scholarly journals Teacher education and career cycle: Educational level and pathways effects in Serbia and Greece

2018 ◽  
Vol 50 (2) ◽  
pp. 189-208
Author(s):  
Milica Marusic-Jablanovic ◽  
Aleksandra Pejatovic ◽  
Tina Stemberger
Keyword(s):  
Intrinsic Motivation ◽  
Career Choice ◽  
Formal Education ◽  
Survey Methodology ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Convenience Sample ◽  
Pathway Interaction ◽  
Job Attitude ◽  
Career Cycle

Given the importance of teachers? work and effectiveness, the authors have chosen to study how the teachers? education determines their vocational behavior in terms of enthusiasm and growing and career frustration in Serbia and Greece. They examined the significance of education level and education pathway in mutual interaction and in interaction with intrinsic motivation of career choice. The study used survey methodology. The questionnaire was administered to a convenience sample of 213 secondary school teachers. The results indicate that career characteristics do not differ with respect to the level of formal education and the authors conclude that transit to the world of work can be made after the bachelor level, when the bachelor program includes adequate pedagogical preparation. The effect of education pathway interaction with intrinsic motivation was significant in the sample of Greek teachers. Teachers, who had undergone more thorough preparation for teaching, have developed their job attitudes independently from their career choice motivations. The lesser significance of initial motivation for teaching is interpreted as a possibility to compensate for lower levels of motivation by developing teaching competences, i.e. facilitating self-efficacy through teacher training. No evidence of teacher preparation effects was found in the Serbian sample, indicating that teachers educated according to the old system pathways cannot be expected to achieve different job attitude.

scholarly journals Is the intrinsic motivation of career choice important for the later professional development of teachers?

Psihologija ◽  
2014 ◽  
Vol 47 (4) ◽  
pp. 449-464
Author(s):  
Milica Marusic
Keyword(s):  
Professional Development ◽  
Intrinsic Motivation ◽  
Quantitative Research ◽  
Extrinsic Motivation ◽  
Secondary School Teachers ◽  
Rank Correlation ◽  
Hierarchical Cluster ◽  
Survey Method ◽  
School Teachers

The nature of teachers? professional choice motivation has been proved important for the later professional development. The goal of the present research was to determine the role of the intrinsic motivation in the participants? decision to become teachers, as well as to establish the importance of intrinsic motivation for their later professional development. We have conducted a quantitative research, within a sample consisted of 118 secondary school teachers, by application of survey method (instrument? questionnaire in the form of Likert-type scale). Statistical analysis has consisted of: hierarchical cluster analysis, descriptive statistics, factor analysis and rank correlation. It was established that the intrinsic motivation takes precedence over the extrinsic motivation in the process of professional choice determination. We have also confirmed the hypothesis claiming that the level of intrinsic motivation correlates with the indicators of professional behavior. Besides, the level of intrinsic motivation is better predictor of the enthusiasm and growth then of the career frustration (Fessler, 1995). Our results are in favor of the teacher education system, where the candidates apply and prepare for the teacher profession from the beginning of the initial education.

scholarly journals VOCATIONAL INTEREST, ATTRIBUTION AND CAREER MATURITY AMONG SECONDARY SCHOOL TEACHERS IN SOKOTO METROPOLIS

2013 ◽  
Vol 14 (1) ◽  
pp. 8
Author(s):  
Shehu Yahaya Tsagem ◽  
Malami Umar Tambuwal
Keyword(s):  
Secondary School ◽  
Significant Relationship ◽  
Survey Methodology ◽  
Secondary School Teachers ◽  
Career Maturity ◽  
Sampling Technique ◽  
Attitude Scale ◽  
Ministry Of Education ◽  
School Teachers ◽  
Vocational Interest

The main thrust of this study was to examine and investigate whether relationships exist among vocational interest, attribution and career maturity among teachers in secondary schools of Sokoto state. Some research questions raised were: Is there any relationship between vocational interest and career maturity of secondary school teachers in Sokoto state: and is there any relationship between vocational interest and attribution of secondary school teachers in Sokoto state? Some null hypotheses generated for the conduct of the study were that: there is no significant relationship between vocational interest and career maturity of secondary school teachers in Sokoto state and there is no significant relationship between vocational interest and attribution of secondary school teachers in Sokoto state. The study used the correlational survey methodology for237 subjects drawn from the total population by means o f simple random sampling technique. Data for the study was collected with the use of an adopted version of Bakare 's Vocational Interest Inventory, an adopted version of Olomolaiye's Self Other Motivation Scale and an adopted version of Crites' Career Maturity Inventory Attitude Scale. Some major findings of the study were that there is a relationship between vocational interest and career maturity and also that there is a relationship between career maturity of secondary school teachers in Sokoto state. Some of the recommendations made were that the Ministry of Education in Sokoto state and the teachers themselves should embark on developing both internal and external inspiring factors toward the general development of the teachers' career maturity thus leading to sound academic effectiveness and that the state Ministry of Education should look for all possible ways to develop teachers' interest and attribution which will eventually enhance the realization of positive and efficient self-esteem, self-efficacy, self-concept and self-fulfillment which are necessary ingredients in career maturity etc.

