Primary Education Institutions Research Articles

Environmental culture in primary basic students and teachers: characterization in educational institutions of Santa Marta (Magdalena, Northern Colombia)

The environmental culture in students and teachers of primary school educational institutions in the municipality of Santa Marta, Magdalena, Colombia was characterized. The study presents a descriptive analytical field approach, with a non-experimental design. The population was made up of 450 students and 15 teachers, from three primary educational institutions in the municipality of Santa Marta, Magdalena, Northern Colombia. Likewise, to collect the information, a questionnaire was used aimed at the students with two dichotomous response alternatives (yes-no), and another with scale-type multiple alternative responses. Teachers do not always lead the student to carry out research regarding the environment; the strategies applied are sometimes planned without taking into account the importance of generating environmental values in the student and a positive change in environmental behavior. Strategies must be established in the classroom that force students to carry out research processes in each of the tasks assigned by the teacher.

Evolving role of public-private stakeholders in technology mediated teaching

Purpose Post-pandemic sovereign authorities in several economies have nudged primary education institutions to adopt platform-based teaching. The shift to platform technology attempts to ensure continuity in the teaching–learning process. In the context of predominantly digitally mediated teaching process, this shift may exacerbate disparities and social injustice by limiting access to primary education in resource-constrained developing economies. The purpose of this study is to explore the efficacy of such a digital framework provided by government and private partners and the challenges faced by the teachers in absence of proper scaffolding. Design/methodology/approach Using an integrative theoretical framework that is composed of capability theory, technology adoption theories and the scaffolding framework, this paper analyses the challenges faced by primary school teachers when adapting to platform-based teaching. Social media analytics along with text analytics using Natural Language Processing and latent Dirichlet allocation-based topic modelling approach to extract latent topics or themes used by users during their tweets related to e-teaching. Findings The findings of this study highlight that adopting a platform-based and hybrid approach improves access to education and flexibility and highlights the importance of scaffolds in achieving desired learning outcomes. EdTech companies can play a significant role through private-public partnership models to offer technical scaffold. Collaborative efforts between educational institutions and EdTech service providers are essential for ensuring the long-term sustainability of platform-based teaching and learning. Originality/value After the pandemic, there has been no published literature available which examined the role of scaffolds and EdTech companies in ensuring digital ecosystem for better teaching–learning outcome through platforms.

Evolving role of public-private stakeholders in technology mediated teaching

Purpose Post-pandemic sovereign authorities in several economies have nudged primary education institutions to adopt platform-based teaching. The shift to platform technology attempts to ensure continuity in the teaching–learning process. In the context of predominantly digitally mediated teaching process, this shift may exacerbate disparities and social injustice by limiting access to primary education in resource-constrained developing economies. The purpose of this study is to explore the efficacy of such a digital framework provided by government and private partners and the challenges faced by the teachers in absence of proper scaffolding. Design/methodology/approach Using an integrative theoretical framework that is composed of capability theory, technology adoption theories and the scaffolding framework, this paper analyses the challenges faced by primary school teachers when adapting to platform-based teaching. Social media analytics along with text analytics using Natural Language Processing and latent Dirichlet allocation-based topic modelling approach to extract latent topics or themes used by users during their tweets related to e-teaching. Findings The findings of this study highlight that adopting a platform-based and hybrid approach improves access to education and flexibility and highlights the importance of scaffolds in achieving desired learning outcomes. EdTech companies can play a significant role through private-public partnership models to offer technical scaffold. Collaborative efforts between educational institutions and EdTech service providers are essential for ensuring the long-term sustainability of platform-based teaching and learning. Originality/value After the pandemic, there has been no published literature available which examined the role of scaffolds and EdTech companies in ensuring digital ecosystem for better teaching–learning outcome through platforms.

