Work In Public Schools Research Articles

Teachers' Views and Experiences Regarding Acquiring Analytical Thinking Skills in the Middle School Mathematics Curriculum

In this research, the level of acquiring analytical thinking skills in the secondary school mathematics curriculum was examined according to the opinions and experiences of the teachers. The research was carried out by the phenomenology pattern, one of the qualitative research designs. The research was performed with the voluntary participation of eight mathematics teachers working in public secondary schools in the central district of Bursa in Türkiye. In the selection of teachers, it was considered that they had experience with the curriculum, had at least five years of professional experience, and received in-service training on the curriculum. The opinions and experiences of the teachers about the curriculum were obtained using a semi-structured interview form. The data were analyzed by content analysis, and themes were created. According to the results, the teachers found the curriculum insufficient for gaining analytical thinking skills. According to the teachers' opinions and experiences, the mathematics textbooks' questions and activities are insufficient for gaining analytical thinking skills. According to teacher experiences, leaving students alone with non-routine questions supports their analytical thinking skills. In addition, the modeling technique helps to embody the analytical thinking process. The teachers stated that the applications in the textbooks were prepared to assume every student would learn at the same pace and similarly. In addition, it has been revealed that students wanted to work by rote, not wanting to tire their minds and getting used to ready-made it difficult for them to acquire high-level thinking skills such as analytical thinking. Some suggestions have been developed according to the results obtained.

Lisansüstü Eğitimin Fen Bilimleri Öğretmenlerinin Mesleki Gelişimlerine Katkısı

Bu araştırmanın amacı lisansüstü eğitimin mesleki gelişime katkısı hakkında fen bilimleri
 öğretmenlerinin görüşlerini ortaya koymaktır. Bu araştırma, nitel araştırma yönteminin
 fenomenoloji deseniyle yürütülmüştür. Katılımcıların belirlenmesinde maksimum çeşitlilik ve
 ölçüt örnekleme yöntemleri kullanılmıştır. Bu doğrultuda araştırma, 2020-2021 eğitim öğretim
 yılında Kayseri ilinde devlet ortaokullarında görev yapan lisansüstü öğrenim görmekte
 olan/gören sekiz fen bilimleri öğretmeni ile yürütülmüştür. Veriler yarı yapılandırılmış görüşme
 ile toplanmıştır. Araştırma kapsamında geçerlik ve güvenirliğe dair uzman görüşlerinin alınması,
 görüşmelerin kayıt altına alınması, katılımcı ifadelerinin doğrudan verilmesi gibi önlemler
 alınmıştır. Verilerin analizinde içerik analizi kullanılmıştır. Görüşmedeki ses kayıtları transkript
 edilerek nitel araştırma alanında bir uzmanın görüşleri de alınarak kod, kategori ve temalar
 belirlenmiştir. Bulgular bölümünde katılımcılara ilişkin doğrudan alıntılar yer almaktadır.
 Araştırmacılar öğretmenlerin lisansüstü eğitim almaları gerektiği ve lisansüstü eğitimdeki
 derslerin ve yapılan bilimsel çalışmaların meslek hayatına katkı sağladığı sonucuna
 ulaşmışlardır. Ayrıca lisansüstü eğitimin verimliliğini artırmak adına MEB teşvikleri ile zorunlu
 ve seçmeli derslerde düzenlemelerin yapılması gerektiği, yabancı dil ve alan derslerinin
 eklenmesi gerektiği gibi sonuçlara da ulaşılmıştır. İlave olarak, öğretmenlerin lisansüstü eğitimde
 dokümanlara ulaşma, araştırma izni alma, maddi durumun yetersizliği gibi zorluklarla
 karşılaştıkları sonucuna ulaşılmıştır. Bu sonuçlardan yola çıkılarak, araştırmacılar lisansüstü eğitimi geliştirmek için MEB ve üniversitelerin işbirliği içinde çalışmaları, alanında uzman
 kişilerce teknolojik derslerin verilmesi ve ders saatlerinin düzenlenmesi gibi öneriler
 vermişlerdir.

