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The Influence of Leadership Style on Teachers' Job Motivation and Satisfaction in the Druze Sector of Israel

Abstract

The present study examines the dominant leadership style of Junior-High school principals in the Druze sector in northern Israel and its influence on teachers' job motivation and satisfaction. A quantitative research based on questionnaires for the teachers was conducted in nine schools. For this purpose, the shortened form of “The Multi-Factor Leadership Questionnaire”, the “Teacher Motivation Questionnaire”, and five questions which check teachers’ job satisfaction were chosen. 224 teachers filled in the questionnaires. Research findings show that the teachers who filled the questionnaires are motivated and satisfied, the transformational leadership style is the most dominant leadership style in the schools; there is a significant positive correlation between transformational leadership style and teacher's job motivation and job satisfaction. Teachers who are part of the management staff are significantly more satisfied with their jobs than teachers who are not. There is a significant difference between the age groups and females on laisser-faire leadership style. Teachers who have been teaching more than 51 years, and are males perceive their principals more laisser-faire than teachers who have been teaching between 31-40 years and are females. The results of this research can be beneficial for the schools. They provide a clear picture to the principals and the teachers. It may strengthen and urge them to set higher goals and visions.

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Human development level as a modifier of education efficiency

Summary

The aim of the study was to demonstrate the connection between education efficiency level and human development level. It was assumed that there is a connection between the value of Local Human Development Index (LHDI) and education efficiency established by means of the data envelopment analysis (DEA). The analysis covered data regarding 60 counties, recorded in 2013-2015. 30 counties with the highest Local Human Development Index (LHDI) and 30 counties with the lowest LHDI value were selected. The counties were selected based on a 2010 ranking of counties ordered according to LHDI values, published as a part of the National Report on Human Development. An additional analysis was conducted to evaluate the connection between Education Efficiency Index and the Wealth Index, Health Index and Education Index.

The data on the counties used for the analyses was obtained from the Local Data Bank kept by the Main Statistical Office of Poland (GUS) and the Education Research Institute (IBE) of the Ministry of National Education.

The efficiency analysis based on DEA-CRS was conducted with DEAFrontier software.

The final stage of the analyses involved an ANOVA unidimensional analysis of variance for multiple factors, with emphasis on contrast analysis (simple contrast). The quality predictor applied in those analyses was the class of Efficiency Index.

The analyses demonstrate that the highest Education Efficiency Index has been recorded in the counties that have the highest values of analysed variables characteristic of the largest counties. The identified dependency is also associated with the highest value of Local Human Development Index and the measures that make up LHDI.

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The Outcomes of the Romanian Educational System and Economic Indicators

Abstract

The paper highlights some important correlations between the outcomes of the Romanian educational system and certain key indicators concerning the Romanian economy. The indicators are selected on the basis of the logic correlations and considering the limits of available data. The time-lag models were used because the macroeconomic effects of the factorial indicators considered as determinants on dependent variables cannot be usually detected in the same year. The results allowed interesting discussions concerning the Romanian education system and its funding-related evolutions in the last decade.

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Intercultural Competence Formation of ESL Teachers in a Global Educational Environment

Abstract

Objective: The aim of the paper is to explore existing and emerging opportunities for academic mobility and ESL teachers’ professional development, to present the review of theoretical assumptions about intercultural competence, to provide recommendations on using effective strategies at group and individual levels to increase the effectiveness of ESL teachers training in general and intercultural competence formation in particular.

Methodology: This paper explores existing and emerging opportunities for academic mobility and ESL teachers’ professional development, presents the review of theoretical assumptions about intercultural competence.

Findings: Effective strategies of intercultural competence formation at group and the individual level were examined.

Value Added: The use of theoretical and practical conclusions of this paper would enhance the effectiveness of ESL teachers’ training in general and intercultural competence formation in particular.

Recommendations: This paper provides recommendations on using effective strategies to achieve successful intercultural communication at group and individual levels.

Open access
Social Behavior of Schoolteachers of Latvia and Russia in the Structure of Teacher Professional Identity

Abstract

The article presents the results of the international study of the professional identity of schoolteachers of Russia and Latvia. In the study, the six component model of the content of the teacher professional identity (TPI) is used. According to this model, in 2017, the questionnaire “School Teacher Professional Identity” was created and international survey organized, in which 437 schoolteachers from Latvia and the Smolensk region of Russia participated. The aim of this article is to analyze the data of the two national samples for the 6th component of TPI: “Professionally Determined Social Behavior”. This behavior is not connected with the implementation of direct professional duties, but corresponds to the philosophy of the profession: taking up the mission of educating community, active involvement in social life, participation in formulation and solution of social problems having pedagogical aspects and unselfish professional help to those who need it. To process the data, statistical methods were used. On the whole, items of the component received relatively high scores in both national samples. Certain differences in the data of Latvian and Russian teachers as well as urban and rural subgroups of both countries are observed. High dispersion of data shown in this component indicates that the professionally determined social behavior is the most acute and controversial aspect of TPI; therefore, the elaboration of optimal ways and tools to strengthen TPI should be based on an in-depth study of social behavior of schoolteachers.

