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The Role of the School Principal in Burnout and Job Satisfaction of Secondary School Teachers
Kranioti Anna,
Broni Georgia
Issue:
Volume 12, Issue 3, May 2023
Pages:
84-91
Received:
20 March 2023
Accepted:
18 May 2023
Published:
29 May 2023
Abstract: The aim of this research is the identification of the role of the school principals in burnout and job satisfaction of Greek teachers that are working in both primary and secondary education. The aim was covered through quantitative research with a structured and online distributed questionnaire used as the main research tool. The research participants are 155 schoolteachers coming from primary and secondary Greek school units. They were collected by using convenience sampling and avalanche method. For the distribution of the questionnaire, the Google Forms platform was used and for the statistical analysis we used SPSS (version 23). The main research results showed that transactional and transformational leadership are more implemented in Greek schools, than laissez-faire leadership style. Teachers’ levels of job burnout are positively affected by laissez-faire leadership and negatively affected by the two positive leadership styles. On the contrary, transformational, and transactional leadership has positive impact on job satisfaction levels and negative impact on teachers’ burnout. School principals should place emphasis on maintaining the transformational leadership style, which emerged as the dominant one, due to the fact that it leads to increased levels of job satisfaction and the reduction of teachers’ burnout. Also, attention should be paid to the case of female teachers, who were found to be more vulnerable to burnout.
Abstract: The aim of this research is the identification of the role of the school principals in burnout and job satisfaction of Greek teachers that are working in both primary and secondary education. The aim was covered through quantitative research with a structured and online distributed questionnaire used as the main research tool. The research particip...
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Digital Experience Among Faculty and Students in One Midwest University
Deanna Gower,
Melissa Kachaturoff,
Meriam Caboral-Stevens
Issue:
Volume 12, Issue 3, May 2023
Pages:
92-98
Received:
26 April 2023
Accepted:
11 May 2023
Published:
29 May 2023
Abstract: The coronavirus (COVID-19) pandemic shifted the daily operations of society from in-person to a digital environment. While connectivity has innumerable benefits, research is revealing the negative effects of hyperconnectivity on mental health. Digital burnout appears to be the cost for this advancement. Students and faculty members are mostly impacted with digital burnout. The purposes of this project were to 1) to compare digital device usage before and during the pandemic between faculty and students, 2) examine digital competencies, digital burnout, and digital resilience between faculty and students from one Midwest university. A descriptive, cross-sectional study design was conducted. A convenience sample of faculty and students from the all programs at our university were surveyed. A Digital Experience Scale was adapted by the researchers to evaluate digital usage, level of confidence, and level of digital resilience in adapting to digital technology. The 24-item Digital Burnout Scale (DBS) was also used to assess digital burnout. The DBS measures three subscales – digital aging, digital deprivation, and emotional exhaustion. The total score ranges from 24 to 120, with higher scores indicating higher levels of digital burnout. The survey was administered via RedCap. IRB was submitted and was granted exempt status. Data from 194 respondents were included in analysis. Cohort was comprised mostly of students (80%), 76% females, 83% whites and 72% were undergraduate students. The overall mean age was 33.8 (SD=14.7). There was a significant difference in age between faculty and students. Cohort reported above average and very high ability in use of technology. The overall mean DBS score of all participants was 64.7 (SD=19.2). The mean “digital aging”, “digital deprivation”, and “emotional exhaustion” subscale scores of 33.8 (SD=10.7), 16.1 (SD=5.7), and 15.0 (SD=5.6), respectively. There were significant differences in the total scores and three subscales between faculty and students. Both faculty and students were able to adapt the use of technology during the pandemic. The study showed that faculty and students at a Midwestern University have above-average digital burnout levels; however, they were able to adapt to the use of technology.
Abstract: The coronavirus (COVID-19) pandemic shifted the daily operations of society from in-person to a digital environment. While connectivity has innumerable benefits, research is revealing the negative effects of hyperconnectivity on mental health. Digital burnout appears to be the cost for this advancement. Students and faculty members are mostly impac...
