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.

The emerging dichotomy between control and support/monitoring, which takes place when the performance of inspection at schools is at stake, was crucial to the definition of our goal: knowing the perceptions of teachers and inspectors regarding the relationship between them and the impact of this relation in the collaborative work that they must undertake in the context of the monitoring programmes. The methodological option, of a qualitative nature, comprised a case study involving five school clusters. We used questionnaires and semi-structured interviews as data collection instruments. Data were analysed through content analysis and descriptive statistical analysis. In total, the study involved 130 participants, including teachers and inspectors. The research results show the contradictory nature of the multiple activities under the responsibility of this inspection body, which means that inspectors are not always well received by teachers, even if the activities have a different nature from the evaluation and control ones.

Circumstances related to the COVID-19 pandemic resulted in many challenges for all entities constituting the education system in Poland. The article aims to present the specific character of managing education and the teaching team in this demanding unusual reality. Contemporary principals and managers of various levels of education, often burdened with a multitude and diversity of tasks and requirements imposed on their role and the organisation of work of the managed entity, regardless of the circumstances of management, require and expect adequate support. The article reviews current empirical research on the problem of the functioning of schools in the pandemic, including such aspects as the situation of teachers, principals, students and their parents. The results are set within the practical, day-to-day management of education, focusing on the implementation of statutory tasks and the circumstances of cooperation between the principal and the staff team (e.g., concerning communication, fulfilment of needs, conflict resolution). Reference has also been made to own empirical research dedicated to managerial talent in education and the specific character of conflict management in an educational institution.

Poland has been becoming a migrant country over the past years, experiencing recently increased visibility of migrant children at schools. At the same time, the issue of their support and integration remains on the margin of educational policy and depends on the activity of local authorities and, above all, of school head-teachers and teachers. Drawing on the qualitative study carried out in 2020 within the project CHILD-UP Children Hybrid Integration: Learning Dialogue as a way of Upgrading Policies of Participation (Horizon 2020) in schools in Kraków and South-East Poland (where one of the centres for foreigners is located), this article comprises a discussion on the extent to which Polish schools are ready to accept migrant (including refugee) children, to enhance their agency and support integration processes. Therefore, it raises a question whether schools are able to effectively support migrant children linguistically as well as help them enter into peer groups in the course of their educational activities.

This paper aims to shed some light on the correlation between teacher stress, on the one hand, and motivation of teachers and students, on the other hand – observed in an EFL environment. The data sample comprising responses given by EFL teachers and students from the primary education cycle was collected via the teacher stress measurement scale and motivation for learning scale, applied for teachers and students, respectively. Apart from the basic descriptive statistics used to describe the relationship between the variables, the paper’s methodology is also characterised by applying the Pearson correlation coefficient. The results led to interesting conclusions; while, as expected, workload directly affects stress levels of teachers, who, following the results, are highly motivated to work with teenagers, contrary to what could be believed, teacher motivation is not directly related to student motivation, what could be further analysed in the future studies.

Social Aspect of Work Protection Training for Future Teachers

Attention is drawn to the unsatisfactory state of health of Ukrainians against the background of low demographics, unfavorable socio-economic situation, pandemic of coronavirus COVID-19 and the consequences of hostilities. It is noted that this threatens the future of the Ukrainian nation. The urgency of the problem of poor health and high levels of injuries in general secondary education is emphasized. It is claimed that there is a relationship between the health of teachers and the health of students in general secondary education. Data on the unsatisfactory state of health of Ukrainian teachers are given. Based on the analysis of recent research and publications on this issue, it is concluded that modern teachers are not ready to create safe and healthy conditions during the educational process, that is their incompetence in the field of labor protection, based on misunderstanding of its social significance. It calls for integration into the European community, where the occupational safety training of future specialists is a priority, and the level of labor protection is identified with the level of development of the state. Based on the theoretical and methodological analysis of the research problem, it is noted that, despite the presence of certain developments, the social context of occupational training of future teachers is insufficiently covered. It is emphasized that the direct reflection of social demands and challenges are legislative documents. It was found that the need to strengthen measures to preserve the health of minors is stated in the leading documents of the international, national and sectoral levels. It is argued that social challenges and demands are reflected in scientific publications. It has been studied that leading scientists have an important role of general secondary education institution in creating a safe and healthy environment and the need for appropriate training of future teachers. It was found that, despite the provisions of leading documents and the beliefs of scientists, in practice, the loss of health by students of general secondary education is characterized by a tendency to deteriorate. This has prolonged catastrophic consequences, as applicants for general secondary education move into the category of workers in 1015 years. And workers are practically the only category of the population that fills the state budget, while other categories require public spending. Loss of health at the stage of general secondary education will inevitably have a negative impact on the further health and efficiency of workers. Accordingly, the state will suffer economic losses related to the payment of sick leaves, loss of working time, interruptions in production activities, medical expenses, etc. The conclusion is made about the importance and strategic nature of occupational training of future teachers in the context of ensuring sustainable development of society.

