scholarly journals El clima social en centros educativos: Percepción del profesorado de Educación Secundaria Obligatoria de la Comunidad de Madrid

2018 ◽  
Vol 37 (1) ◽  
pp. 231-250 ◽  
Author(s):  
Jesús Miguel Rodríguez-Mantilla ◽  
Judit Ruiz-Lázaro
Keyword(s):  
Interpersonal Relationships ◽  
Teaching Experience ◽  
Social Climate ◽  
Years Of Experience ◽  
Teacher Student ◽  
The Social ◽  
Teacher Student Relationship ◽  
Medium Level ◽  
Student Relationship ◽  
High Level

El clima social en los centros educativos ejerce un papel importante para los alumnos (en su desarrollo académico, el respeto y la confianza, entre otros aspectos) y para los profesores (en su desempeño docente, sentimiento de realización, autoconcepto, capacidad de afrontamiento, etc.). Ante esta realidad, el presente trabajo tiene como objetivo fundamental analizar la percepción que el profesorado de Educación Secundaria Obligatoria tiene sobre el clima de centro donde trabaja. Para ello, se ha realizado un estudio de tipo no experimental, aplicando un cuestionario –que evalúa las relaciones interpersonales del profesorado con sus alumnos, compañeros y superiores– a 1,092 docentes de la Comunidad de Madrid. Se analizaron las posibles diferencias en la percepción del clima de centro en función de variables propias del profesor (edad, sexo, años de experiencia, tipo de asignatura, etc.) y del centro donde trabaja (titularidad y zona). Los resultados ponen de manifiesto que los sujetos perciben, en términos generales, un clima adecuado (mostrando un nivel medio en la Relación Profesor-Alumnos y un nivel medio-alto en su relación con Compañeros y Superiores). Se han encontrado diferencias significativas en función de la zona y el tipo de centro (siendo los profesores de centros privados y concertados los que perciben una mejor reacción con alumnos y compañeros) y los años de experiencia docente de los profesores (siendo los de menos de 5 años de experiencia los que perciben un clima menos positivo con sus alumnos), entre otros. The social climate in schools plays an important role for students (in their academic development, respect, trust and among other aspects) and for teachers (in their teaching performance, sense of accomplishment, self-concept, coping ability, etc.). Faced with this reality, the aim of this study is to analyze the perception that the teachers of compulsory secondary education have about the climate of the center where they work. To this end, a non-experimental study has been carried out by applying a questionnaire to 1,092 teachers from the community of Madrid which evaluates the interpersonal relationships of the teachers with their students, colleagues and superiors. The possible differences in the perception of the social climate were analyzed according to the variables of the teachers (age, sex, years of experience, type of subject, etc.) and the center where they work (ownership and area). The results show that the teachers perceive, in general, an adequate climate (showing a medium level in the Teacher-Student Relationship and a medium-high level in their relationship with Colleagues and Superiors). Significant differences have been found in terms of the area and the type of center (the teachers of private and subsidized centers who perceive a better reaction with students and classmates) and the years of teaching experience of the professors (those with 5 years of experience or less who perceive a less positive climate with their students), among others.

scholarly journals THE MORAL VALUES OF NURSING UNDERGRADUATION: PERCEPTION OF TEACHERS AND STUDENTS

2020 ◽  
Vol 29 ◽  
Author(s):  
Lumaira Maria Nascimento Silva da Rocha Marques ◽  
Carlos Dimas Ribeiro
Keyword(s):  
Interpersonal Relationships ◽  
Vocational Training ◽  
Participant Observation ◽  
Moral Values ◽  
Ethnographic Study ◽  
Undergraduate Study ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Teachers And Students ◽  
Student Relationship

ABSTRACT Objective: to compare the moral values that nursing teachers and students consider important for vocational training with those they believe are promoted throughout undergraduate study. Method: a qualitative research; an ethnographic study conducted at a public nursing school in the state of Rio de Janeiro, in 2018, involving 40 interviews with teachers and students and a participant observation phase. Results: the moral values that teachers and students consider important for vocational training, as well as those that are promoted, converge on prudence, respect, responsibility, and empathy. It is noteworthy that the knowledge was much cited by the respondents and this article interpreted it as prudence. However, in relation to the values promoted during undergraduation, students warn that these are stimulated when referring to the binomial student-user of health, because they do not feel to the same intensity the presence of these moral values in the teacher-student relationship. Conclusion: a powerful strategy for teaching about moral values is to promote the care of their own students, teachers and staff. In this way, mismatches are avoided between what is said and what is done by experiencing values such as prudence, respect, responsibility and empathy within interpersonal relationships and in the daily life of the school.

scholarly journals Teacher-student Relationships: The Meaning of Teachers' Experience Working with Underachieving Students

2010 ◽  
Vol 1 (2) ◽  
pp. 52-66 ◽  
Author(s):  
Maria Oreshkina ◽  
Katherine Greenberg
Keyword(s):  
United States ◽  
South Africa ◽  
Teaching Experience ◽  
The United States ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Underachieving Students

Teacher-student Relationships: The Meaning of Teachers' Experience Working with Underachieving Students This paper is based on phenomenological interviews with teachers who worked with underachieving students in South Africa, Russia, and the United States. It focuses on the analysis of meanings that teachers constructed while describing their relationship with underachieving students and how metaphors worked to construct such meanings. The researchers also used Buber's "I-Thou" concept as an interpretive lens to further understand the meanings of teacher-student relationships. The study concludes that the teacher-student relationship is one of the fundamental themes of the teaching experience and is common for teachers from different countries.