The Influence of Emotional Intelligence on Job Satisfaction Mediated by Self-Efficacy

This research investigates the influence of emotional intelligence on job satisfaction which is mediated by self-efficacy. This research was conducted on state elementary school teachers in Nanga Wera Village, Wera District, Bima Regency. Data was collected using an online survey method. The respondents in this investigation were educators who taught at state primary educational institutions in Nanga Wera village, Wera subdistrict, Bima Regency. The number of respondents to this study was 52 people and were identified using an online questionnaire. Data analysis was carried out using a statistical regression approach using SmartPLS software. The research results show that there is a significant positive influence between teacher emotional intelligence and job satisfaction, and self-efficacy has a significant mediating influence on how job satisfaction and emotional intelligence are related.

Environmental Didactic in a Primary Basic Educational Community: Analysis of Pedagogical Strategies in Santa Marta (Colombian Caribbean)

Objetive: The aim was to define the environmental teaching that students and teachers develop in the design of pedagogical strategies in primary school educational institutions in the municipality of Santa Marta, Magdalena, Colombia. Methodology: The study presents a descriptive analytical field approach, with a non-experimental design. The population was made up of 450 students and 15 teachers, from three primary educational institutions in the municipality of Santa Marta, Magdalena, Northern Co-lombia. Likewise, to collect the information, a questionnaire was used aimed at the students with two dichotomous response alternatives (yes-no), and another with scale-type multiple alternative responses. Result: Teachers establish practical activities and various methods that help students in the teaching process in a comprehensive manner towards environmental education, a situation that does not guarantee learning to improve the school environment. Conclusion: The motivation model used by teachers towards students is aimed at offering a reward when students carry out an activity related to environmental education.

Fostering Islamic Education among Primary School Learners using i-FIKR IBADAH

The i-FIKR IBADAH innovation is inspired by a fun learning approach. The aim is to diminish the problem regarding the issue of lack of learners’ interest in learning Islamic Education in school institutions. This innovation is designed by focusing on stimuli development in learners' cognitive, affective, and psychomotor aspects by learning through play, specifically by using sets of puzzle cards that involve problem-solving activities. The i-FIKR IBADAH is an initiative to involve the learners with the simulated and interesting classrooms in a way to enhances learners’ interest in learning Islamic Education. A qualitative methodology was conducted by interviewing twelve learners and one teacher as an education practitioner to gauge their responses to the innovation. The collected data was analyzed using a thematic approach in the Atlas TI package. The finding demonstrated that the i-FIKR IBADAH innovation is effective in increasing learners’ understanding and interest in Islamic Education primary education institutions. Generally, by learning through play the i-FIKR IBADAH innovation is an inspiration for a better education by fostering learners’ understanding and discernment of Islamic values in teaching and learning strategies that involve cognitive, affective, and psychomotor.