Okul Yönetimindeki Kayırmacılığın Örgütsel Güven ve Örgütsel Bağlılık ile Olan İlişkisinin Öğretmen Algılarına Göre İncelenmesi

Bu araştırma, öğretmenlerin algılarına göre okul yönetimindeki kayırmacılığın örgütsel güven ve örgütsel bağlılık ile olan ilişkisini belirlemek amacıyla yapılmıştır. İlişkisel tarama modeli kullanılarak yürütülen araştırmanın evrenini, 2016–2017 eğitim öğretim yılında Sinop ili Merkez ilçesinde bulunan resmi ilkokul, ortaokul ve liselerde çalışan öğretmenler oluşturmaktadır. Araştırmanın örneklemini Sinop ili Merkez ilçesinde bulunan resmi ilkokul, ortaokul ve liselerde çalışan ve tabakalı örnekleme yöntemi ile belirlenen 500 öğretmen oluşturmaktadır. Araştırmada “Okul Yönetiminde Kayırmacılık Ölçeği”, “Örgütsel Güven Ölçeği” ve “Örgütsel Bağlılık Ölçeği” veri toplama aracı olarak kullanılmıştır. Araştırmada elde edilen sonuçlar şöyledir: Öğretmenlerin okul yönetimindeki kayırmacılığa ilişkin genel algılarının “çok nadir” düzeyinde olduğu görülmüştür. Öğretmenler okul yönetimindeki kayırmacılığı en çok “planlama” alt boyutunda, sonra “koordinasyon” alt boyutunda, daha sonra “örgütleme” alt boyutunda, son olarak da “değerlendirme” alt boyutunda algılamışlardır. Öğretmenlerin algılarına göre öğretmenlerin örgütsel güvenleri “bazen” düzeyindedir. Örgütsel güvenin alt boyutları incelendiğinde, öğretmenler “meslektaşlara güven” ve “yöneticiye güven” alt boyutlarında “çoğunlukla” düzeyinde örgütsel güven duyarken, “paydaşlara güven” alt boyutunda ortalama düzeyde güven duymaktadırlar. Öğretmenlerin “orta düzeyde” örgütsel bağlılığa sahip oldukları görülmüştür. Öğretmenler en çok “uyum” boyutunda, sonra “içselleştirme” boyutunda, daha sonra da “özdeşleşme” boyutunda okullarına örgütsel bağlılık göstermektedirler. Öğretmenlerin kayırmacılık algıları ile örgütsel bağlılık ve örgütsel güven düzeyleri arasında negatif yönde orta düzeyde anlamlı bir ilişki bulunmuştur. Öğretmenlerin okul yönetimindeki kayırmacılık algıları arttıkça, buna bağlı olarak örgütsel bağlılık ve örgütsel güven düzeylerinin düşmekte olduğu araştırmada elde edilen başka bir sonuçtur. Ayrıca, araştırmada öğretmenlerin okul yönetimindeki kayırmacılık algılarının, öğretmenlerin örgütsel bağlılığının ve örgütsel güveninin anlamlı bir yordayıcısı olduğu belirlenmiştir.

An Exploration of Middle School Mathematics Teachers’ Beliefs and Goals Regarding a Dynamic Tool in Mathematics Lessons: Case of GeoGebra

Currently, teaching with technology has become crucial. This case study investigated the beliefs and goals of four middle school mathematics teachers regarding a dynamic mathematics software: GeoGebra. The participants of the study were four mathematics teachers working in public middle schools in Turkey. The data was collected through semi-structured interviews, lesson observations and perceived technology, pedagogy and content knowledge surveys. Data analysis revealed a consensus on GeoGebra’s usefulness in teaching units that link geometry and algebra. Most of the participants integrated GeoGebra to provide students with an explorative environment in which students were supported with feedback. Teachers’ goals of using the software were found to be providing visual representations, facilitating students’ learning, increasing students’ engagement, as well as decreasing their workload and saving time. Moreover, teachers listed several challenges such as classroom management and lesson planning. Despite the challenges they faced, teachers were willing to integrate the software into their lessons. Therefore, complementary workshops were seemed to be necessary to overcome these challenges. These workshops might aim at providing the necessary 21st-century competencies for mathematics teachers to integrate the software into their lessons effectively.

