scholarly journals Features of Professional Health of a Teacher at Different Stages of Professional Development

2018 ◽  
Author(s):  
A Pecherkina ◽  
R Muslumov
Keyword(s):  
Professional Development ◽  
Work Experience ◽  
Emotional States ◽  
School Teachers ◽  
Self Assessment ◽  
Development Level ◽  
Emotional Component ◽  
Professional Health ◽  
High Level ◽  
Very High

The article presents the results of a study of the professional health of a teacher at different stages of professional development. 270 school teachers participated in the study. The research methods were selected in accordance with the defined components of the teacher’s professional health: motivational (questionnaire ”Motivation for success” (T. Ehlers), questionnaire ”Motivation to avoid failures” (T. Ehlers)), emotional(questionnaire «Self-assessment of emotional states» (H. Eysenck), questionnaire «Empathy» (A. Mehrabyan)) and reflective (differential reflexivity test (D.A. Leontiev, Y.N. Osin), method of the diagnostic of the development level of reflexivity (A.V. Karpov)). The sample was divided into groups in accordance with the stages of professional development: 0 to 5 years of work experience in school - the adaptation stage; 6 to 15 years - primary professionalization; 16 to 25 years - secondary professionalization; over 25 years – mastery. It is established that the motivational component of a teacher’s professional health is characterized by a moderately high and average motivation for success and a high and very high level of avoidance of failures. The emotional component of a teacher’s professional health is characterized by a low level of frustration and aggressiveness,a high level of anxiety and an average level of rigidity and effective empathy. The reflective component of a teacher’s professional health is characterized by average indicators of the level of development of reflexivity and systemic reflection, as well as low indicators of introspection and quasi-reflection. As professionaldevelopment occurs, the intensity of the indicators of motivational, emotional and reflective components of a teacher’s professional health changes. It is characterized by increasing motivation for success, increased level of anxiety, increased level of rigidity, development of systemic reflection. Keywords: health, teacher’s professional health, teacher’s professional health structure, motivational component of teacher’s professional health, emotional component of teacher’s professional health, reflective component of teacher’s professional health

scholarly journals Development Level of Brand Management at Banks in Bosnia and Herzegovina

2017 ◽  
Vol 11 (1) ◽  
pp. 66
Author(s):  
Beriz Civic
Keyword(s):  
Bosnia And Herzegovina ◽  
Systematic Approach ◽  
Ad Hoc ◽  
Brand Management ◽  
Management Development ◽  
Management Decisions ◽  
Research Results ◽  
Development Level ◽  
High Level ◽  
Very High

The paper analyzes the development level of the brand management at the banks operating on the market of Bosnia and Herzegovina (BiH). The aim of the research was to establish to what extent certain elements of brand management are present and whether the brand management decisions are made based on the systematic or the ad hoc approach. The research results indicate that five banks in BiH have a very high level of brand management development. Making brand management related decisions for these banks is based on the systematic approach. It has been established that other banks in BiH have a lower level of brand management development and that for most banks in this group the process of making brand management decisions is characterized by the ad hoc approach.

A Critical Assessment of the Sustainability Performance of a Typical Mega City in China - A Case Study of Jinan

2013 ◽  
Vol 734-737 ◽  
pp. 1565-1569
Author(s):  
Ming Xing Sun ◽  
Yu Tao Wang ◽  
Shu Ping Zhang ◽  
Ren Qing Wang
Keyword(s):  
Sustainable Development ◽  
Indicator System ◽  
Pension Insurance ◽  
Analytic Hierarchy ◽  
Development Level ◽  
Jinan City ◽  
High Level ◽  
Hierarchy Process ◽  
Very High

This paper, based on the strong sustainable principles, is derived from Jinan Citys statistics yearbook and statistical bulletin materials. The author constructed the environmental indicator system and socioeconomic indicator system respectively with the help of the analytic hierarchy process (AHP), and calculated Jinan Citys sustainability indices for 2003-2010. The results show that the environmental sustainable development level in Jinan city was average in 2003-2005 and 2007; however, in 2006, 2008-2010 it achieved a high level. The socioeconomic sustainable development level in Jinan City was high in 2003-2007, and was very high in 2008-2010. The results of the analyses suggest that Jinan City should improve its air quality and strengthen its environmental investment. It is also urgent that Jinan improve citizens livelihood, especially for housing and pension insurance projects.