WAR IN UKRAINE: A PUSH FOR RESHAPING GERMAN SLAVIC STUDIES

The article examines the transformative impact of the war in Ukraine on Slavic studies in the German academic environment. German universities, traditionally focused on Russian studies, have identified an urgent need to reassess both educational programs and approaches to teaching, as well as their own perspective on the development of Slavic studies. Scoping meetings, workshops, conferences, and seminars held in the German academic environment over the past two years are intended to update and systematize the achievements of German Slavic studies and outline new perspectives for its development. The aim of the research is to outline the main aspects that are identified as priorities for the development of Slavic studies in the academic environment of Germany and to trace the changes in the development of Slavic studies reflected in open information platforms, particularly university websites. In addition, special emphasis is made on the changes that have affected Ukrainian studies after the full-scale invasion. During joint meetings, German scholars identified significant limitations in the functioning of Slavic studies and difficulties with representation of all (or almost all) branches of Slavic studies in Slavic departments. Analyzing the information provided on university websites, it can be concluded that Russian studies dominate: the majority of universities offer the study of the Russian language in courses offered by Language Centers (95.7%), almost all educational programs for Slavic studies are aimed at preparing specialists on Russian studies (96.7%), and finally, students choose Russian as a pedagogical component, allowing them to qualify as teachers (88.7%). Polish and Czech are also represented in universities, but to a much lesser extent: as language courses: 36.2% – Polish, 17.2% – Czech; within educational programs: 90% – Polish and 70% – Czech; for teacher qualification: 16.7% – Polish, 10% – Czech. The Ukrainian language was insufficiently represented both as a language to be studied in courses (1.7%) and as a language that could be studied as a first/main language – 2 universities (Greifswald, Munich). Ukrainian language was not offered and is not offered for teacher qualification: in primary and secondary education institutions (schools, gymnasiums) Ukrainian language is impossible to study neither as a language of origin nor as a foreign language, although some initiatives exist. After the full-scale invasion, the situation has changed; Ukrainian language has been included in the proposals for study by 12 universities, in addition, there is an opportunity to learn not only Ukrainian language (at level B2 and above) but also literature and history within educational programs. However, German scholars still do not see the possibility of introducing Ukrainian as a component for teacher qualification, despite the extremely large number of Ukrainian children in German educational institutions. Instead, there is a proposal to develop an additional certification program for teachers of Russian to Polish, which also seems unrealistic. German scholars emphasize the need to expand their boundaries in order to offer “full Slavistics” in universities, but they highlight insufficient funding and the lack of interest among applicants in Slavic studies as major problems. Key words: Slavic studies in German universities, Ukrainian studies in German universities, Language Centers, degree programs in Slavic studies.

Practices of Tolerance: The Significance of Common Sense in Settings of Dense Coexistence

Deriving from the growing cultural and religious diversity in Germany and the need for educational professionals to be able to deal with heterogeneous groups and communicate to children about how to coexist peacefully with others, this essay focuses on the relationship between common sense and tolerance, particularly in places of inescapable dense coexistence characterised by religious and cultural diversity. Using institutions of preschool and primary education as an example, the extent to which peaceful coexistence and conflict resolution is borne by common sense and supported by practices of tolerance is discussed. Subsequently, the significance of a common-sense approach to practices of tolerance for conceptualising ethical judgement in intercultural and inter-religious education is explored. The article closes with thoughts on the contribution of religious ethics to questions of human coexistence in highly dense and conflict-ridden contexts and briefly addresses aspects of Protestant social ethics.

القيادة الأخلاقية ودورها في بناء الثقافة التنظيمية في المؤسسات التعليمية الابتدائية في منطقة الدمام

The study aimed to reveal the role of ethical leadership in building organizational culture in educational institutions in the Dammam region. To achieve the goal of the study, the descriptive analytical approach was followed, so that a stratified random sample of school leaders was selected, numbering (13) leaders, (37) educational and administrative supervisors, and (3) Department director, (41) department heads, and (79) other leadership professions. The electronic questionnaire was applied to them, and the study concluded the following: 1. There is a high degree of practicing ethical leadership among them, as well as a large degree of practicing organizational culture in primary educational institutions in the Dammam region. 2. There was also a close, statistically significant correlation at the level of (0.01) between ethical leadership and its role in the organizational culture of the educational institutions in the study sample. 3. Most of the leaders in the study strongly agreed on the degree of practicing ethical leadership with regard to the dimensions of human, personal, and professional relations behaviors. 4. Most of the leaders in the study agreed to a moderate degree on the degree of organizational culture with regard to its elements, which are values, beliefs, norms, and finally, expectations.

