Search results

Filters

  • Journals
  • Authors
  • Keywords
  • Date
  • Type

Search results

Number of results: 24
items per page: 25 50 75
Sort by:
Download PDF Download RIS Download Bibtex

Abstract

The aim of this study was to analyze the relationship between Big-Five personality traits, perceived self-efficacy (GSES) and dimensions of occupational burnout in accordance with Christina Maslach’s three-factor burnout model (emotional burnout, depersonalization, perceived lack of own accomplishments). Data collected among 271 teachers (82% female) aged 20–68 confirmed findings from previous research that four personality traits (Neuroticism, Extraversion, Agreeableness, Conscientiousness) are correlated with burnout and that they are significant predictors for all dimensions of burnout. In addition, it was shown that GSES plays a moderating role as a buffer that protects people with high levels of neuroticism from a sense of lack of own accomplishments. It was also found that GSES plays a mediating role for the relationship between Extraversion, Conscientiousness and Neuroticism and perceived lack of own accomplishments and that it is a suppressor for the relationship of neuroticism with emotional exhaustion. The results are discussed in the context of personality theories and their possible applications.
Go to article

Authors and Affiliations

Agnieszka Sylwia Zawadzka
Maciej Kościelniak
Anna Maria Zalewska
Download PDF Download RIS Download Bibtex

Abstract

In this study, music teachers' exposure to sound was tested by measuring the A-weighted equivalent sound pressure level (SPL), the A-weighted maximum SPL and the C-weighted peak SPL. Measurements were taken prior to and after acoustic treatment in four rooms during classes of trumpet, saxophone, French horn, trombone and percussion instruments. Results showed that acoustic treatment affects the exposure of music teachers to sound. Daily noise exposure levels (LEX, 8 h) for all teachers exceeded a limit of 85 dB while teaching music lessons prior to room treatment. It was found that the LEX, 8 h values ranged from 85.8 to 91.6 dB. The highest A-weighted maximum SPL and C-weighted peak SPL that music teachers were exposed to were observed with percussion instruments (LAmax = 110.4 dB and LCpeak = 138.0 dB). After the treatments, daily noise exposure level decreased by an average of 5.8, 3.2, 3.0, 4.2 and 4.5 dB, respectively, for the classes of trumpet, saxophone, French horn, trombone and drums, and did not exceed 85 dB in any case.

Go to article

Authors and Affiliations

Emil Kozłowski
Rafał Młyński
Download PDF Download RIS Download Bibtex

Abstract

Faculty of Natural and Technical Sciences and Faculty of Medical Sciences starting from December 2012, launched joint study in order to investigate personal noise exposure and associated health effects in general school teachers population, starting from kindergartens up to high schools in Stip, Macedonia. In order to determine workplace associated noise exposure and associated health effects in this specific profession, a full shift noise exposure of 40 teachers from 1 kindergarten, 2 primary and 2 high schools were measured in real conditions using noise dosimeters. A-weighted equivalent-continuous sound pressure levels (LAeq) of each teacher were recorded during single activities (classes). Normalized 8-hours exposure, termed the noise exposure level (Lex;8 h) was also computed. Daily noise dose is another descriptor for noise exposure that was determined as a measure of the total sound energy to which workers have been exposed, as a result of working in the varying noise levels. Health effects were assessed trough a full scale epidemiological study which included 231 teachers from the same schools. Specific questionnaire was used to extract information about subject’s perception on occupational noise exposure, as well as theirs occupational and medical history.
Go to article

Authors and Affiliations

Marija Hadzi-Nikolova
Dejan Mirakovski
Milka Zdravkovska
Bistra Angelovska
Nikolinka Doneva
Download PDF Download RIS Download Bibtex

Abstract

What is focused on in the undertaken study are teachers from schools educating in the Polish language in the Czech Republic. The author refers to the studies conducted in 2014–2016 and in 2017 among teachers from schools for the Polish national minority located in Zaolzie. These schools effectively compete with schools for the Czech majority. Among other things, they have survived owing to teachers and their decisive strategies, which involve not only strictly competitive but also various forms of collaborative behaviour.