scholarly journals Psychodiagnostic of Emotional States of Secondary School Teachers with Long Work Experience

2015 ◽  
Vol 171 ◽  
pp. 433-437 ◽  
Author(s):  
Nazym Satybaldina ◽  
Ajgul Saipova ◽  
Aliya Karabayeva ◽  
Sveta Berdibayeva ◽  
Anar Mukasheva
Keyword(s):  
Secondary School ◽  
Work Experience ◽  
Secondary School Teachers ◽  
Emotional States ◽  
School Teachers

scholarly journals Barriers to implementation of distance learning during the COVID-19 outbreak: Teacher perspective

2021 ◽  
Vol 53 (1) ◽  
pp. 7-66
Author(s):  
Marija Jovanovic ◽  
Dragana Dimitrijevic
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
High School Teachers ◽  
Work Experience ◽  
Regular Instruction ◽  
School Teachers ◽  
Teacher Perspective ◽  
Barriers To Implementation ◽  
Functional Knowledge

Since the outbreak of the COVID-19 pandemic in early 2020, distance learning has become one of the main educational issues globally. With the transition of all instruction to the online environment, teachers in Serbia have faced a number of challenges and barriers that have affected the quality of their work. In this paper, we wanted to analyse the barriers that teachers faced during the first months of distance learning. The research was conducted combining quantitative and qualitative analysis of data collected on a sample of 122 high school teachers from the Southeast Serbia (Nis, Leskovac). The results show that teachers recognise evaluation barriers as the predominant ones, followed by organisational-administrative ones, while the least represented were material-technical barriers to distance learning. The findings also confirm that material and technical barriers are most common among teachers with the longest work experience, as well as that organisational-administrative and socio-emotional barriers are the least common among teachers of vocational subjects. Although the focus of the paper was on the barriers in the implementation of distance learning, it can be concluded that teachers recognise certain benefits of this type of instruction and indicate that it can be used as a supplement to regular instruction. The main pedagogical implications of the paper refer to the empowerment of teachers through professional development in the field of distance learning, but also to the need to create new professional development programmes in this field which will enable the development of functional knowledge and relevant competencies for the immediate situational context of modern instruction.

scholarly journals Analyzing Stress Coping Strategies and Approaches of School Teachers

2019 ◽  
Vol 36 (1) ◽  
Author(s):  
Syed Nasir Hussain ◽  
Asia Zulfqar ◽  
Fakhra Aziz
Keyword(s):  
Coping Strategies ◽  
Stress Coping ◽  
Job Market ◽  
School Teachers ◽  
Public And Private ◽  
Female Teachers ◽  
Stress Coping Strategies ◽  
Manageable Level ◽  
High Level ◽  
Very High

With increasing demands of the job market, occupational stress isbecoming a matter of great concern for both employers and employeesacross the occupations. Individuals try different coping strategies andapproaches to keep this stress at a manageable level. This studyexamined the stress coping strategies and approaches used by the schoolteachers in respect to their perceived level of stress. A self-developedquestionnaire based on COPE inventory was used to conduct this surveybasedexploratory study. A sample of 400 school teachers with diversebackgrounds working in both public and private sectors was randomlyselected from two district of Punjab. Mean, percentage and t-test wereapplied to analyze the data. The study found that 60% of the teachersperceived high or very high level of stress. Female teachers reportedmore stress than male teachers. ‘Turning to religion’, ‘positivereinterpretation’ and ‘planning’ to actively solve the problem are themostly used coping strategies. The majority of respondents usedproblem-oriented and emotion-oriented strategies. Further, it was foundthat as the level of stress increased, teachers tend towards use of problemand emotion-oriented approaches than avoidance and social-supportapproaches.

scholarly journals Media in Schools: Work Experience of Teachers as a Determinant of the Utilization of Media Resources

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Dragana Pavlovic ◽  
Zorica Stanisavljevic Petrovic ◽  
Tatjana Vulic
Keyword(s):  
Professional Development ◽  
School Environment ◽  
Work Experience ◽  
School Teachers ◽  
Frequency Of Use ◽  
Personal Attitudes ◽  
The Media ◽  
Media Work ◽  
Ict Competencies ◽  
Research Show