Values-Based Education for Sustainable Development (VbESD): Introducing a Pedagogical Framework for Education for Sustainable Development (ESD) Using a Values-Based Education (VbE) Approach

It is widely recognized that quality and sustainable education is a key enabler for all the SDGs, and that affective education significantly enhances such education. However, while certain pedagogical approaches have been found to support the competencies and skills within Education for Sustainable Development (ESD), there is no tangible framework to facilitate ESD in classrooms. This paper introduces and demonstrates Values-based Education for Sustainable Development (VbESD): a comprehensive, replicable, and actionable pedagogical framework that explicitly and holistically fosters sustainability as an intrinsic value by using the principles of Values-based Education (VbE) in an ESD context. The VbESD framework presents eight pillars—modelling, Inner Curriculum, reflection, atmosphere and ethos, curriculum, leadership, ethical vocabulary, and sustainable school operations (MIRACLES)⁠—that holistically facilitate the development of intrinsic positive values into quality education for sustainable development. Using a deductive-inductive approach with two mixed-method surveys and 157 responses, VbESD was developed and validated with significant interest in, support for, and willingness to implement the framework. All surveyees responded neutrally or positively to valuing sustainability, believing it is important as an intrinsic value, incorporating sustainability into the educational system, and implementing the VbESD framework. This study proposes VbESD as a potential method for primary educational institutions and educators to nurture resilient, ethically intelligent change-leaders who can champion the social change needed for a peaceful, prosperous, and sustainable world.

Review of Primary and Secondary Education Institutions Scholarship Exam Science Questions According to the Renewed Bloom Taxonomy

In this research, secondary school science questions in the Primary and Secondary Education Institutions Scholarship Examination (IOKBS) were examined. IOKBS science questions from 2018 to 2023 (6 years) constitute the sample of the research. While examining the questions, evaluations were made according to the renewed Bloom taxonomy (RBT) criteria. Qualitative research, which is based on understanding and questioning an event in depth, constitutes the research method of the study. Document analysis, which is a qualitative research method and allows access to written sources without wasting time, was used to collect data. In total, 600 science questions in IOKBS were analyzed. The questions were categorized according to knowledge and cognitive process dimensions of RBT, and their frequencies were calculated. When 600 IOKBS questions were evaluated according to the knowledge dimension of RBT, it was determined that most questions were conceptual (71 questions) in fifth grade, factual (73 questions) in sixth grade, conceptual (65 questions) in seventh grade and conceptual (58 questions) in eighth grade. No question containing metacognitive information could be identified. It has been observed that the accumulation is greater in factual and conceptual knowledge. When the questions were evaluated according to cognitive level, it was determined that the most questions in the fifth grade were from the comprehension level (54 questions), in the sixth grades from the remembering level (68 questions), in the seventh grades from the understanding (55 questions) and remembering levels (55 questions), and in the eighth grades from the comprehension level (54 questions). It has been determined that there is no question in the creation step. It was observed that the number of tests evaluated in the exam measured lower-level questions was higher than the number of measurements in higher-level questions. The study concluded that the science questions in IOKBS consist of a structure that does not prioritize creativity and supports a rote-based thinking style. Science test questions in IOKBS may focus on cognitive domain steps that will reveal higher-level thinking.

Social Media Use in Primary and Secondary Education Institutions as a Communication Tool in the Framework of School Culture

The schools, as social institutions, form a unique school culture with their characteristics, shared values, and beliefs. The social foundations of education are closely related to the environment. One of the factors affecting school culture is communication with its environment as the school interacts with its environment. Schools realize institutional communication, which has an important place in their culture, through different tools. This study aims to determine the use of social media tools as a communication tool in primary and secondary education institutions within the framework of school culture. In the study, the use of social media tools in educational institutions was revealed in line with the opinions of school social media managers. Conducted with a case study approach by qualitative research methodology, the study group of the research was determined by maximum diversity sampling from purposeful sampling methods. The interviews were conducted with the participation of 18 school social media managers working in public schools at different levels and with different socioeconomic levels in Istanbul. Social media managers are teachers, and 15 of these teachers also have administrative duties (1 is a school principal, and 14 are vice principals) in the same school. The data were collected through a semi-structured interview form and analyzed using a content analysis approach. The results of the study revealed that schools prefer Instagram more frequently and that school social media managers use their social media accounts for sharing information and news and promoting the school. The ethical principles followed by schools in social media administration were collected in the categories of respecting personal rights and private life, sharing content related to the institution, compliance with the legislation, the posts reflecting the values, being shared with the decision of the commission, using Turkish correctly, and student and parent satisfaction. The participants stated that they strive to establish two-way communication with their followers in their social media accounts and that social media contributes to their organizations more frequently in terms of usefulness, advertising and promotion, and stakeholder satisfaction.