Go to article

Authors and Affiliations

Alina Szczurek-Boruta
Download PDF Download RIS Download Bibtex

Abstract

Self-fulfilling prophecy is seen as an important phenomenon linking social perception with social interaction, being in line with the assumption that conviction creates reality. The adoption of such a perspective upgrades the rank of expectations, which being in control of human behaviour, permeate all areas of people’s activity. Within the area of interpersonal interaction, its participants either perceive what is expected of them or make assumptions about expectations on the basis of behaviour which is directed towards them. Following this lead, and referring to the possibility of co-operation between teachers and parents, we are confronted with a question whether within the anticipated interaction parents may cope as well, or as badly as it is expected of them by teachers. This article attempts to answer this question as well as to analyse the relationships between teachers and parents through the prism of the idea of self-fulfilling prophecy, bearing in mind that the phenomenon itself consists of extremely complex interaction of cognitive and behavioural factors.

Go to article

Authors and Affiliations

Inetta Nowosad
Download PDF Download RIS Download Bibtex

Abstract

Despite the large number of studies conducted on teachers’ oral corrective feedback, the findings of these studies have been mainly limited to cognitive orientations rooted in experimental designs and the verbal discourse of the teacher as the main object of inquiry. Considering teachers’ affective concerns regarding their corrective feedback and the shift from negative psychology to positive psychology in the field of second/foreign language teaching as well as the entirety of the teacher’s corrective repertoire, in this case study, we aimed to explore the enjoyment building capacity of a teacher’s multimodal corrective feedback in a university general English course. We video-recorded the teacher’s multimodal corrective feedback including verbal and nonverbal semiotic resources like gesture, gaze, and posture while observing the learners’ emotional experiences for eight sessions. We also conducted stimulated recall interviews with some learners and collected their written journals about the experiences of enjoyment with regard to the teacher’s multimodal corrective feedback scenarios. The teacher’s multimodal corrective feedback was analyzed through systemic functional multimodal discourse analysis (SF-MDA) and the content of the interview transcripts as well as the written journals were qualitatively analyzed. The findings indicated that the teacher’s inherent multimodality in his corrective feedback broadened the main dimensions of enjoyment by raising the learners’ attention to their errors, heightening their focus on the correct form, and increasing the salience of his corrective feedback. Further arguments regarding the findings are discussed.

Go to article

Authors and Affiliations

Mokarrameh Bayat
Majid Elahi Shirvan
ORCID: ORCID
Elyas Barabadi
Download PDF Download RIS Download Bibtex

Abstract

Psychodrama is a method of therapy and personal development which strongly engages – apart from the intellect – the body and emotions. It frequently makes use of symbols and metaphors based on a natural inclination to play, at the same time triggering spontaneity and creativity. Psychodrama was invented by Jacob Moreno in the early 20th century. For a long time, it has been subjected to various changes. Its development has brought about the adjustment of its tools to different needs and group situations. Today, psychodrama is widely applied in psychotherapy, personal development, business, as well as education. The presented study is aimed at showing the usefulness of psychodrama as a tool which enhances the understanding of disability by both people without disability (as it is understood by the non-disabled) and the disabled (as regards the understanding of their own limitations). An additional goal is presenting the general assumptions of psychodrama the benefits from using its techniques for the development of e.g. teachers, therapists, tutors and other people working with the intellectually disabled, post-graduate students of special pedagogy in the field of oligophrenopedagogy.

Go to article

Authors and Affiliations

Dorota Prysak
Download PDF Download RIS Download Bibtex

Abstract

Professor architect Juliusz Żórawski was for the author of this paper, a leading personality, during his period of studiea and assistantship. Author on the wider background of events of his life, draws a portrait of his mentor according to: creative Modern projecting, thinking, talking and writing about architecture – especially on the field of form. The teacher and his pupil had similar passions, e.g. expressing oneself by free hand sketching, sensibility towards a landscape, e.g. Tatra Mountains. This is why in spite that Żórawski was rather radical Modernist, the fan of abstraction, the author of this paper owes him his own views closer to the contextualism, and a creative, more “hot”expression, and at the first – his passion towards architecture and its creation.

Go to article

Authors and Affiliations

Aleksander Franta
Download PDF Download RIS Download Bibtex

Abstract

Given the significance of teacher characteristics in student motivation for class attendance, the present paper aimed to investigate the roles of teacher success, credibility, and stroke in students’ Willingness to Attend Classes (WTAC). To this aim, a total number of 276 undergraduate students majoring in Teaching English as a Foreign Language (TEFL) and English Language and Literature completed four scales: Characteristics of Successful EFL Teachers Questionnaire (Moafian & Pishghadam, 2008), Teacher Credibility Scale (McCroskey & Teven, 1999), Student Stroke Scale (Pishghadam & Khajavi, 2014), and WTAC Scale (Rajabnejad, Pishghadam, & Saboori, 2017). For data analysis, Pearson multiple correlation coefficients and path analysis were employed. The results of correlational analyses revealed a significantly positive correlation, first, between teacher success and students’ WTAC, secondly, between teacher credibility and students’ WTAC, and thirdly, between teacher stroke and students’ WTAC. Furthermore, the results of path analysis indicated that students’ WTAC was significantly predicted by teacher success, credibility, and stroke. At the end, the results were discussed in light of previous findings, and potential conclusions were made in the EFL context accordingly.