Preparation of Teachers of General Secondary Education Institution for the Formation of Readiness for Responsible Parenthood Among High School Students

The article highlights the essence, structural components, as well as pedagogical conditions for the formation of readiness for responsible parenthood among high school students of general secondary education institutions. The readiness of high school students for responsible parenthood is considered as a psychological phenomenon that covers an integral set of certain characteristics inherent in high school students as future parents in accordance with the norms, standards, requirements generally accepted in society, which ensure in the future the ability to consciously plan future married life and the birth of children, as well as a conscious manifestation of responsibility for the child and the effective performance of marital and parental roles. Structural components of this concept are knowledge about parental roles, their functions, responsibilities, ways of interaction between young spouses and with the future child; the presence of empathic ability, a positive attitude to future family’s new responsibilities, the desire to consciously and responsibly identify marital and parental feelings; the presence of elementary everyday skills necessary for future married life, and so on. Special attention is paid to highlighting the ways of preparing teachers of general secondary education institutions for the formation of readiness for responsible parenthood among high school students as one of the pedagogical conditions that can ensure that high school students reach the necessary level of formation of the outlined phenomenon. One of the key elements of achieving a high level of education of schoolchildren, in particular the formation of readiness for responsible parenthood among high school students, is a positive image of a teacher, which determines the desire of high school students to master family values and the effectiveness of this process. The success of a teacher’s work largely depends on qualities of a «teacher of the future», who sees each child as an independent person who is constantly changing, developing, has the right to self-affirmation, and so on. In order to provide classroom teachers, school psychologists and social workers with the necessary competencies in the theory and methodology of forming the outlined phenomenon in high school students, a program of pedagogical support for teachers was developed. Main stages of working with teachers of general secondary education institutions are considered, namely: organizational and analytical, informational, practical, evaluative and effective. As a part of the implementation of the program, various forms of work with teachers and the use of innovative methods of teaching adults are provided. The most appropriate, in educational terms, means of working with teachers were reflexive and emotionally rich forms and methods. For this purpose various technologies of communication with teachers for practical solutions to the problems of forming the readiness of high school students for responsible parenthood were used, the use of such technologies in working with students and parents was recommended.

The paper aimed to analyse the level of depression, anxiety and stress of female teachers and determine its association with the subjects’ psychosocial, sociodemographic, and lifestyle characteristics. A survey based on Depression Anxiety Stress Scale and International Physical Activity Questionnaire was carried out. Among teachers, 27.3% reported moderate or higher overall levels of negative emotional symptoms. Teachers with low physical activity level (PAL) were likelier to report higher levels of depression, anxiety, and stress than those with moderate or high PAL. The study indicates the importance of PA interventions for maintaining mental health in this group.

Introduction. The article concerns research conducted among teachers and principals of primary schools in Poland and the Czech Republic as part of a project co-financed by the European Regional Development Fund and the State budget, We Cross the Borders. The Key Competencies in Teaching and Education project was implemented under the recruitment of the Praděd Microprojects Fund, Priority axis number: 11.4, priority axis name: Cooperation of institutions and communities. Aim. The theoretical and cognitive aim of the research was to diagnose the competencies of teachers and principals in critical thinking. The practical-implementation objective of the research was to develop practical recommendations that may be included in the education programs of future teachers and principals. Methods. The research used the method of a diagnostic survey and the questionnaire technique. Data analysis was performed with the use of STATISTICA software. Results. The research results showed differences between the behaviour of teachers and principals in such matters as contact with parents, following the headmaster’s instructions, using innovative teaching methods and self-confidence in everyday work-related situations. The results show statistically significant differences in their declarations of behaviour in a particular situation. From the research, it can be concluded that principals are more interested than teachers in solving any difficult situation to resolve the conflict rather than focusing primarily on the consequences of the situation.

