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Wyświetlanie 1-15 z 180
Tytuł:
Slovak Teacher’s Transformational Leadership and Student Teachers’ Ideas: A Comparative Study
Autorzy:
Ďuricová, Lenka
Frgelcová, Estera
Powiązania:
https://bibliotekanauki.pl/articles/2034199.pdf
Data publikacji:
2022-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
transformational leadership
leadership practices
teachers
student teachers
Opis:
The contribution brings an analysis of transformational leadership among Slovak secondary education teachers in comparison with ideas of student teachers. The research sample consists of secondary education teachers (N = 142) and student teachers (N = 142). Data are obtained from the Slovak version of the LPI/Leadership Practices Inventory. Results indicate statistically significant differences in three dimensions favouring students against teachers: Model the Way, Challenge the Process, Enable Others to Act. Slovak students consider transformational leadership practices essential as Slovak teachers apply them in their daily practice. Results are discussed mainly from the perspective of ontogenetic and educational practice.
Źródło:
The New Educational Review; 2022, 67; 185-195
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teachers’ Professional Development and Burnout Syndrome
Autorzy:
Koczoń-Zurek, Sabina
Powiązania:
https://bibliotekanauki.pl/articles/31342771.pdf
Data publikacji:
2007-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
teachers’ professional development
burnout syndrome
teachers’ professional activity
Opis:
The author of the article aims to present in short the results of the empirical verification of R. Kwaśnica’s concept concerning teachers’ professional development. The first part of the article deals with theoretical matters: the understanding of professional development and burnout syndrome. These terms are presented as opposing. Ch. Maslach’s theory on burnout along with Kwaśnica’s views were the basis of the research. The research was done from 2000 – 2002 on the sample of 257 teachers from different schools in different parts of Poland. In the second part of the article chosen results are referred: a diagnosis of professional development phases: preconventional, conventional, postconventional and the states of teachers’ professional activity: expanding from not disturbed activity, through first symptoms of burnout to burnout syndrome. Some essential conclusions can be drawn from the research. First of all, professional development can protect teachers from experiencing burnout, mainly due to growing professional competences, job adaptation and increasing creativity in teachers’ attitude. Moreover, it turned out that, depending on the phase of professional development, different factors stimulate teachers’ growth- these factors must be strengthened to prevent from burnout.
Źródło:
The New Educational Review; 2007, 11; 231-238
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teachers’ Pedagogical Beliefs as Predictors of Teacher Burnout
Autorzy:
Depolli Steiner, Katja
Powiązania:
https://bibliotekanauki.pl/articles/2031773.pdf
Data publikacji:
2014-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
primary school teachers
teachers’ pedagogical beliefs
teacher burnout
Opis:
The presented study examined the relationship between teachers’ pedagogical beliefs and their experience of burnout. Its participants were 230 schoolteachers from fourteen Slovenian primary schools. The Questionnaire of Teacher Pedagogical Beliefs and Maslach Burnout Inventory-Educators Survey were applied. The findings suggest pedagogical beliefs as predictors of teacher burnout dimensions. Teachers’ negative pedagogical beliefs about students’ behavior and discipline maintenance are related to a greater experience of emotional exhaustion whilst negative beliefs about teachers’ trust in students and the role and responsibility of the teacher are related to a greater experience of depersonalization and decreases in personal accomplishment.
Źródło:
The New Educational Review; 2014, 37; 177-187
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Model of Specialised Artistic Competences of Early Childhood Teachers. Conceptual Approach
Autorzy:
Mazepa-Domagała, Beata
Powiązania:
https://bibliotekanauki.pl/articles/1964038.pdf
Data publikacji:
2021-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
teachers’ professional competences
teachers’ specialised artistic competences
pedeutology
Opis:
The present paper is the result of a reflection on the professional competences of early childhood teachers. It outlines the considerations on understanding the concept of competences, taking into account their ambiguity and varying semantic scope. The original understanding of specialised artistic competences of the early childhood teachers was presented in conceptual terms and an attempt was made to present the original model of the specialised artistic competences of early childhood teachers in the form of a three-segment structure, created by the distinguished areas of this competence, named by the author as domains of competence, together with their components and basic indicators. The study is addressed to researchers studying this issue and teachers of early school education, it is also supposed to be a voice in the discussion on shaping and development of the specialised artistic competences of early childhood teachers and, according to the author, to encourage reflection in this field.
