- Author:
Janusz Stanek
- Institution:
Academy of Physical Culture, Katowice, Poland
- Year of publication:
2005
- Source:
Show
- Pages:
152-170
- DOI Address:
https://doi.org/10.15804/tner.05.7.3.11
- PDF:
tner/200503/tner711.pdf
In his article, the author outlines the values preferred by teachers and those aspiring to the profession. The presented data point to a very broad convergence between what teachers and students indicated with regard to their attitude towards values. Although one can observe certain, rather subtle, differences (related to, among others, the socio-demographic characteristics of those surveyed), they are of secondary importance and do not cause the axiological bases for the functioning of both groups to differ. What is significant is also the placement of such values as safety, responsibility and children. These values have a static character, connected with necessity and, at the same time, with the need to maintain one’s property. They proved to be slightly more appreciated by teachers than by students. The research shows one essential yet weak correlation: two values, wisdom and honesty, find a slightly wider acknowledgement among teachers than among their future colleagues. The same can be said of the case when the same values are chosen as primary. In this context, referring everything that takes place in the social space to distant, better times seems to be justified. No matter how it was in the real historical dimension, it appears justified to assert that it is undoubtedly better to live in an environment where the majority of those representing a given professional group (especially one as important for the social structure as teachers) recognise the importance of wisdom and honesty.
- Author:
Renata Bernátová
- E-mail:
renata.bernatova@unipo.sk
- Institution:
Uniwersytet Preszowski
- ORCID:
https://orcid.org/0000-0003-3902-204X
- Author:
Tetyana Nesterenko
- E-mail:
tetyana.nestorenko@gmail.com
- Institution:
Państwowy Uniwersytet Pedagogiczny w Berdiańsku
- ORCID:
https://orcid.org/0000-0001-8294-6235
- Author:
Sławomir Śliwa
- E-mail:
s.sliwa@g.wszia.opole.pl
- Institution:
Akademia Nauk Stosowanych – Wyższa Szkoła Zarządzania i Administracji w Opolu
- ORCID:
https://orcid.org/0000-0003-0465-0644
- Year of publication:
2023
- Source:
Show
- Pages:
45-51
- DOI Address:
https://doi.org/10.15804/ve.2023.01.05
- PDF:
ve/5/ve505.pdf
Preventive Competence of Students of Pedagogy in the Light of Scientific Research
The article deals with issues related to preventive competences. In the introduction, an attempt was made to define preventive competences, and then the methodological assumptions of the tests, The theoretical and cognitive goal of the presented research was to diagnose the preventive competences of teaching faculty students in Poland, Slovakia and Ukraine. The practical and implementation goal was to develop practical recommendations for educating preventive teachers in Poland, Slovakia and Ukraine. The main problem for which answers were sought was contained in the question: What are the competences of pedagogy students in teaching faculties? Specific problems: 1. What knowledge do students have about preventive measures? 2. What skills in preventive interventions do students have? 3. What experience do students have in the field of preventive measures? The research used the diagnostic survey method. The Preventive Competence Questionnaire (PCQ) was used, prepared by Sławomir Śliwa. Data analysis was developed using the IBM SPSS Statistics 19 statistical program. The research group consisted of 144 students from Poland (students of the Academy of Management and Administration in Opole) and 207 students from Slovakia (students of the University of Prešov in Prešov) and 39 students from Ukraine (students from the State Pedagogical University in Berdyansk). The research results show what level of knowledge and what level of skills in the field of preventive competences future teachers have. The article indicates areas of knowledge and skills that were rated the lowest and the highest. Finally, practical tips on educating future preventive teachers are included.