The aim of this study was to analyze the quality of life (QOL) of 142 primary school teachers and 145 firemen-rescuers. To determine QOL we used a WHOQOL-BREFF questionnaire. Teachers’ QOL was significantly lower in all four domains when compared with firefighters’ QOL; however, it did not differ statistically from the Czech population norms. Significantly lower compared to the norm was only teachers’ satisfaction with their health. Our results showed a significant influence of profession, age and gender on QOL. The influence of subjectively perceived mental stress as a factor reducing the QOL was manifested only in teachers. The explanation for this difference in QOL could be predicting better physical and mental health of firefighters.

Motivation of professional achievements of early childhood education teachers and their self-esteem

The education of the youngest students requires from teachers not only professional competences but also specific personality traits and motivation that goes beyond common standards, which is a striving to compete with the standards of excellence and adequate self-assessment in terms of their ability to act effectively. Taking into account the importance of this issue, the aim of the undertaken research was to determine the relationship between the motivation of professional achievements of early childhood education teachers and their self-esteem, and to verify the working hypothesis assuming a significant relationship between these variables. The obtained results confirmed the adopted hypothetical assumptions, providing interesting conclusions.

Therapeutic uses of music and anxiety level in teachers in times of pandemic – pilot study

During the COVID-19 pandemic, there has been an increase in anxiety and distress in many populations. They particularly affected selected professional groups, e.g. teachers. Among the strategies for coping with anxiety and stress, interventions using music as a tool to reduce tension are showing promising results. For the purpose of this study, a therapeutic intervention protocol using various music-based activities was constructed. A pilot study was carried out to initially assess the effectiveness of the intervention, and – on the other hand – to check the feasibility of the proposed experiment in terms of methodology and practice. The study involved 13 participants (n = 13); a mixed study design with a triple-repeated measures was used (the GAD-7 Generalized Anxiety Questionnaire). The results were interpreted both in an individualized and experimental perspective, with a statistical analysis (ANOVA, Student’s t-test). They suggest that the original musical intervention contributed to the reduction of the level of anxiety in the time course. Due to the size of the sample and the pilot design of the study, the results should be treated with caution.

The authors present the results of empirical research that tested a hypothesis concerning the relationship between ethical orientations and teachers’ educational strategies. The study was planned as a quantitative strategy as theoretical-verified, in a quasi-experimental scheme with random sampling. Data was gathered with the help of tests, and the hypotheses were verified using two-way ANOVA.

Aim: Examine the consequences of the COVID-19 pandemic on the well-being of teachers (TW) and teacher students (TSW). Method: Nominal Group Technique (NGT) applied in a group of teachers (TG) (n = 23, 100% women, mean age 31.4) and teacher students (TSG) (n = 18, 83.3% women, mean age 21.6). Results: 27 consequences on TW and 21 consequences on TSW found. The highest consensus of 65.2% in the severity of negative consequences on TW was found in the subjective dimension (fear for loved ones) and 56.2% in the severity of positive consequences on TW in the social dimension (spending time with family). The highest consensus of 83.3% in the severity of negative consequences on TSW was found in the social dimension (social isolation). Conclusion: Results of the study contribute to creating interventions to support TW and TSW based on research data.

Education of children with disabilities across the globe has been gradually evolving from segregation towards inclusion. The systems in Poland and India have also been following this path, yet due to their own unique historical, cultural, and social contexts, these countries have adopted rather dissimilar approaches to the process of inclusion. What is presented in this report are the results of the study, which aimed to explore both the attitudes of Polish and Indian teachers towards inclusive education of students with special educational needs resulting from mild to moderate disabilities and the significance of selected factors for their differentiation. Polish teachers generally declared more positive attitudes than Indian teachers. Two variables in Indian teachers (the location of the school where the respondents worked and personal contacts with people with disabilities) and one variable in Polish teachers (seniority) turned out to be important in differentiating their attitudes towards inclusion. Implication for practice and further research are discussed.