Źródło:
The New Educational Review; 2021, 63; 161-173
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Relations Between Teachers’ Epistemological Beliefs and Teaching Practice in Serbia
Autorzy:
Milutinović, Jovana J.
Anđelković, Aleksandra K.
Powiązania:
https://bibliotekanauki.pl/articles/1969299.pdf
Data publikacji:
2018-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
constructivism
teachers’ epistemological beliefs
teachers’ professional development
teaching practice
Opis:
Theoretical framework within which this paper is set is the conception of teachers’ epistemological beliefs. The author’s attention is focused on the classification of teachers’ beliefs in the realistic, contextual and relativistic approach. The question that permeates this study is whether the teacher’s beliefs are consistent with their work in practice. A questionnaire was made for the purpose of the research and the sample encompasses 420 teachers in Serbia. Results show that the subjects mostly estimate that they belong to a constructivist profile. However, their answers indicate that their acting is different from their self-assessment. Research findings imply a need for an awakening of teachers with regards to personal epistemologies.
Źródło:
The New Educational Review; 2018, 53; 239-249
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teachers and Success – Psychological Characteristics and Perceived Success Sources
Autorzy:
Karwowski, Maciej
Lebuda, Izabela
Powiązania:
https://bibliotekanauki.pl/articles/31342746.pdf
Data publikacji:
2007-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
teachers
success
dimension of success
successful teachers
social stratification
Opis:
In this article three separate, but connected studies are presented. The first and second studies conducted on two large samples of teachers (N=610&N=200) were realized to find an answer to the question about relationship of some personality characteristics (study 1.) or creative attitude (study 2.) and feeling of being a man/ woman of success in teachers’ case. The results showed statistically significant correlations between achieved success (in self-assessment) and such personality traits as: extraversion, conscientiousness and agreeableness (all relations are positive) and a negative correlation with neuroticism. In the second study significant differences in nonconformity, algorithmic behaviour and heuristic behaviour were found between teachers who think about themselves as people of success and those who did not achieve success. Successful teachers (in their own eyes) were more conformist and intellectually rigid (higher algorithmic and lower heuristic behaviour levels) than those who did not achieve success. The third study deals with the problem of teachers’ success source definitions and elements which could help to achieve success. The analysis of the data conducted in the Polish General Social Survey between 1992 and 2002 shows that teachers, similarly to the rest of society, see success sources mainly in individual abilities and activity (ambition, hard work), but one can see an interesting phenomenon of a growing number of factors which could be associated with social stratification – mainly family income and parents’ education level.
Źródło:
The New Educational Review; 2007, 11; 177-194
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Predictors and forms of intervention in peer bullying: pre-service teachers vs. teachers
Autorzy:
Pečjak, Sonja
Pirc, Tina
Powiązania:
https://bibliotekanauki.pl/articles/2012464.pdf
Data publikacji:
2015-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
peer bullying
types of bullying
pre-service teachers
teachers
intervention
Opis:
Research shows that teachers’ perceptions of peer bullying (PB) are an important predictor of their intervention. Therefore, the aims of the study were to find out i) how serious pre-service teachers and teachers find different types of PB, ii) how empathic to the victims and willing to intervene they are, iii) what predicts interventions in both groups and iv) what forms of intervention pre-service teachers and teachers would use regarding victims and perpetrators. Results suggest that teachers perceive all types of PB as more severe than pre-service teachers and are more willing to intervene earlier, but pre-service teachers show more empathy for the victims. The strongest predictor of intervention in both groups is beliefs about the severity of bullying, but their forms of intervention differ significantly. Implications of the study findings are also discussed.