Doing indiscipline in narrative performances

2012 ◽  
Vol 22 (2) ◽  
pp. 287-306 ◽  
Author(s):  
Argiris Archakis
Keyword(s):  
Social Constructionism ◽  
Social Constructs ◽  
Teacher Student ◽  
The Social ◽  
Teacher Student Relationship ◽  
Narrative Performances ◽  
Student Relationship ◽  
Response Feedback

The present paper concentrates on the narrative management of the teacher-student relationship. Focusing on students’ identities, the present study draws upon the social constructionism paradigm, thus considering identities as social constructs via discourse. The analysis of representative narrative extracts shows how students construct themselves as powerful enough to challenge teachers’ authority which is expressed in the Initiation–Response–Feedback structure. Their resistance is indicative of their will to free themselves from their teachers’ expectations, even if this can only take place during their conversations with their peers. In this context, narratives allow them to achieve interactional goals which may not always be fulfilled in class.

АКАДЕМИЧЕСКОЕ МОШЕННИЧЕСТВО КАК ПОБОЧНЫЙ ЭФФЕКТ ДИСТАНЦИОННОГО ОБУЧЕНИЯ

Innova ◽  
2020 ◽  
Vol 20 (3) ◽  
pp. 58-61
Author(s):  
Жанна Геннадьевна Симонова ◽  
Keyword(s):  
Academic Dishonesty ◽  
Foreign Students ◽  
Distance Teaching ◽  
Academic Cheating ◽  
Teacher Student ◽  
The Social ◽  
Teacher Student Relationship ◽  
Educational Motivation ◽  
Student Relationship ◽  
Special Relevance

Distance teaching on the basis of Internet technologies is the only method which is being used nowadays all over the world. In this regard the evaluation of its effectiveness which may decrease as a result of the change of the social character of the teacher-student relationship acquires a special relevance. The paper presents the results of the evaluation of the educational motivation the foreign students of KSMU possess; the concept of "academic dishonesty" is analyzed, the hypothesis of a directly proportional dependence of academic cheating on educational motivation is confirmed; some preventive measures and pieces of advice for overcoming the students’ ways of dishonest behavior are suggested.

scholarly journals A STUDY ON THE CAUSES OF STUDENTS’ DISRUPTIVE BEHAVIOUR IN PRIMARY SCHOOL AND GYMNASIUM IN THE ROMANIAN EDUCATIONAL CONTEXT

2018 ◽  
Vol 6 ◽  
pp. 843-847
Author(s):  
Luiza Enachi-Vasluianu ◽  
Flavia Malureanu
Keyword(s):  
Academic Success ◽  
Primary School ◽  
Social Recognition ◽  
Disruptive Behaviour ◽  
Educational Context ◽  
Teacher Student ◽  
School Anxiety ◽  
The Social ◽  
Teacher Student Relationship ◽  
Student Relationship

School today lays emphasis on developing skills which should ensure for children solid integration into society. Discipline is one of the skills which must be underlain in school. An efficient approach of discipline teaches students to assume responsibility and self-discipline. However, there have always been children who, for various reasons, break the discipline rules. Practice in school has shown that the factors that contribute to disruptive behaviour are connected to continuous changes in the social environment, curriculum idiosyncrasies, individual differences, the teacher-student relationship,the teacher’s act in classroom, the relationships among children in classroom / school, antipathy towards school, the need for social recognition, social isolation, impulsive behaviour, affective transfer, aggression in classroom / school, anxiety, absence of academic success, boredom, etc.Our paper limits the research to a series of causes of students’ disruptive behaviour in primary school and gymnasium specific to the Romanian educational context. The data gathered provides information on the perspectives of teachers regarding the most relevant causes that affect discipline in classrooms. Their acknowledgement may be of help as it diminishes the time, the energy and the stress required to deal with inappropriate behaviour displayed by selecting efficient strategies to counterbalance it beforehand.

scholarly journals The role of student-teacher relationship to teacher subjective well-being as moderated by teaching experience

2021 ◽  
Vol 15 (2) ◽  
pp. 267-274
Author(s):  
Irsyad Farhah ◽  
Airin Yustikarini Saleh ◽  
Shahnaz Safitri
Keyword(s):  
High School ◽  
Teaching Experience ◽  
Well Being ◽  
Subjective Well Being ◽  
Good Relationship ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

