scholarly journals HILL MARI PRONUNCIATION NORMS AS AN IMPORTANT ASPECT FOR PRIMARY AND SECONDARY SCHOOL TEACHERS

2022 ◽  
Author(s):  
Nadezhda M. Krasnova ◽  
Tatiana V. Yantsukova
2021 ◽  
pp. 003329412110091
Author(s):  
Aikaterini Gkolia ◽  
Nikolaos Tsigilis ◽  
Maria Evangelou ◽  
Athanasios Koustelios

The purpose of this study was to investigate the applicability of the Principal Leadership Questionnaire (PLQ) to Greek educational context and to present the most important aspects describing educational leadership in a centralized educational context. It was sought to examine; a) the factorial structure of PLQ b) its invariance across teachers’ levels of education and c) its concurrent validity. Data were collected from 730 Greek primary and secondary school teachers of 77 schools. Teachers were asked to fill in the PLQ and Teacher’s Satisfaction Inventory (TSI). A bi-factor model was selected as the most tenable among five completive PLQ structures to describe teachers’ responses. Moreover, PLQ was found to be invariant across primary and secondary school teachers. Multiple-group analysis results indicate that primary, compared to secondary school teachers, reported more often that their principals behave as a transformational leader. On the contrary, secondary school teachers’ perceptions revealed that their principal implemented practices related to factor “intellectual; stimulation” more often than primary school teachers. Structural equation modeling showed that the general factor of the PLQ significantly and substantially predicted the “principal” facet of teachers’ job satisfaction, providing evidence of concurrent validity of the Greek version of the PLQ. Implications and suggestions for future research and policy are discussed.


Author(s):  
Olga Granichina ◽  
Svetlana Surikova

The article discusses the possibilities, problems and prospects of using distance learning in the process of training primary and secondary school teachers. The presented results are based on a survey of students and undergraduates of one of the largest pedagogical universities in Russia. The identified problems that was based on data processing, are presented in an ordered form. The authors suggest possible solutions to problems based on many years of experience in using distance learning technologies in training of future teachers.


2020 ◽  
Vol 69 (2) ◽  
pp. 151-170
Author(s):  
Luna Radević ◽  
Ivona Jerković ◽  
Ilija Milovanović

Implicit theories of intelligence are individual beliefs about the nature of intelligence, which are used on a daily basis as part of self-assessment and assessment of others, and are a significant factor shaping attitudes and behaviors. Research to date suggests that teachers can influence their students' beliefs about intelligence, which in turn affect motivation and achievement. According to Dweck's model, implicit theories of intelligence are a bipolar construct, with two theories at its extremes - the entity theory, which stresses the immutability of intelligence, and the incremental theory, which holds that intelligence can be improved through training and learning. Recent research, however, indicates that these two theories represent distinct, uncorrelated dimensions. The aim of this study was to carry out a psychometric evaluation of the Implicit Theories of Intelligence Scale (ITIS) and the Mathematics-Oriented Implicit Theory of Intelligence Scale (MOITIS). 228 primary and secondary school teachers in Serbia (87.7% female; average age 42.79 years) took part in the study. The results of factor analysis suggest the existence of two factors on both scales: incremental theory and entity theory. Further analysis showed that both factors of the ITIS and MOITIS scales have satisfactory psychometric properties. Significant differences were detected between primary and secondary school teachers on the ITIS scale. More specifically, among teachers of science subjects, mathematics and medical subjects the attitude that intelligence is a fixed trait is more pronounced than among teachers of the arts, humanities and social sciences.


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