Źródło:
The New Educational Review; 2015, 39; 264-276
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Myths about Gifted Learners from the Perspective of Teachers
Autorzy:
Portešová, Šárka
Budíková, Marie
Juhová, Dana
Powiązania:
https://bibliotekanauki.pl/articles/2031766.pdf
Data publikacji:
2014-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
myths
intellectually gifted
teachers
Opis:
The aim of the presented paper was to find out whether Czech and Slovak teachers are affected by myths about the gifted. We selected myths concerning the nature of giftedness, its identification, social and emotional characteristics of the gifted, and their education. The myths were examined in regard to determinants regarding educators. Data from 434 teachers (350 women) were collected by a foreign questionnaire. The results showed that these educators tend to hold myths about overachievement of the gifted without special care, simultaneity of giftand creativity, and the correlation of giftedness with social and emotional problems. The group with a higher risk to be susceptible to certain myths are teachers over 40 years of age, with experience longer than 10 years, teaching in villages and having no contact with giftedness. Thus, we recommend focusing especially on further training of these high-risk groups of teachers in order to rebut their misconceptions about the gifted. The research was supported by the research grant of the Grant Agency of the Czech Republic registered under number P407/11/1272.
Źródło:
The New Educational Review; 2014, 37; 229-242
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Sense of Didactic Self-efficacy in Mathematics Teachers with Various Personal Theories Regarding Gender Differences and Mathematical Giftedness
Autorzy:
Rubacha, Krzysztof
Sirotova, Mariana
Powiązania:
https://bibliotekanauki.pl/articles/1969296.pdf
Data publikacji:
2018-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
didactic self-efficacy
mathematics teachers
teachers’ personal theories
gender differences
mathematical giftedness
Opis:
The paper presents a quasi-experimental study clarifying the variability of maths teachers’ sense of self-efficacy based on their personal theories regarding differences in mathematical giftedness between girls and boys. Didactic self-efficacy is understood as a judgment of the possibility of teaching all learners. A ‘personal theory’ is understood as a verbalized group of judgments regarding the source of mathematical giftedness among girls and boys. The two variables, i.e. ‘personal theories’ and ‘biological sex’, were introduced in a two-factor NOVA model. A strong main effect for ‘personal theories’ was noted, while there was no statistically significant effect for biological sex. The result shows that gender stereotypes can weaken teachers’ sense of didactic self-efficacy, and consequently block pupils’ opportunity for development.
Źródło:
The New Educational Review; 2018, 53; 261-270
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
I Can See Positive Aspects of Online Education. Educators’ Well-Being and Challenges Faced During the COVID-19 Pandemic
Autorzy:
Skura, Monika
Steinhagen, Anna
Powiązania:
https://bibliotekanauki.pl/articles/2057084.pdf
Data publikacji:
2022-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
COVID-19
lockdown
teachers’ stress
teachers’ mental well-being
school specialists
specialist counsellor
Opis:
The emergence and rapid spread of SARS-CoV-2 caused uncertainty about our health, jobs, and the education system. For teachers, changes in workplaces and the breakdown of interpersonal relationships during the pandemic caused even greater stress levels in what is already known to be a stressful job. We wanted to find out if a positive or negative attitude towards online work influenced levels of stress and mental well-being, perceived difficulties at work, subjective evaluation of received support, and effectiveness of remote work during the first wave of SARS-CoV-2 in Poland. Data was collected using a questionnaire, the PSS 10 scale and another scale based on GHQ12 and GH30. Nearly one-third of the respondents indicated positive aspects of online education. Those who could see the positive aspects of online education showed themselves better adapted to the new form of working and had higher results in all four scales that we researched. They handled online tools, used synchronous methods, conducted educational activities more often, and felt competent during online work. Supporting the effectiveness of educators by improving the competencies that they need for this new form of working is vital with regard to the changes within the school institution.
Źródło:
The New Educational Review; 2022, 68; 235-244
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Sense of Didactic and General Self-efficacy in Literature Teachers in Poland and Slovakia
Autorzy:
Rubacha, Krzysztof
Siritova, Marina
Powiązania:
https://bibliotekanauki.pl/articles/1967759.pdf
Data publikacji:
2019-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
teachers’ sense of efficacy
literature teachers in Poland and Slovakia
socio-cognitive theory
Opis:
This paper discusses the results of a study of the sense of efficacy in literature teachers working in Poland and Slovakia. The findings presented in this paper show no difference registered in both types of the sense of efficacy when comparing teachers from each of the countries examined. The second result obtained amounted to a statistically significant difference between the general sense of efficacy on the one hand and the didactic sense of efficacy on the other. The mean for the sense of didactic efficacy is higher than for the general sense of efficacy. The results are subsequently referred to A. Bandura’s analyses within the framework of a socio-cognitive theory.