The use of media, as a precondition for the development and modernisation of a school environment in all its segments is significantly conditioned by the attitudes of teachers, their media competencies and their personal attitudes towards the media resources which can be used for educational purposes. The main aim of the research is to examine the use of media in a school environment depending on teachers´ years of experience. The results of the research show that there are statistically significant differences in the attitudes of teachers towards the type of media, the frequency of use, the ICT competencies of teachers and years of service in education. On the basis of the obtained data we recommend a systemic approach to the problem of a professional development of already employed teachers, especially of those with more years of work experience, and all for the purposes of raising the level of ICT competencies. Keywords: School; Teachers, The media; Work experience

scholarly journals СТРУКТУРА ЕМОЦІЙНОЇ СФЕРИ IT-ФАХІВЦІВ ІЗ ВИСОКИМ РІВНЕМ КОНКУРЕНЦІЇ ЯК СПОСОБУ РЕГУЛЮВАННЯ КОНФЛІКТІВ

2019 ◽  
pp. 56-63
Author(s):  
Г. М. Садіков ◽  
Ю. І. Гулий ◽  
В. А. Бичко ◽  
Т. А. Цешевська
Keyword(s):  
Factor Analysis ◽  
Data Analysis ◽  
Rank Correlation ◽  
Competitive Behavior ◽  
Emotional States ◽  
Self Assessment ◽  
Self Confidence ◽  
Kendall Rank Correlation ◽  
Low Levels ◽  
High Level

The purpose of the research is to determine the features of the structure of emotional sphere of IT-specialists who prefer competition as a way to manage conflicts. Research methods. Testing (psychodiagnostic): test on behavior in situations of conflict by K.Thomas, «Scale of differential emotions» method, A. Wessman and D. Ricks’ method «Self-assessment of emotional states», B.I. Dodonov’s test-questionnaire «Emotional orientation»; mathematical and statistical methods: Kendall rank correlation coefficient, empirical data analysis using Mann-Whitney U-test and factor analysis. Description of the sample. The study involved 111 IT-specialists (53 women and 58 men aged 22 to 37 with average age - 29 years old), who were separated into two groups of 30 people, based on the results of determining the level of competitive behavior in a conflict (K. Thomas test): with high and low levels of competitive behavior in a conflict situation.Conclusions. IT-specialists with a high level of competition are prone to the manifestation of communicative emotions, which gives them the opportunity to draw the attention of others. They are also focused on their own interests and feelings and have an expressed need for self-affirmation. These specialists are more inclined to express anger and disgust because of the desire to achieve the goal. At the same time, their competitiveness is opposed to shame, and in case of failure they are ready to compromise and abandon some of the previously submitted claims.It should be noted as well that the combination of praxical feelings, anger, aversion reinforces the need of these IT specialists to compete, and self-confidence affects the expression of gloric and communicative feelings and is opposed to adaptation.

scholarly journals The Role of The Emotional Component in The Structure of Adolescents' Independence as a Condition of Their Personal Growth

2021 ◽  
Vol 10 (3) ◽  
pp. 37-46
Author(s):  
Daria Polishchuk
Keyword(s):  
Personal Growth ◽  
Personal Development ◽  
Self Esteem ◽  
Negative Consequences ◽  
Protective Mechanisms ◽  
Sharp Drop ◽  
Emotional Component ◽  
High Level ◽  
Very High

The article presents material on the importance of independence as a condition for personal growth of adolescents. Latest research on the development of adolescents’ independence are analyzed. The development of the emotional component in the structure of adolescents' independence, which is characterized by such criteria as self-esteem and anxiety, is considered. The prevalence of low self-esteem in girls has been established, which can lead to dependence on other people's opinions, self-doubt, depression and apathy. The boys have a predominance of a very high level of self-esteem, which can have negative consequences in the form of refusal to work on their further personal development and problems in relationships with others. A sharp drop in confidence at the end of adolescence was found. It is associated with the irreversibility of awareness of the end of childhood and taking full responsibility for the acts of adolescents. It is also determined that modern adolescents have a low level of anxiety. That means, that they do not feel emotional discomfort, which is associated with the expectation of a threat. But it could also mean that there was the presence of protective mechanisms and reluctance to talk about this topic. The importance of independence development in adolescence is showed.