Seeing the Invisible: A Retrospective Examination of Education during COVID-19

In this article, we examined the impact of the COVID-19 pandemic on education. We combined collaborative inquiry and photo-eliciting methods to examine education with a reflective lens and understand changes that occurred during the pandemic. A principal and a vice principal working in different public schools adopted the dual roles of being researchers and participants. The main data source was the conversation that emerged as we reviewed classroom and school photos taken by the participant researchers. The central theme that emerged from the analysis was that the COVID-19 pandemic made the invisible visible, along with two sub-themes: a) The teacher's source of motivation is the student, while the student's source of motivation is the teacher and b) Students care and grow when they can be a part of the history, culture, and story of their school. The pandemic made the importance of human connection in education evident. The findings of the study offer solutions and recommendations informing future education.

A Qualitative Inquiry into School Reforms in Balochistan (2013 to 2020): Parents’ and Teachers’ Perspectives

This qualitative study aimed to highlight parents’ and teachers’ perspectives on school reforms during 2013-2020 in Balochistan. This study is informed by the epistemological cannons of interpretivists’ tradition. In this research, qualitative research design is used, and exploratory research method is employed. A sample size of 20 participants was interviewed through In-depth interview schedule that includes ten parents and teachers each working in public schools. Moreover, purposive sampling technique was employed to interview the Teachers and parents whose children are studying in public schools. Thus, the data were recorded, transcribed, and interpreted through thematic analysis. The study found that free text provision, teacher training, teachers capacity building, the medium of instruction, infrastructure provision, curriculum development, monitoring, and evaluation system still require great attention of the concerned authority to properly implement the reforms and promote literacy in the area. The study suggests that the education sector plan should be seriously implemented with the provision of required resources to observe the prosperous future of Balochistan public schools.

The mediating role of the locus of control in the impact of organizational trust on organizational cynicism

This study aims to examine the mediating role of the locus of control in the effect of organizational trust on organizational cynicism in school organizations with latent variables, including all personnel who directly impact education and training in schools. In this study, the relational scanning model, which is one of the quantitative research methods, was used to examine the mediating role of locus of control in the effect of organizational trust on organizational cynicism. The research started with a detailed literature review, and the information on the definitions and theories of the concepts of organizational cynicism, organizational trust, and locus of control were achieved; and a research model was created by developing hypotheses in line with this information. The data of the study were obtained from 385 participants who were selected by simple random sampling method among school personnel working in public schools. Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) analyses of the obtained data were performed using SPSS and AMOS statistical package programs. As a result of the analysis, it was determined that there is a negative relationship between organizational trust and organizational cynicism, and locus of control has a mediator role in the relationship between organizational trust and organizational cynicism.

Assessment of Why Class-Size Reduction (CSR) Does Not Work in Public Schools in Nigeria: A Survey of Public Secondary School Administrators in Rivers State, Nigeria

The study, Assessment of Why Class-Size Reduction (CSR) Does Not Work in Public Schools in Nigeria: A Survey of Public Secondary School Administrators in Rivers State. The purpose of this study is to assess why class size reduction does not work in public schools with the school administrators. One research question was raised and three hypotheses were formulated for the study. The study adopted the survey research design. The population was made up 268 public senior secondary schools administrators from which a sample size of 152 administrators was determined by Taro Yamane formula and out of which 144 questionnaires was retrieved. The instrument for data collection was a questionnaire titled ‘Class-Size Reduction Questionnaire (CSRQ)'. The analysis of data was done using mean and simple ranking to answer the only research question while the independent sample t-test and one-way ANOVA was used to test the hypotheses. From the analysis, the research question revealed why Class-Size Reduction (CSR) does not work in public secondary schools as enormously expensive, not properly investigated, the cost of increasing classrooms, more funds spent on added teachers, nonchalant aspect of the government and increase in the number of administrators. The hypotheses testing revealed that, all the three hypotheses indicated no significant mean difference of Why Class-Size Reduction (CSR) Does Not Work in Public Schools. The study concluded that class sizes reduction in public schools will not be feasible; especially because of the nonchalant aspect of the government. The recommendation was that, the government should take the issues of class size reduction serious and as well put it into practice.