- Author:
Agnieszka Siemińska-Łosko
- E-mail:
siemag@post.pl
- Institution:
Nicolaus Copernicus University, Toruń
- Year of publication:
2006
- Source:
Show
- Pages:
257-265
- DOI Address:
https://doi.org/10.15804/tner.06.10.3.19
- PDF:
tner/200603/tner1019.pdf
The barriers of using Information Technology by teachers in schools have been classified in the article into technical-communicative, cultural and intellectual. Intellectual barriers were particularly emphasized, pointing to clear defects in teachers’ suitable methodological preparation. The number of causes of rejection by IT teachers as well as teachers of other subjects were presented together with the reasons for rejection of introducing and using IT in school. Analyzing teachers’ views concerning the introduction of IT into the education system, constant establishing of the cultural pattern was indicated. This pattern functions in schools and has roots in memory teaching.
- Author:
Jana Kašpárková
- E-mail:
kasparkova.jana@post.cz
- Institution:
Polacký University in Olomouc, Czech Republic
- Year of publication:
2006
- Source:
Show
- Pages:
285-289
- DOI Address:
https://doi.org/10.15804/tner.06.10.3.21
- PDF:
tner/200603/tner1021.pdf
This paper deals with the problem of school climate and research into it. We introduce results of school climate assessment at grammar school from the viewpoint of students, teachers and parents.
- Author:
Maciej Karwowski
- E-mail:
maciej.karwowski@millwardbrown.com
- Institution:
Academy of Special Education, Warsaw, Poland
- Author:
Izabela Lebuda
- Institution:
Academy of Special Education, Warsaw, Poland
- Year of publication:
2007
- Source:
Show
- Pages:
177-194
- DOI Address:
https://doi.org/10.15804/tner.07.11.1.14
- PDF:
tner/200701/tner1114.pdf
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.
- Author:
Tomasz R. Dębowski
- E-mail:
tomasz.debowski@uwr.edu.pl
- Institution:
Uniwersytet Wrocławski, Polska
- ORCID:
https://orcid.org/0000-0002-9933-8911
- Author:
Michał Lubicz Miszewski
- E-mail:
m.lubiczmiszewski@gmail.com
- Institution:
Akademia Wojsk Lądowych im. Generała Tadeusza Kościuszki, Polska
- ORCID:
https://orcid.org/0000-0002-1426-7422
- Year of publication:
2024
- Source:
Show
- Pages:
115-130
- DOI Address:
https://doi.org/10.15804/kie.2024.02.06
- PDF:
kie/144/kie14406.pdf
Challenges to teachers’ psychological safety in the workplace – pilot studies in the municipality of Strzelin
The study aims to show how teachers’ interactions with students, parents or legal guardians, and colleagues in the workplace affect educators’ sense of psychological safety. To this end, the survey and in-depth interviews were carried out among teachers of public educational institutions in the municipality of Strzelin (in the Lower Silesian Province). A noticeable scarcity of studies on the aggressive acts directed against educators and their consequences was the inspiration to undertake them. Publications on increasing the levels of physical, psychological, sexual, and economic aggression among students are much more common. The obtained research results show that many teachers feel “left behind” in the face of the aggression they experience, expressing the view that they cannot count on help and understanding from either the Ministry of Education and Science or their immediate superiors. Furthermore, the measurements showed that educators need to be more adequately assimilated knowledge of the legal protection to which they are entitled and are also unaware of ministerial initiatives to provide psychological support for teachers. The conducted pilot study argues in favour of the desirability of pursuing subsequent in-depth research addressing the issue of teachers’ psychological safety.
- Author:
Karel Paulík
- E-mail:
karel.paulik@osu.cz
- Institution:
University of Ostrava
- Year of publication:
2012
- Source:
Show
- Pages:
138-149
- DOI Address:
https://doi.org/10.15804/tner.12.30.4.11
- PDF:
tner/201204/tner3011.pdf
This paper focuses on the connection between workload and job satisfaction among teachers. Research and everyday observation show that the teaching profession brings many highly satisfying situations in combination with situations of increased load, whose negative consequences probably have negative effects on job satisfaction. However, in the case of teachers we can observe a relatively high level of job satisfaction despite relatively high levels of subjective load. A possible explanation may lie in the fact that teachers, at least those who voluntarily remain in their profession, probably manage to counterbalance their (either genuine or perceived) excessive workload by means of other factors when evaluating their work in its entirety. These factors include personality traits related to performance dispositions, temperament, the tendency to select suitable coping strategies, or attempts to maintain a healthy lifestyle, plus – as this research shows – various characteristics with a positive effect on stress management (neuropsychological stability, hardiness, sense of coherence, optimism, etc.).