scholarly journals The assessment of teamwork competencies for students focuses on dimensionality and mixed-method assessment

2021 ◽  
Vol 54 (6) ◽  
pp. 126-140
Author(s):  
Chaiwichit Chianchana ◽  
◽  
Samart Swangjang ◽  
Keyword(s):  
Quantitative Assessment ◽  
Assessment Criteria ◽  
Qualitative Assessment ◽  
Self Assessment ◽  
Internal Structures ◽  
Eigen Value ◽  
Moderate Effect Size ◽  
High Level ◽  
Significant Region ◽  
Very High

The challenges of assessing teamwork competency, which internal structures can be multidimensional and complex. It is necessary to assess of the teamwork competency as unidimensional or multidimensional structures and perform assessments in a variety of ways to ensure accuracy and accuracy from the assessment. The research objectives were to assess the dimension of students’ teamwork competencies and to assess students’ teamwork competencies using mixed methods assessment. Participants were 385 students in advanced professional innovation scholarship undergoing empowerment process for dimensional and quantitative assessment, 10 experts panel for setting cut-off score of assessment criteria, and 40 students for qualitative assessment. Research instrumentations were teamwork competency self-assessment digital form, the setting questionnaire of the cut-off score of assessment criteria for expert judgment, and an interview form for qualitative assessment. Data were analysed by mean, standard deviation, Eigen value, one-way multivariate analysis of variance (one-way MANOVA), thematic analysis. Research results found that: The teamwork competencies were appropriate for multi-dimension assessment, the ratio between the Eigen value of factor 1 toward the Eigen value of factor 2 was equal to 1.078. Quantitative assessment of teamwork competencies, Building a team relationship (BTR) at high to a very high level, participation in a team exchange (PTE) at a high level, adapting and creating a team atmosphere (ACT) at a very high level, and supporting a team (STE) high to a very high level. In addition, the main effect (region) on BTR and STE, the results showed that there were statistically significant region differences with small to moderate effect size, but on PTE and ACT, the results showed that there were no statistically significant region differences. Qualitative assessment of students’ perspective reflects the reasons for the teamwork competencies found that significant of building a team relationship comprised nineteen-theme (Priority three: Make a success of the team, good working friendship, and it's easy to build harmony and grouping with friends) and significant of supporting a team comprised six-theme Priority three: Reduce conflicts, Strengthen teamwork, and Make it work better). The quantitative assessment of teamwork competencies reflects to appropriate for multi-dimension assessment, and the qualitative assessments also support the explanation of teamwork competencies with multidimensional characteristics of students.

scholarly journals SELF ASSESSMENT FOR HIGHER LANGUAGE LEARNERS’ AUTONOMY

2021 ◽  
Vol 6 (2) ◽  
pp. 264-276
Author(s):  
Gita Mutiara Hati ◽  
Wisma Yunita ◽  
Anggun Citra Sari Dewi
Keyword(s):  
Action Research ◽  
Language Learners ◽  
English Education ◽  
Action Observation ◽  
Intensive English ◽  
Self Assessment ◽  
Study Program ◽  
The Subject ◽  
High Level ◽  
Very High

The objective of this research is to describe how the use of self-assessment could improve learners’ autonomy. This study employed an action research design involving freshmen of English Education Study Program University of Bengkulu as the subject of the research. This action research was conducted in the Intensive English Course. The cycle of research consisted of plan, action, observation, and reflection. The cycle consisted of fifteen meetings covering four themes of materials. During the meetings, students were instructed to do self-assessment guided by the instructor after they have finished learning each theme. The indicator of success for this research was at least 25% students were categorized as having Very High level of autonomy, while the rest were at High level of autonomy. To measure the level of learners’ autonomy, a questionnaire was used. The questionnaire covers nine aspects of autonomy with the total fifty items. It was given to the subject at the end of the cycle. From the analyzed data, it was found that after only conducting one cycle of the action research, the indicator of success in this research was achieved. Hence, there was no need to continue it to the second cycle. From the result, 30% of students were categorized as having Very High Learning Autonomy.

Sign in / Sign up

Export Citation Format

Share Document