Curriculum policy and instructional planning: Teachers’ autonomy across various school contexts

International trends promoting school diversity and choice have reshaped education across Europe, leading towards a multiplicity in ownership structures and varied governance configurations. More recently, this can also be seen in European countries with a long history of state-owned and governed public schools, such as in the Nordic states. The aim of this article is to explore autonomy and curriculum control in teacher’s work in public and independent schools within a country context where there are long traditions of ‘one public school for all’. The article draws on interviews with school leaders and teachers on a Waldorf school, an IB school, and a Norwegian public school as well as analysis of local school documents. The analysis shows that varying school contexts present both different and overlapping characteristics of curriculum control and teacher autonomy. All schools have accommodated to educational outcome governed regimes, however, teacher autonomy in the school context appears to differ. Teacher autonomy is more related to teachers’ practices, not the educational outcomes required. The study shows how policies intending for the standardisation of schooling may work in conflict with policy intentions of educational diversity, provided by independent schools of different character.

Obraz szkół publicznych oraz placówek niepublicznych w opinii pracujących tam nauczycieli

The article is related to the functioning of public and non-public institutions in Poland – special attention was paid to primary schools. The most important theoretical issues were presented, referring to the available publications. The article presents the results of own research conducted in the school year 2021/2022 among teachers working in public and non-public primary schools in one of the Małopolska cities. 48 teachers participated in the research – 24 working in public schools and 24 teachers working in non-public institutions. The questions posed in the research allowed us to obtain information on, among others, what differences in work in public and private schools are perceived by teachers, what is the offer of these schools, what is the hourly working time of teachers, what benefits are perceived in a specific place and what difficulties they encounter. The article is of a teoretycy and research nature.

Özel ve Resmi Okullarda Görev Yapan Okul Öncesi ve Sınıf Öğretmenlerinin Yaratıcılık ve Tükenmişlik Düzeyleri Arasındaki İlişki

Öğretmenlerin, yaratıcı düşünmelerini geliştirmeleri, sorunlara yaratıcı çözümler bulmaları, sorunların yarattığı tükenmişlik durumuyla başa çıkmalarına bağlıdır. Bu çalışmanın amacı, özel ve resmi okullarda görev yapmakta olan okul öncesi ve sınıf öğretmenlerinin yaratıcılık ve tükenmişlik düzeyleri arasındaki ilişkiyi incelemektir. Çalışma, Bursa ili Nilüfer ilçesinde 2020-2021 eğitim-öğretim yılında özel ve resmi okullarda görev yapmakta olan toplam 120 öğretmen ile gerçekleştirilmiştir. Bu öğretmenlerin 60’ı okul öncesi öğretmeni ve 60’ı sınıf öğretmenidir. Araştırma nicel araştırma yöntemlerinden tarama modelindedir. Araştırmada okul öncesi ve sınıf öğretmenlerinin tükenmişlik düzeylerini belirlemek için Maslach ve Jackson (1981)’ın geliştirdiği Ergin (1992)’in Türkçeye uyarladığı Maslach Tükenmişlik Envanteri; yaratıcılık düzeylerini belirlemek amacıyla Raudsepp (1977)’in geliştirdiği ve Çoban (1999)’ın Türkçeye uyarladığı “Ne Kadar Yaratıcısınız? ölçeği uygulanmıştır. Araştırma verileri SPSS 25.0 programından faydalanılarak analiz edilmiştir. Çalışma neticesinde öğretmenlerin genel tükenmişlik ve yaratıcılık puan ortalamaları arasında anlamlı bir ilişki olmadığı görülmüştür. Fakat sınıf öğretmenlerinin genel tükenmişlik puan ortalamalarının ve yaratıcılık puan ortalamalarının okul öncesi öğretmenlerine göre daha yüksek olduğu görülmüştür.