Go to article

Authors and Affiliations

Reza Pishghadam
Ali Derakhshan
Kiyana Zhaleh
Download PDF Download RIS Download Bibtex

Abstract

Educational policy is a complex social phenomenon which both determines and is determined by political, socio-cultural, economic or demographic conditions. It is treated as deliberate activities of state and local authorities strictly related to educational practice. Therefore, each educational policy should be a planned activity which is based on a broader programme and which takes into account developmental strategies not only of education but also of the region or state. The period following the system transformation in Poland has involved numerous activities which – from teachers' perspective – have been treated as unexpected or even threatening their professional situation or the whole education. however, J. Rutkowiak emphasizes that relations between politics and pedagogy result from social engagement of both educationalists and teachers in politics and, thus, it is indispensable to treat politics as a dimension of their daily functioning at work [1]. The following questions are raised: what are actual teachers' expectations from politicians and the educational policy? how do teachers assess the educational policy and situate it in their professional daily routine? Referring to Rutkowiak, is this policy a significant dimension of their daily functioning at work or a factor of unpredictable results which may appear at any time – the expected unexpected as the title suggests? what is presented in this study are some analyses of the data collected in the studies on educational policy and politicians, conducted among teachers in 2000–2014.

Go to article

Authors and Affiliations

Anna Gajdzica
Download PDF Download RIS Download Bibtex

Abstract

The need to generate innovative solutions clearly is closely related with professional activities of special education teachers. The specificity of functioning of people with disabilities, unpredictability of actions and behaviours, developmental disharmoniousness imposes the searching and implementing of customized solutions, improvements and modifications to adjust the educational process to the needs and capabilities of this group of students. The presented beliefs have become the basis for research activities allowing to describe the innovativeness of special education teachers in their workplace. The main aim of this article is to attempt to determine the relationship between innovativeness in the workplace and locus of control in special education teachers group.

Go to article

Authors and Affiliations

Katarzyna Parys
Download PDF Download RIS Download Bibtex

Abstract

On September 16, 2019, prof. dr hab. Janusz Haman, member of the Polish Academy of Sciences passed away. The death of the Professor is a great loss not only for the family, but also for the entire national scientific community of agricultural engineering – the discipline of which he was the creator in Poland, and at the same time one of the greatest authority on an international scale. He has worked for almost 20 years at the Central Qualification Committee for Scientific Personnel (formerly CKK) at the Prime Minister’s office. For three terms he was a member of the Main Council of Science and Higher Education and the State Awards Commission. For two terms he was a member of the Science and Technology Council. He was the vice-chairman of the Scientific Council of the Ministry of Agriculture for five consecutive terms. He was a member of many scientific councils, including three terms of chairmanship of the IMER Council and OIN PAN. He also actively worked in the TNOiK structure, where he was the president of the Lublin Branch and NOT, being the president of the Lublin Branch of SIMP. In recognition of the great merits for creative activity, in particular for the development of agricultural sciences, Professor Haman was awarded four times with the highest academic dignity, which is an honoris causa doctorate, and also repeatedly decorated by the state authorities: Crosses – Knight's, Officer's and Commander's with the Star of the Order of Rebirth of Poland, Distinguished Teacher PRL, National Education Medal, Copernicus and Oczapowski Medal.

Go to article

Authors and Affiliations

Rudolf Michałek
Download PDF Download RIS Download Bibtex

Abstract

In the text the author makes a critical assessment of legal solutions regulating the education of teachers in Poland. In the realms of argument, he refers to his own experiences as a member of the Polish Accreditation Committee. The presentation of those experiences reveals areas of omissions, irregularities, and even pathologies in the process of conferring teaching qualifications on graduates of schools of higher education. The author derives the sources of the status quo from imperfections or contradictions in the documents regulating the same areas of education, as well as from the struggle of schools of higher education to survive in the market, leading to a dramatic reduction in the quality of education. The text ends in demands for necessary modifications of the standards of teacher education and changes in legislation.