The article presents the results of the content analysis of the selected examples of teacher press. The research focuses on the phenomenon of the Women’s Strike, engaging young people at an unprecedented scale in recent Polish history and significantly influencing the youth’s worldview. The research methodology, derived from Protest Event Analysis, applied quantitative and qualitative content analysis and the methods used in ecolinguistics to analyse discursive absences, defined in the form of voids, traces, and masks. The research sample comprised four titles of teacher press with issues published during and after the Women’s Strike. The analysis showed the meaningful absence of the issue of the Women’s Strike, with only some cases of presence, traces and masks, all showing an underrepresentation of the topic in the research sample. Moreover, the press research revealed significant differences between Catholic press and ideologically neutral magazines in quantitative and qualitative dimensions.

Teaching refugee students in inclusive classrooms is challenging for Polish teachers as the number of these students in schools has dramatically increased. This research aimed to explore Polish teachers’ experiences with adapting their teaching process for these students. An Interpretive Phenomenological Analysis was used, and 30 teachers participated in six focus group interviews. Two themes were identified in the analysis: 1) collaboration with others, 2) essential elements of direct work with students: communication; didactic aids; teaching methods; learning content; and learning objectives. Several recommendations for teaching practice are made.

The presented study aims to compare occupational stress of 50 teachers and 56 firefighters. Both these groups are laden with high exposure to work–related stress. For assessing the occupational load the Meister questionnaire was used. We found that teachers percieved their occupational stress worse than firefighters and reached the 2nd degree of load. They complained mostly about the factor of overload and factors of the stress reactions – fatigue, mental overload and unacceptability to perform pedagogical work in the same intensity for a long time. Firefighters achieved better results (1st degree of load), even better than the population norm. An explanation may be found in the fact that firefighters represent a selected population of emotionally, psychically and physically resistant individuals.

In our article we will try to answer the following questions: how do the teachers in the pedagogical centres and the primary schools cope with the negative emotions? What kind of techniques and strategies do the teachers use to manage their emotions in difficult situations? The theoretical background constitutes Arlie Hochschild’s theory and conception of Theodore D. Kemper. We consider whether teachers’ demonstration of emotions during their work (teaching process) is a method to achieve a fixed goal or rather a random behavior and whether an emotional expression is some instrumental operation or an accidental one? Can emotional work be considered by teachers? Do people who embody in the teacher’s role simultaneously accept the rules of behavior, including emotional behavior? Finally, whether the emotions revealed in the teachers’ work are the result of possessed power and status? As the result of conducted research, teachers employed in educational institutions revealed negative emotions more rarely towards educational reforms than the teachers working in the public schools. The basis of this regularity stems from the fact that employed staff fulfill firstly the pedagogical and later educational function in the Reformatory and Youth Detention Centres. In public institutions such as primary schools the situation is opposite. Generally, we conclude that the longer the occupational experience of the teacher, the better strategy to deal with negative emotions. Young teachers used to rely on their older colleagues experience and reflections or use a trial-and-error-method to cope with the negative emotions at work.

The paper contains a report on the empirical inquiry which reveals how teachers and future teachers regard the educational transformations in Poland resulting from the implemented reform and what implications this may have in the field of education. In the context of attitudes towards the implementation of reforms in the education system, the author has raised a basic question of fundamental importance, whether teachers' professional preparation and degree of reflection, their attitude towards the reality of the situation and the motivation they show allow them to safely observe the course of events in the contemporary educational process. The author presents such issues and he outlines a fundamental question: how do teachers perceive their own professional role and can they identify at all the tasks they should fulfill within the changing social, political and economic reality? The text also contains a reference to a peculiar educational myth, according to which the educational reforms were somehow forced on Poland by the European Union. The author presents the attitude towards the education reforms being introduced, as observed from the perspective of the professional environment, which fundamentally polarises teaching circles. He concludes that - still for some time - the emotions accompanying these transformations will be the greater, the more changes are noted by teachers in the current state of educational materials.