A good relationship between teachers and students can positively influence the subjective well-being of teachers. However, in the context of middle school setting, a good relationship with students was considered as an effortful attempt for teacher to maintain which was related to the teacher well-being too. It was said that the more teaching experience the teacher has, the easier for them to navigate their relationship with students. Therefore, this study aimed to test whether the teaching experience moderate the impact of the teacher-student relationship to the teacher subjective well-being. The teacher-student relationship was measured using the Student-Teacher Relationship Scale (STRS), while the teacher subjective well-being was measured by the Teacher Subjective Well-Being Questionnaire (TSWQ). Respondents in this study were 289 teachers at the middle school level from both junior high school and senior high school or equivalent. The analysis technique used was a simple moderation analysis. The result showed that there was a positive relationship between the teacher-student relationship, the teacher subjective well-being, and teacher experience. However, this study indicated that there was no moderation role of the teaching experience in weakening or strengthening the close teacher-student relationship impact on the teacher well-being.

scholarly journals How do Interpersonal Relationships Relieve Adolescents’ Problematic Mobile Phone Use? The Roles of Loneliness and Motivation to Use Mobile Phones

2019 ◽  
Vol 16 (13) ◽  
pp. 2286 ◽  
Author(s):  
Rui Zhen ◽  
Ru-De Liu ◽  
Wei Hong ◽  
Xiao Zhou
Keyword(s):  
Interpersonal Relationships ◽  
Mobile Phones ◽  
Parent Child Relationship ◽  
Mobile Phone Use ◽  
Teacher Student ◽  
Problematic Mobile Phone Use ◽  
Child Relationship ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Parent Child

The current study aimed to explore the underlying mechanisms of how interpersonal relationships relieve adolescents’ problematic mobile phone use (PMPU) and to examine the potential mediating roles of loneliness and motivation to use mobile phones. Four thousand five hundred and nine middle school students from four provinces in China were recruited to participate in the investigation. The results showed that the parent–child relationship but not the teacher–student relationship, had a direct and negative effect on PMPU. The parent–child relationship had indirect effects on PMPU through the mediators of loneliness, escape motivation and relationship motivation; the teacher–student relationship had indirect effects on PMPU only through the mediating factors of loneliness and escape motivation. Both parent–child and teacher–student relationships indirectly affected PMPU through a two-step path from loneliness to escape motivation. These findings highlight the more salient role of the parent–child relationship than that of the teacher–student relationship in directly alleviating PMPU and indicate that satisfying interpersonal relationships can buffer adolescents’ PMPU by lowering their loneliness and motivation to use mobile phones.

ПРАГМАТИЧНИЙ ПОТЕНЦІАЛ НАТИВНОЇ РЕКЛАМИ: ФОРМИ, ТРЕНДИ (НА ПРИКЛАДІ НАТИВНОГО КОНТЕНТУ В СОЦІАЛЬНІЙ МЕРЕЖІ FACEBOOK ЩОДО БРЕНДА ФАКУЛЬТЕТУ ЖУРНАЛІСТИКИ ЗНУ)

2020 ◽  
pp. 113
Author(s):  
V. Kovpak ◽  
N. Trotsenko
Keyword(s):  
Social Network ◽  
Professional Training ◽  
Educational Process ◽  
Communication Strategy ◽  
Student Centered ◽  
Teacher Student ◽  
The Social ◽  
National University ◽  
High Level ◽  
The Impact

<div><p><em>The article analyzes the peculiarities of the format of native advertising in the media space, its pragmatic potential (in particular, on the example of native content in the social network Facebook by the brand of the journalism department of ZNU), highlights the types and trends of native advertising. The following research methods were used to achieve the purpose of intelligence: descriptive (content content, including various examples), comparative (content presentation options) and typological (types, trends of native advertising, in particular, cross-media as an opportunity to submit content in different formats (video, audio, photos, text, infographics, etc.)), content analysis method using Internet services (using Popsters service). And the native code for analytics was the page of the journalism department of Zaporizhzhya National University on the social network Facebook. After all, the brand of the journalism department of Zaporozhye National University in 2019 celebrates its 15th anniversary. The brand vector is its value component and professional training with balanced distribution of theoretical and practical blocks (seven practices), student-centered (democratic interaction and high-level teacher-student dialogue) and integration into Ukrainian and world educational process (participation in grant programs).</em></p></div><p><em>And advertising on social networks is also a kind of native content, which does not appear in special blocks, and is organically inscribed on one page or another and unobtrusively offers, just remembering the product as if «to the word». Popsters service functionality, which evaluates an account (or linked accounts of one person) for 35 parameters, but the main three areas: reach or influence, or how many users evaluate, comment on the recording; true reach – the number of people affected; network score – an assessment of the audience’s response to the impact, or how far the network information diverges (how many share information on this page).</em></p><p><strong><em>Key words:</em></strong><em> nativeness, native advertising, branded content, special project, communication strategy.</em></p>

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