ANALYSIS OF SOURCES ON THE HISTORY OF SCHOOL EDUCATION IN THE TERRITORY OF CHUVASHIA (late XVIII – first third of the XX century)

School education system in Russia passed a difficult and thorny path in its evolvement and development. Compared with its Western European counterpart, domestic secondary school has a shorter history. In our country, the first primary and secondary educational institutions providing general education appeared only at the end of the XVIII century. Throughout the XIX century, they were repeatedly reformed; as a result, noticeable quantitative and qualitative changes took place. However, despite this, we can talk about certain continuity in the evolution of the Russian school until the beginning of the XX century. The fundamental breakdown of established general education system occurred as a result of the establishment of Soviet power. During the 1920s and 1930s, all levels and links of the education sector were reorganized. The purpose of the study is to analyze historical sources on the problem of formation and development of the general school education system in the territory of modern Chuvashia. Materials and methods. The study was carried out on the basis of regulatory and archival documents. In our work, we relied on the principles of historicism, consistency and objectivity, considering events in their historical interrelation, analyzing diverse historical sources on the topic of research. Historical-comparative and historical-typological methods of research were used. Based on them, it was possible to identify the main groups of sources and give them a scientific analysis. The scientific novelty is determined by the fact that in regional historiography, it is for the first time that the main groups of historical sources on the topic of evolvement and development of the general school education system in the region are analyzed starting from the end of the XVIII century and up to the 1920s, i.e. until the time of creating the Soviet school education system. Most archival sources are being introduced into scientific circulation for the first time. Study results. The article characterizes two main groups of historical sources on the topic «The History of School Education in Russia». These are regulatory documents and archival materials. They are the most multinomial and important for studying the topic. The practical significance of the study lies in the fact that its main provisions can help to better understand the current state and prospects for the development of domestic educational system. The results obtained can also be used to develop generalizing works on the history and culture of the region. This study is not exhaustive. In the future, it is necessary to pay attention to such interesting groups of historical documents as memoirs, letters and memoirs of participants in the educational process, i.e. teachers, students and educational organizers of the late XVIII – first third of the XX century. Conclusions. Historical sources on the topic «The History of School Education in the Territory of Modern Chuvashia at the end of the XVIII – first third of the XX century» are numerous and diverse. They are representative, giving the opportunity to study different aspects of the topic and help to recreate the general course of the regional school development the within the period under review and identify its specifics.

Improving the Quality of Primary Education Institutions Through Strategic Management Implementation

Basic education is the primary foundation for the development of individuals and societies. The quality of basic education plays an important role in shaping the character, knowledge, and skills of future generations. The research is aimed at analyzing the quality of primary education institutions, the process of improving the quality of the primary educational institutions through the implementation of strategic management, and the problems and solutions to improving the quality of basic education. His research method uses qualitative research methods, and his data analysis uses Miles Huberman's model of quantitative data analysis. The results of his research are: the quality of the educational institute MIN 1 East Kutai has achieved a good quality, even though there is still evil that continues to be fertilized. The quality improvement process is carried out through the implementation of strategic management, which consists of curriculum renewal, teacher training, technology investment, and enhanced partnerships. While the problems are: limited resources, budgets, and facilities; lack of training and professional development; attachment of students' parents and local communities. The solution is to conduct professional training and development for teachers, revision of curricula, investment in facilities and resources, involvement of parents and communities, and efficient financial management. These solutions can also help institutions become inclusive, innovative, and results-oriented learning centers.