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The Primary Education Evaluation Systems in Mali and China Must Be Compared in Order to Determine the Best Strategy to Employ
Yacouba Goita,
Abdramane Kone
Issue:
Volume 12, Issue 3, May 2023
Pages:
99-102
Received:
7 May 2023
Accepted:
25 May 2023
Published:
5 June 2023
Abstract: Primary education should include assessment systems because they provide information about student achievement and indicate areas for development. Different primary education assessment systems are used in Mali and China. Mali attaches great importance to teacher evaluation, while China attaches great importance to standardized tests. This study compares and contrasts primary school assessment systems in Mali and China. It identifies their advantages and disadvantages and makes suggestions for improvement for each country. According to research, both methods have their major disadvantages as well as their advantages. While China's test-based approach may discourage creativity and critical thinking, Mali's teacher-led approach can lead to subjective and biased judgments. The study suggests that China should use more accurate assessment techniques to combat its reliance on final exams. In addition, Mali should adopt a more structured approach to teacher assessment, combining standardized tests and independent assessment. Mali has largely relied on end-of-year tests to assess pupils' knowledge and skills. However, this system has been criticized for its reliance on rote memorization and lack of emphasis on critical thinking and problem-solving ability. China, on the other hand, has adopted a complete evaluation system that integrates formative and summative evaluations, such as classroom observations, continuous assessments, and national tests. This approach seeks to assess not just students' academic achievements but also their personal traits, social abilities, and moral development. Based on the comparative research, it is suggested that Mali implement a hybrid evaluation system modelled after China's. This would entail adding more formative assessment approaches, such as continuous assessment, teacher observations, and project-based evaluations, throughout the academic year. Mali can better respond to its students' different learning requirements and support the development of critical thinking and problem-solving skills by adopting a more holistic approach. Furthermore, incorporating qualitative evaluation methodologies can provide a more complete knowledge of kids' entire development, including social and emotional well-being. Finally, this study emphasizes the significance of taking context into account while developing primary school evaluation systems. By learning from China's successful method, Mali may improve its primary school evaluation system to meet the changing demands of its pupils and nurture well-rounded persons ready for the challenges of the twenty-first century.
Abstract: Primary education should include assessment systems because they provide information about student achievement and indicate areas for development. Different primary education assessment systems are used in Mali and China. Mali attaches great importance to teacher evaluation, while China attaches great importance to standardized tests. This study co...
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Using the DigCompEdu Framework to Conceptualize Teachers’ Digital Literacy
Issue:
Volume 12, Issue 3, May 2023
Pages:
103-108
Received:
5 May 2023
Accepted:
7 June 2023
Published:
14 June 2023
Abstract: Teachers’ literacy has a strong impact on the effectiveness and quality of teaching. Digital literacy has been described as a survival skill, without which citizens can not acquire the knowledge and skills necessary for life in the 21st century. Digital literacy has become essential to teachers’ overall quality and is significant for teachers’ ongoing professional development in the digital age. This article begins with the introduction and comparison of different definitions of digital literacy. Then it adopts the European Framework for the Digital Competence of Educators (DigCompEdu) to conceptualize teachers’ digital literacy to elaborate on the concept. The framework demonstrates a set of digital competences specific to teachers to be able to seize the potential of digital technologies for enhancing and innovating education. These competences include professional engagement, digital resources, teaching and learning, assessment, empowering learners, and facilitating learners’ digital competence. Meanwhile, a model of digital competence proficiency in a cumulative progression through six levels has also been introduced, which begins with Remembering and Understanding, goes through Applying and Analyzing, and finally Evaluating and Creating. Moreover, existing literature on research using this framework has been reviewed to show how the framework could be employed to understand and develop teachers’ digital literacy in practice. Finally, research gaps are identified and suggestions for future research are provided.
Abstract: Teachers’ literacy has a strong impact on the effectiveness and quality of teaching. Digital literacy has been described as a survival skill, without which citizens can not acquire the knowledge and skills necessary for life in the 21st century. Digital literacy has become essential to teachers’ overall quality and is significant for teachers’ ongo...
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Curriculum System Design Based on Curriculum Modular Teaching - Take the Course "Innovation and Entrepreneurship" as an Example
Issue:
Volume 12, Issue 3, May 2023
Pages:
109-113
Received:
2 December 2022
Accepted:
9 June 2023
Published:
27 June 2023
Abstract: In recent years, with deepening of education reform and continuous development of education industry, innovation and entrepreneurship education has become one of compulsory courses in colleges and universities, which is main path to cultivate entrepreneurial talents. As important part of innovation and entrepreneurship education, evaluation system is important means and test method to ensure teaching effect and quality of innovation and entrepreneurship courses. Course assessment is an important means to test the quality of teachers teaching and evaluate the effectiveness of students learning. In order to give full play to the function of assessment and evaluation, a new course assessment plan was designed based on the modular reform of the innovation and Entrepreneurship course. The design points include four aspects, full implementation of modules, multi-dimensional assessment and assessment, diversity of assessment methods, and attention to the whole process assessment. The course assessment scheme has been applied to teaching practice and has achieved relatively satisfactory results. Students enthusiasm for module learning and innovative thinking and entrepreneurial skills have been effectively improved. How to build reasonable curriculum system based on the course innovation and entrepreneurship is main content of this paper. which also provides a basis and reference for relevant future research.
Abstract: In recent years, with deepening of education reform and continuous development of education industry, innovation and entrepreneurship education has become one of compulsory courses in colleges and universities, which is main path to cultivate entrepreneurial talents. As important part of innovation and entrepreneurship education, evaluation system ...
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