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Employers’ Perceptions of Business and Economics Graduates’ Competencies in Croatia

Abstract

Background: The issue of graduates’ competencies is not a new one, but was brought back into the spotlight after the 2007-2008 Global Financial Crisis and the ensuing disturbances in the labour market. These disturbances were manifested through an increased unemployment rate, with a significant share of highly educated people.

Objectives: This paper provides an insight into employers’ assessment of the importance and sufficiency of the competencies acquired by business and economics university bachelor graduates in Croatia.

Methods/Approach: The methodology applied in this research includes the importance-performance analysis (IPA) that provides a two-dimensional importance-satisfaction grid. Data for the IPA analysis were collected by the structured questionnaire.

Results: Results indicated that employers are satisfied with specific competencies (business and economic) and that the emphasis of business and economics higher education institutions (HEI) should be placed on generic competencies.

Conclusions: Findings imply that mobility of highly educated people could be caused by the level and quality of specific competencies of bachelors with a degree from Croatian economics higher education institutions. Additionally, the conclusion of the conducted study indicates a need for implementation of student-oriented teaching methods, the introduction of obligatory internship, and introduction of courses oriented towards the development of generic competencies.

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Probabilistic Model on Buying Decision of Higher Education Services

Abstract

Buying decisions are determined by two key factors: endogenous factor that belongs to the buyer (which is present at least the attitudinal variable) and exogenous factors such demo-economic, sociological, psychological, marketing mix, linked all more or less by the product or the service offered for purchase and consumption. The study aims to use Rasch’s model to express the likelihood that a consumer will make the decision to purchase a higher educational service. Applied to item solving, Rasch probabilistic model, on which the research methodology study is largely supported, states that the probability of success in solving an item depends on two factors. The one belongs to that who solves the item - the human factor, called the latent trait, and the other belongs to the item, called the facility of the item The purchase decision approach using the Rasch model results validity is mainly based on the isometry of the two situations The results of the study describe behavioral probability situations where customers who make university education services purchasing decisions can themselves be found. We recommend the educational marketing strategies based on the analysis made on the applied model, which may increase the students’ enrolled number in a particular university.

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Changes in Entrepreneurship Education in Secondary School under Curriculum Reform in Poland

Abstract

Objective: The article aimed at identifying the position of the entrepreneurship course in the Polish education system and analysing the changes in its curriculum in the condition of the education system reform since 2017. Besides, attempts have been made to determine changes in this regard in the light of the analysis of the “old” and “new” core curriculum of general education in secondary schools of various types.

Methodology: Research was conducted by analysing the teaching content and existing data (desk research), which are the provisions of the national core curriculum (NCC) for general education in various types of schools currently in force and implemented in the ongoing reform of the education system. This analysis has been carried out against the previous research results presented in the literature on the subject using previously used methods of teaching content analysis.

Findings: The conducted research has shown that more attention should be paid to developing business competencies as part of the reform of the education system. In the NCC, cross-subject correlations have been taken into account, so that the same content is not unnecessarily duplicated. Entrepreneurship education should become more practical and oriented towards preparation for running own business and using financial services.

Value Added: The findings show that the new entrepreneurship education program assumptions in Poland will influence the development of entrepreneurship to a greater extent than before.

Recommendation: The results indicate that in the process of implementing the NCC a key role is played by the teacher, therefore it is necessary to prepare them well for its realization. However, the effects of implementing the program reform may only be observed and investigated in the future, therefore further research after several years is needed.

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Does formal education at all levels cause economic growth? Evidence from Greece

Abstract

This study empirically investigates the link between the levels of formal education and economic growth in Greece during the period 1960-2009. The paper applies the Lucas approach (1988) and employs cointegration, error-correction models and estimates the effect of each educational level on economic growth. The empirical analysis reveals that there is a long-run relation between educational levels and gross domestic product. The overall results show that secondary and higher education has had a statistically significant positive impact on growth, while primary has not contributed to economic growth. The findings also suggest that there is evidence of unidirectional long-run causality running from primary education to growth, bidirectional long-run causality between secondary and growth, long-run and short-run causality running from higher education to economic growth.

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The Corelation between Labour Market and Education – Results of a Comparative Study Conducted in the Hungarian, Romanian and British Educational Systems

Abstract

The present study aims at highlighting some of the impacts that labour market an education mutually have on each other both in the context of economies in transition (even if they used to have long historic traditions related to pioneering in instruction and education at mass and elite level) and that of a steady and consequent capitalist state undisturbed by the storms of radical political changes and periods of totally negating the values and results created by former historic eras and communities.

The main idea is that the relationship between the labour market and education is that of a mutual demand and supply based corelation, permanently influencing each other, so no political or economic authority and power should miss taking this into consideration unless they want to fail.

Open access