Compiling and designing maps for primary school pupils based on children's cognitive development: A case study of North Macedonia

Cartography, serving as a medium of interpretation and visualization, assumes a vital role as a mechanism for proficient communication. Its prevalent utilization is notably evident within the educational sphere, predominantly in primary educational institutions such as schools. The visual portrayal facilitated by maps enables young learners to assimilate knowledge and cultivate proficiencies related to their immediate surroundings and spatial cognition. The creation and formulation of such maps demand meticulous scrutiny and contemplation of a myriad of factors that wield influence over children, encompassing facets pertinent to their cognitive maturation and development. Within the context of this research, a comprehensive set of 16 maps were curated and devised. Among these, 8 maps constitute the primary category, encompassing the political map delineating municipalities, the administrative map showcasing cities, the regions map, the physical geographical map, the tourism and economy map, the agriculture map, the farming map, and the climate map. The remaining 8 maps belong and focus on tourism and economy, with particular emphasis placed on each of the 8 regions comprising the Republic of North Macedonia. These maps were carried out as part of the realization of the "Atlas of North Macedonia for primary school pupils" project. This atlas has been compiled and designed for pupils aged 6 to 10.

THE RELATIONSHIP BETWEEN THE CONSTRUCTION OF SELF AND BURNOUT IN TEACHERS

The objective of this research was to understand whether there is a relationship between burnout syndrome and the false self, described by Winnicott in his studies on primitive emotional development. Faced with the great demand for productivity established by the capitalist system and contemporary culture, most people feel exhausted, often becoming chore people. The culture of tiredness does not enable the experience of creativity and authenticity, often resulting in various pathologies, including burnout syndrome, which presents a growing and impactful demand on the lives of the working individual and the collective. Based on the indication of possible stressors in the work of teachers, from public institutions of primary and secondary education, in a city in the interior of São Paulo, an exploratory research was carried out with 38 teachers, 7 male and 31 female, age minimum of 23 years old and maximum of 62 years old, with teaching experience in primary schools. For data collection a questionnaire was used, prepared by the researchers based on the theoretical basis on the false self, with the aim of identifying its characteristics and also the Brazilian Burnout Scale (EBBurn) for preliminary identification of burnout in the population of this study. The findings from the quantitative analysis showed there is no significant relationship between the two constructs, however, from a thorough qualitative analysis it was possible to perceive a convergence between the false self and burnout, since the false self presents characteristics of focusing on environmental demands, as well as the subject's lack of perception of their most genuine needs, such as rest, which, over time, can culminate in burnout.

Problems of forming competitive regional innovation systems

The creation of conditions for the development ofintegrated research, education and business complexeswill be possible through the interaction of political,regulatory, economic, social and cultural factors.Political conditions are determined at the state level. Atthe same time, the integration of education, science andinnovative business has faced some problems, inparticular, related to governance. Therefore, the maintask at present is to ensure real integration in thesesectors in order to ensure innovative transformations notonly in the economy but also in society as a whole, andthe ministry should restructure the management of theseareas to adequately meet this task. For example, theproject to modernize universities envisages that theyshould become a place where people are trained toperceive innovative ideas, to be formed into specialists ina new way, and to be the driving force behind innovativedevelopment. It has also become clear that it is necessaryto move from training specialists in mass professions totraining specialists capable of ensuring the operation ofmodernized enterprises and enterprises that useinnovative technologies aimed at producing innovativeproducts. The vocational education system has alreadybegun to restructure in this direction, with resourcecenters emerging that bring together primary, secondary,and higher vocational education institutions to build achain of training for all levels of personnel focused onadvanced manufacturing. At the present stage, theproblems of integrated formation and development ofscience and education are being solved, but themechanism of systemic influence through the creation ofintegrated regional research and education complexes -research (leading) universities of a new type - is not used.The experience of implementing integration processes ofacademic and university science and production showsthat the development of a specific model and itsorganizational and legal formalization require resolvingthe issues of identifying the lead organization and coexecutors,which will determine the type of integrationmodel, scientific, educational, social, environmental andother problems to be solved. In this case, it is importantto choose the organizational and legal form ofinteraction between the structures formed as part of thenew entity, the distribution of responsibilities of allparticipants in addressing issues of staffing, inventoryand equipment, financing for each participant through aninterconnected system of legal documents andregulations, reporting, etc.