The Use of PhET Simulations in Teaching Modality in High Schools in Albania before and during COVID 19-Pandemic


 
 
 
 In this paper, we present a survey - based study regarding the use of PhET simulations in the teaching modality in high schools of Albania before and during COVID-19. We are mainly interested in teachers' attitudes on Physics PhET simulations and their impact on the high school students’ performance. This study was performed in 125 high schools, in 10 different cities of Albania. For this, we have performed a survey composed of 25 questions for 180 teachers, of which 72 % working in public schools. The results show that most of the teachers, have information about PhET simulations but during the classical face to face teaching, the usage percentage was about 41%. While during online classes the use of PhET simulations increased. The results show that the interest of students toward physics increases when PhET simulations are used. What can be understood easily is the fact that even PhET simulations are very useful in understanding physics, both in face to face and online teaching, the teachers in Albania seems not to be so "friendly" with them. Albanian teachers seem to be more attractive by the traditional teaching.
 
 
 
 

A Study on the Relationship between Mobbing and Professional Burn out Perceptions of Secondary School Mathematics Teachers

This study aims to evaluate the relationship between mobbing perception and job burnout of secondary school mathematics teachers. Another subject of the study is to find out whether mobbing and burnout perception differs according togender, marital status, teachers’ professional experience, educational background, staff position, and school type variables. The demographical information form developed by the researchers, Maslach Burnout Inventory-Educators Survey, developed by Maslach and Jackson (1981),and Mobbing Scale developed by Cemaloğlu and Ertürk (2007) were used as data collection tools. The study was conducted using the survey method. The study participants included 243 mathematics teachers working in public and private secondary schools in a city centre of a province in the Eastern Anatolia Region of Turkey. Although the study findings of burnout perceptions of mathematics teachers do not differ significantly according to the variables of gender, and educational background, they differ according to the variables of marital status, professional experience, staff position, and school type. Mobbing perceptions of mathematics teachers differ according to sub-levels of all variables but the variable of gender and staff position. In addition, a significant relationship has been identified between the mobbing and burnout perceptions of secondary school mathematics teachers. In addition, it has been determined that mathematics teachers’ mobbing perceptions are significant predictors of burnout perceptions.

An Investigation of Visual Arts Teachers’ Attitudes towards Distance Education in the Time of COVID-19

In the fight against the 2019 coronavirus disease (COVID-19) pandemic, countries have replaced traditional face-to-face education with distance education as a defense tool. Distance education is not only education and training but also is related to individuals. In today's world, where we are faced with a new development, the conveniences provided by distance education technologies have been used in all areas of education. Therefore, technological developments cause changes in all areas of education systems. These changes affect the quality and functions of art education directly and indirectly. In this study, visual arts teachers’ attitudes towards distance teaching during the COVID-19 pandemic were investigated. For this purpose, the attitudes towards distance education were examined by gender, age and school type variables. The study, which was carried out in the survey model, was carried out with 165 visual arts teachers working in public and private secondary and high schools in Konya, Aksaray, Karaman and Niğde provinces. Distance education attitude scale was used to collect the research data. Findings revealed that visual arts teachers’ attitudes towards distance education were generally negative. In addition, the participating teachers’ attitudes towards distance education differed based on the school type, gender and age variables.