Źródło:
The New Educational Review; 2019, 55; 256-262
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
“My Most Creative Student Is …” Validity of Teachers’ Nominations of Students’ Creativity
Autorzy:
Karwowski, Maciej
Powiązania:
https://bibliotekanauki.pl/articles/29520376.pdf
Data publikacji:
2007-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
Creativity
teachers’ nominations
creativity measurement
Opis:
The article discusses the problem of the validity of teachers’ nominations of students’ creativity. Teachers from higher and lower ranked Polish high schools evaluated student creativity using 7-point Likert scale. Additionally, students’ school results and behavioural grades were assessed. Every student completed Urban and Jellen TCT-DP and Popek Questionnaire of Creative Behaviour CANH assessed level of creative and uncreative attitudes. A correlation analysis as well as regression showed that the main predictor of the nomination of a student as creative is a school grade, students with higher academic achievements were perceived as more creative than students without such achievements. Creative abilities measured by TCT-DP or creative attitudes were only marginally important for teachers’ nominations and just in one of two schools. Implications of the results are discussed.
Źródło:
The New Educational Review; 2007, 12; 29-39
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Primary School Teachers’ Professional Performance in the Czech Republic, Bulgaria and Poland. Comparative Analysis
Autorzy:
Pituła, Beata
A. Sacher, Wiesława
Powiązania:
https://bibliotekanauki.pl/articles/2028720.pdf
Data publikacji:
2014-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
teachers
teachers’ professional performance
comparative study in the Czech Republic
Poland and Bulgaria
Opis:
The paper discusses research referring to a primary school teachers’ professional performance diagnosis in the Czech Republic, Poland and Bulgaria. The comparison of the research findings indicates similarities and differences which emerged due to the research between different groups of teachers from the three countries with an attempt to justify the results.
Źródło:
The New Educational Review; 2014, 35; 215-224
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Kultura szkoły jako moderator relacji między stresorami w pracy a zaangażowaniem w pracę nauczycieli
Autorzy:
Karwowski, Maciej
Strutyńska, Elżbieta
Powiązania:
https://bibliotekanauki.pl/articles/1985101.pdf
Data publikacji:
2018-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
teachers’ stress
engagement
school culture
Opis:
Is school culture able to reduce the negative influence of work stressors present in teacher’s work? The goal of the study presented in this paper was to test a hypothetical mechanism, according to which school’s culture moderates the links between stressors and teachers’ job engagement. Relying on job demandsresources theoretical model, in the investigation conducted on a large (N=449) sample of teachers we found that although indeed the exposition to stress in an everyday teachers’ work is negatively related to teachers’ engagement, school culture serves as a buffer that moderates the relationship between stress and engagement. Among the teachers who perceived their school culture as supportive, stress did not reduce their engagement, while this effect was find in less supportive schools.
Źródło:
Kultura i Edukacja; 2018, 1(119); 135-157
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Development of a Teacher Grit Scale (TGS): Predicting the Performance of Educators in the Philippines
Autorzy:
Baraquia, Lee G.
Powiązania:
https://bibliotekanauki.pl/articles/1963536.pdf
Data publikacji:
2020-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
factor analysis
performance
teachers’ grit
Opis:
The study aims to develop and validate a Teacher Grit Scale and determine its predictive validity for performance. This quantitative research utilized exploratory, confirmatory, and regression analyses based on data from 1425 teachers of the Department of Education, Philippines. Exploratory factor analysis established the factorial validity of a 2-factor structure as compared to 3-factor and 4-factor models. Confirmatory factor analyses from Region IX and Region X of the Department of Education reveal strong cross-validation between the 2-factor models and the data using goodness-of-fit indices. These outcomes show that the factors describing grit are: (1) Perseverance in Teaching and (2) Passion and Purpose in Teaching. Grit relates significantly to teacher performance. However, only the first dimension of grit - perseverance in teaching, established predictive validity with performance.
Źródło:
The New Educational Review; 2020, 60; 165-177
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 180

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