scholarly journals Teenagers` Perception about Discrimination

2020 ◽  
Vol 6 (2) ◽  
pp. 17-31
Author(s):  
Luminița Mihaela Drăghicescu ◽  
◽  
Ioana Stăncescu ◽  
Ana-Maria Suduc ◽  
◽  
...  
Keyword(s):  
Secondary School ◽  
Social Inclusion ◽  
Formal Education ◽  
Secondary School Teachers ◽  
Target Group ◽  
Negative Effects ◽  
School Teachers ◽  
Important Data ◽  
Proper Understanding ◽  
Self Identity

Adolescence is the age of impetuous transformations, but also the age of crises accompanied by anxiety, insecurity, depression. When discrimination - a phenomenon that has certainly affected the lives of each of us - is added to them, the "route" of teenagers to the crystallization of self-identity becomes even more difficult. Awareness of discrimination and taking on the mission to prevent/combat it, by cultivating values and attitudes such as respect for diversity, equity, tolerance, solidarity, cooperation become, in this way, objectives of the school, achievable in the context of social education. Going in this direction, the RAINBOW project aims to promote social inclusion and positive EU values through capitalizing of non-formal education and its specific methods into the school education. Within this project, a research was carried out with a target group consisted of 1487 students and 254 secondary school teachers from six European countries: Belgium, Bulgaria, France, Italy, Romania and Spain. From Romania, a group of 37 teachers and 267 students was part of this approach. The research method used was the survey based on questionnaire, and regarding the target group of teenagers students, the objectives included identifying their perception of discrimination, awareness of negative effects of social media, but also the importance of civic competences development. Referring to the need for a proper understanding of the phenomenon of discrimination, in this study we integrated some of the results of research conducted within the Rainbow Project, presenting some important data on teenagers' perceptions and experience on discrimination.

scholarly journals Career cycle of general and special school teachers in Serbia

Psihologija ◽  
2015 ◽  
Vol 48 (2) ◽  
pp. 165-181
Author(s):  
Milica Marusic ◽  
Bojana Bodroza
Keyword(s):  
Career Choice ◽  
Special School ◽  
School Teachers ◽  
Special Schools ◽  
Extrinsic Factors ◽  
Career Cycle ◽  
General School ◽  
Intrinsic And Extrinsic Factors

The specificities of general and special school teachers? work might influence their career differently. The aim of the study was to examine the career cycle of these teachers. A survey was conducted on a sample of 120 teachers from general and 95 from special schools. Five stages of career cycle were discovered: induction, competency building and enthusiasm, career frustration, stagnation, career wind-down. Results indicate that age, gender, intrinsic, and extrinsic factors of career choice can influence teachers? career cycle. When these factors are controlled, special school teachers experience less enthusiasm and more willingness to retire than general school teachers.

scholarly journals Croatian Teacher Competencies Related to the Creation and Implementation of Education Policy

2014 ◽  
Vol 4 (4) ◽  
pp. 51-73
Author(s):  
Vesna Kovač ◽  
Branko Rafajac ◽  
Iva Buchberger
Keyword(s):  
Education Policy ◽  
Secondary School ◽  
Survey Methodology ◽  
Secondary School Teachers ◽  
School Context ◽  
School Teachers ◽  
Education Policies ◽  
Online Questionnaire ◽  
The Creation ◽  
Primary And Secondary School

This research was conducted in order to gain a preliminary insight into the general orientation and range of opinions of 396 primary and secondary school teachers in Croatia toward the a) importance of their competencies related to the education policies; b) cognition and mastering of the competencies related to the education policies; c) the actual activity of primaryand secondary school teachers in the creation and implementation of education policies. Research data were collected on the basis of a survey methodology, using an online questionnaire in the form of a Likert scale. In addition, the questionnaire contained two open questions. The analysis of results has clearly shown that primary and secondary school teachers in this research evaluated their competencies related to the education policies to be an important part of the competency profile of teachers. Teachers have made relatively high evaluations of their cognition and mastery of the competencies related to the education policy processes within school. In contrast, somewhat lower evaluations have been given to the mastery of competencies associated with the knowledge of education system, i.e. activity outside the school context. The evaluations of scale items related to the preconditions and personal activity in decision making and the implementation of education policy within the school vary in the range of average values or slightly above that. 

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