Bilişim Teknolojileri Öğretmenlerinin Bakış Açısıyla Eğitimde Dijital Öyküleme

This study aims to reveal information and communication technology teachers' opinions on the use of digital storytelling in education. The study was carried out with qualitative methods case study. The study group consists of 38 teachers participating in in-service training at the end of the spring semester of the 2018-2019 academic year and working in public schools. Data collection tools are demographic information form and semi-structured interview form created by the researcher. Firstly, teachers were trained on digital storytelling within the scope of in-service training. Within the scope of this training, the definition, history, components, types, stages of digital storytelling, the importance of its use in educational environments, the introduction of software that can be used for digital storytelling, and demonstration of sample digital stories have been made. Then, data collection tool was applied. The content analysis method was used in the analysis of the data. At the end of the study, teachers gave opinions such that digital storytelling provides the opportunity to teach the subject more easily, offers students the opportunity to learn by having fun, may be used to raise awareness on social issues, and the lack of technological infrastructure may be a preventive factor.

Oral Health-Related Knowledge, Attitudes and Behaviours of Elementary School Teachers.

Background: elementary schoolteachers play a central role in shaping their students’ beliefs, attitudes, and behaviours related to health and oral hygiene. This study was designed to evaluate Turkish schoolteachers’ levels of oral health knowledge, attitudes, and behaviours. Methods: A cross-sectional survey-based study was conducted among elementary schoolteachers in Istanbul using a validated self-administered questionnaire. The questionnaire was composed of 36 multiple-choice items categorised into six sections, and the participants were recruited using convenience sampling. (3) Results: A total of 385 elementary schoolteachers participated in this study. The majority were female (62.2%), qualified with a licensure degree (81.3%) and working in public schools (86.5%). Female gender and greater work experience were found to be promoters for oral health knowledge and positive attitudes. The correlation between their perceived knowledge and actual knowledge was very weak, thus suggesting that the teachers are inclined to overestimate their knowledge. Conclusions: The Turkish elementary schoolteachers showed satisfactory oral health knowledge and attitudes toward oral health education. The teachers’ knowledge about dental trauma management was inadequate, necessitating urgent educational interventions, especially for physical education teachers, who are at the greatest risk of encountering such events during their work. The oral hygiene behaviours were not associated with teachers’ oral health knowledge, attitudes, or practice, thus requiring further investigation.

UNMASKING THE EFFECTS OF TEACHERS WHISTLEBLOWING SOME ATTRIBUTES ON IMPLEMENTING STEM EDUCATION: NATIONAL CURRICULUM DOCUMENT 2006 PERSPECTIVE

Abstract Purpose of the study: The purpose of the current research was to measure the effect of teachers self-efficacy, locus of control, and emotional labour on implementing STEM education, focusing on national curriculum document 2006 concerns/guidelines. The researchers enthusiastically explored and reported actual situations happening to implement STEM Education in male public sector primary schools of district Lahore, Punjab province of Pakistan. Methodology: The researchers structured quantitative leading to ex post facto research focusing positivist paradigm on a sample randomly selected 530 participants. The researchers administered Henson (1999) Sources of Self-efficacy Inventory, Rose and Medway (1981) Locus of Control Scale, Çukur (2009) Teachers Emotional Labour Scale, Nistor et al. (2018) Teachers questionnaire on STEM Education Practices and self-constructed questionnaire on national curriculum document 2006 based concerns/guidelines on STEM Education, to collect the data from male primary schools teachers working in public sector schools of Lahore. The researchers run regression analysis and Pearson Product Moment Correlation (r) to analyze the data. Main findings: Findings of the current research revealed that teachers self-efficacy have affected 82.90%, locus of control 65.60%, emotional labour 70.50% and national curriculum document 2006 have affected 28.10% on implementing STEM education. Moreover, a significant strong relationship existed between self-efficacy and STEM education (r = .910**, n = 528, p < .05), locus of control and STEM education (r = .873**, n = 528, p < .05), emotional labour and STEM education (r = .840**, n = 528, p < .05) and a significant and weak association yield between national curriculum 2006 concerns and STEM education (r = .002**, n = 528, p < .05). Applications of the study: The findings of the current research will be applicable for primary schools male teachers who break the ice about their cognitional, social, and emotional attributes that are practised to implement STEM education focusing national curriculum document 2006; as they monotonously worked for students lap of luxury. Novelty/originality of this study: There are hardly any studies conducted on self-efficacy and STEM education but, void researches structured to measure the effect of teachers locus of control, emotional labour, and national curriculum document 2006 based concerns/guidelines on implementing STEM education. The authors has made a significant contribution by portraying clear pictures of current appealing situations happening in male public sector primary schools of district Lahore of Punjab-Pakistan.

