 authors contributed to this issue, drawn from diverse disciplines and institutions. These studies unveil implications for educators, practitioners, policymakers, as well as directions for future research.