Propositional Versus Encyclopedic Epistemology and Unintentional Plagiarism

ABSTRACT Unintentional plagiarism abounds at universities. The literature offers several explanations for students’ difficulties with acquiring standards of good academic practice. In this paper, I propose an alternative account: unintentional plagiarism can only be understood in the context of implicit but irreconcilable forms of knowledge. While higher education institutions mainly operate within the framework of propositional epistemology, institutions of primary and secondary education tend to furnish students with encyclopedic epistemology. Accordingly, universities and institutions of pre-college education tend to propagate conflicting assumptions regarding the nature of knowledge. Put simply, propositional epistemology is characterized by dialogue, agency and the exchange of ideas, which are ideally made explicit in academic writing. By contrast, encyclopedic epistemology tends to present knowledge monologically, leaving the scholarly conversation around it out. It is highly likely that the hardwired legacy of encyclopedic epistemology among students impedes the acquisition of the dialogism of academic inquiry at universities, resulting in cases of unintentional plagiarism.

Understanding teacher emotional exhaustion: exploring the role of teaching motivation, perceived autonomy, and teacher-student relationships.

This research investigates the complex interplay of factors influencing teacher emotional exhaustion within the educational environment. It draws upon a diverse sample of 680 teachers from 15 primary educational institutions in various districts of Shanghai, China. The study examines the interrelationships among teacher-student relationships, perceived autonomy, teaching motivation, and emotional exhaustion. It employs validated scales to measure these constructs and utilizes Structural Equation Modeling (SEM) for analysis. The analyses using SEM reveal significant associations among the variables under study. The findings indicate robust correlations between positive teacher-student relationships, perceived autonomy, and higher teaching motivation. Concurrently, these factors exhibit a negative relationship with emotional exhaustion. Mediation analysis further unveils that teaching motivation plays a significant mediating role in the associations between teacher-student relationships, perceived autonomy, and emotional exhaustion. This emphasizes the intricate indirect effects of these constructs. The study underscores the multifaceted nature of these factors and their collective impact on teacher well-being within educational settings. The implications derived highlight the importance for educational institutions to prioritize interventions fostering positive teacher-student relationships, autonomy-supportive environments, and intrinsic motivation among educators. These interventions aim to alleviate emotional exhaustion and enhance teacher well-being.

THE ACTIVITIES OF THE HOLY FATHERS IN ESTABLISHING THE SPIRITUAL TRADITIONS OF ORTHODOX SINGING

In the modern world, there is a problem of the young generation’s loss of spiritual landmarks, which is manifested in the dominance of pragmatism, focus on obtaining material goods, indifference to the feelings of other people, including loved ones. Education of moral qualities of an individual cannot be effective if all social institutions are not involved in it: family, school, cultural institutions, church. Nowadays, the importance of religious education is gaining a high status in the domestic society - children and teenagers get used to attending church, study in Sunday schools, where they participate in choir singing. Musical spiritual works today are not limited to church life, but are included in the repertoires of singing groups of general secondary and primary music education institutions, are offered for listening to music at school, etc. (Rostovskyi, 2003). (Rostovskyi, 2003). The urgent task of preserving the traditions of Orthodoxy in its competition with the Catholic and Uniate influences on the Ukrainian community determines the special interest of teachers and scientists in the educational possibilities of Orthodox music (Afonina, 2012).