- Author:
Ahmet Aypay
- E-mail:
aypaya@yahoo.com
- Institution:
Eskisehir Osmangazi University, Turkey
- Author:
Ali Taş
- Institution:
Mehmet Akif University, Turkey
- Author:
Adnan Boyaci
- Institution:
Anadolu University, Turkey
- Year of publication:
2012
- Source:
Show
- Pages:
227-238
- DOI Address:
https://doi.org/10.15804/tner.12.29.3.19
- PDF:
tner/201203/tner2919.pdf
The purpose of this paper was to investigate the school climate in elementary schools. The sample included 231 teachers in 17 public elementary schools in Burdur, Turkey. An exploratory factor analysis on the OCDQ revealed eight factors and reliability analysis indicated that the instrument was reliable. The subscales emerged were hindrance, disengagement, esprit, intimacy, aloofness, trust, consideration, production emphasis. A cluster analysis was performed and two main clusters formed. In addition to descriptive statistics, t-tests, ANOVA, and correlation coefficients, and regression analyses were used. A negative relationship between production emphasis and disengagement was found while aloofness and trust positively related to hindrance.
- Author:
Kazi Enamul Hoque
- E-mail:
keh2009@um.edu.my
- Institution:
University of Malaya, Kuala Lumpur, Malaysia
- Author:
Rahmad Sukor Ab. Samad
- Institution:
University of Malaya, Kuala Lumpur, Malaysia
- Author:
Saedah Siraj
- Institution:
University of Malaya, Kuala Lumpur, Malaysia
- Author:
Abdulla Ziyadh
- Institution:
University of Malaya, Kuala Lumpur, Malaysia
- Year of publication:
2012
- Source:
Show
- Pages:
270-282
- DOI Address:
https://doi.org/10.15804/tner.2012.27.1.22
- PDF:
tner/201201/tner2722.pdf
One of the recent remarkable developments in education is the introduction of Information Communication Technology (ICT). The purpose of this research was to study the use of ICT in school management of Maldivian schools. Quantitative and qualitative methods are used in this study with a representative sample of school teachers/ teachers-supervisors and principals selected for the study. The findings of the research demonstrate that even though the facilities and equipment of ICT are available in some Maldivian schools, ICT is not used effectively in educational management of schools, rather they are used to some extent for daily administrative purposes of the school. The findings of the study will benefit the policy makers of developing countries, Ministry of Education, principals, teachers and other schooling education related personalities of the Maldives.
- Author:
Adesoji A. Oni
- E-mail:
aoni@unilag.edu.ng
- Institution:
University of Lagos, Akoka-Yaba, Lagos, Nigeria.
- ORCID:
https://orcid.org/0000-0001-6774-2672
- Author:
Görkem Avcı
- E-mail:
gorkem.avci.35@gmail.com
- Institution:
Bartın University, Turkey
- ORCID:
https://orcid.org/0000-0002-4489-1613
- Year of publication:
2024
- Source:
Show
- Pages:
181-194
- DOI Address:
https://doi.org/10.15804/tner.2024.77.3.14
- PDF:
tner/202403/tner7714.pdf
This study examined knowledge management and teacher job performance in public secondary schools. The study adopted a descriptive survey research design. A multi-stage sampling procedure was used to select 400 respondents for the study. The data obtained through the instrument were analysed using percentage and Pearson Moment Correlation Coefficient statistical tools. The study’s findings showed that knowledge support, knowledge competency, knowledge sharing, knowledge mapping, and knowledge infrastructure are related to teachers’ job performance. The study’s findings recommended that school principals should encourage knowledge sharing by organising strategies for teachers to share knowledge among themselves; promote collaborative teaching and supervise its effectiveness; cultivate a good practice of accurate record keeping as this will enhance organisational knowledge mapping.