Views of Social Studies Teachers on E-Learning

Online educational platforms have recently been used to compensate for educational activities that have been interrupted all around the world due to the pandemic during the year 2020. This study was conducted to reveal reflections of e-learning on social studies courses. Among qualitative research designs, the case study method was used. The data were collected using semi-structured interview. The study group consisted of 27 social studies teachers working in public secondary schools in Adıyaman province of Turkey. Those teachers were determined based on purposeful sampling method. These teachers were determined based on non-random purposeful sampling criterion. They were interviewed considering that they used the online education platform intensively during the pandemic and had the necessary experience to make evaluation in this regard. The data were collected between September and November 5, 2020. The data were analysed using inductive analysis. The study results showed that social studies teachers could not literally adapt to e-learning activities due to their lack of knowledge about using computers. They did not internalize virtual education but had a perception that such education could be used as a supportive one for face-to-face education or for review. The study found that the EBA (Education Information Network), the most comprehensive online educational platform in Turkey, could not literally meet the needs in terms of infrastructure and content. Teachers endeavoured to adapt to e-learning during the pandemic and they welcomed admiringly the preparations made by the MEB (Ministry of National Education) despite the deficiencies therein. The majority of teachers stated they did not receive any course related to e-learning during their undergraduate education. In-service e-learning training can be provided to social studies teachers. E-learning courses can be included in the programs in education faculties. The Ministry of National Education can enrich its infrastructure.

PSYCHOLOGISTS AND PSYCHODRAMATISTS IN EDUCATION: AN ONLINE PROJECT DEVELOPED DURING THE PANDEMIC

This article presents the socionomic project Ouvindo a Escola (Listening the School) and its developments, a set of socio-psychodramatic practices carried out during the year 2020, generated in remote mode and in times of pandemic. We start by making a brief history of Educational Psychology and continue pointing Psychodramatic Pedagogy as a transformative perspective in the socio-educational field. The project involved 11 psychodramatists, 39 teachers and 15 public school workers. We intend to give visibility to referenced practices that can contribute to Critical School Psychology within the scope of public education and propose ways of action, in times of social isolation.

Predictive modelling of burnout among Kazakhstani English teacher candidates

Introduction. In Kazakhstan, 55% of English pre-service teacher candidates do not plan to work in public schools after graduation. The current quantitative study, using statistical analysis, sought to determine the causes of this phenomenon.The aim of the present research was to determine the probability of early career burnout among future English teachers using predictive modeling.Methodology and research methods. To create a predictive model, the authors used the following statistical data analysis tools: factor analysis, ordinal regression, and the Сhi-square test. The selection of the above tools provides to predict the probability of work intention in a Kazakhstani public school for more than five years. This period acts as a proxy variable for predicting future teachers’ burnout rates. The study involved 160 pre-service teachers, who received State scholarships for free tuition, with an obligation to work in public schools after graduation.Results and scientific novelty. The data indicated that some respondents would only work for a period of less than five years, due to a sense of despair about their profession. The results demonstrate that pre-service teachers require better training. Furthermore, the authors found a correlation in teaching career expectations and the gender gap, where mature female participants were more likely to carry an intention to work for more than five years.Practical significance. The present study makes a contribution to further research aimed at preventing the shortage and turnover of teaching staff in the workplace by detecting early warning signs of burnout among prospective teachers. The authors identified the indicators of the risk group of novice teachers, who are more prone to burnout due to emotional exhaustion, low self-efficacy, low expectations, and prospects from a teaching career. The authors believe that effective career guidance provides an adequate selection of the most motivated applicants with high occupational expectations.