Go to article

Authors and Affiliations

Amadeusz Krause
Download PDF Download RIS Download Bibtex

Abstract

In this text, a critical reflection is presented on assessment practices in early childhood education, which are discussed in the context of the creation by those practices of the students’ sense of agency which, according to J. Bruner, is treated as a category of school culture. The discussion is based on the results of the recent research conducted in Poland on students’ agency and an analysis of the data collected as part of the author’s own research.

The picture obtained by using the triangulation of methods and sources confirms that assessment in early childhood education strips children of the opportunity to build a sense of agency, even in terms of independent control of a task situation. The surveyed students, admittedly, are capable of a relatively independent reflection on the context of school assessment, but the world of their educational experience is limited to the incapacitating culture of the school grade. It is a culture that becomes one of the sources of children’s self-restraint in the perception of themselves as agents, perpetuating their external steerability and passivity. To change this situation, external regulations will not suffice, but only the organizing of the learning environment based on the relationship between the teacher and the student, which is free from the daily pressures of assessment and the worship of formal correctness.

Go to article

Authors and Affiliations

Grażyna Szyling
Download PDF Download RIS Download Bibtex

Abstract

Being reflective is one of the most paramount features that EFL (English as a Foreign Language) teachers need to be equipped with in the post-method era for their professional growth and development. The present study aimed to explore reflective teaching from a multi-dimensional perspective in terms of a) determinants that simulates teachers to reflect, b) consequences that teachers experience as a result of their reflective teaching, and c) obstacles that may arise and preclude teachers from reflective teaching. Qualitative data collection method was employed to gather data from 10 EFL teachers triangulating semi-structured interviews, diaries, journal, and observation. Data analysis via MAXQDA led to the emergence of three models for each dimension of the study. The results revealed that teachers not only reflect to respond to a problem, but also they reflect to diminish some negative factors like stress or anxiety on the part of both learners and themselves as well as improving, enhancing, or mending something in teaching or learning. The codes of determinants were also conceptualized into three broad categories of reflection-in-action, reflection-on-action, and reflection-for-action with the reflection-for-action used more frequently by the teachers. In the case of consequences, the codes were classified into two categories of internal and external consequences. It was also concluded that some of the consequences reinforce the reflective teaching and play the role of determinants motivating teachers to reflect again. Regarding the obstacles, after categorizing the codes into external and internal obstacles, it was observed that external factors are more robust.

Go to article

Authors and Affiliations

Farzaneh Tabassi
Afsaneh Ghanizadeh
Parinaz Gharooni Beigi
Download PDF Download RIS Download Bibtex

Abstract

Professor Jacek Fisiak’s outstanding achievements are well known in the scholarly community in Poland and abroad. He was an excellent and widely recognizable scholar, an exceptional teacher and talent-detector, an ingenious science manager, and he was so likeable and cordial! Professor Jacek Fisiak directed the Institute of English at Adam Mickiewicz University in Poznań for 40 years. Thanks to his management, English studies in Poznań obtained a leading position among such institutions in Poland and in the world. Professor Fisiak also cared about other English departments in Poland. On the one hand, he supervised 61 (!) PhD students who continued their academic careers throughout Poland, on the other, he supported English studies as well as the humanities and research in general as Minister of National Education and member of numerous influential bodies. I am grateful to Professor Fisiak for his guidance in my academic work, starting with my M.A., through the doctoral and post-doctoral degrees and the professorial title, my function as his deputy director for 3 terms, up to the ‘take-over of the command’ of the Institute and the creation of the Faculty of English. His opus survives and will last.

Go to article

Authors and Affiliations

Katarzyna Dziubalska-Kołaczyk
Download PDF Download RIS Download Bibtex

Abstract

Presented article contain the teachers opinions of the perceived social expectations in relation to their own expectations of both the institutions of school and local educational authorities. The starting point is a thesis that asymmetrical and disproportionate expectations conducive to the construction of the reduced school reality a specified group of students. as reality shows school does not always reflect the social expectations, which is closely connected with the attitudes of teachers in mainstream schools. however, their expectations of working conditions and the same students with disabilities often remain inconsistent. To identify and interpret the reality that create the appearance of the school, the topic is examined in the context of the concept of the reduced space and the theory of games.

Go to article

Authors and Affiliations

Dorota Prysak
Download PDF Download RIS Download Bibtex

Abstract

The present qualitative study sought to unravel English as a foreign language (EFL) teachers’ perceptions and experiences of classroom justice and injustice. By employing purposive sampling, 31 EFL teachers in Iran were targeted to respond to an open-ended questionnaire. Subsequently, five of them took part in a follow-up, semi-structured interview. All data analyses were conducted via MAXQDA software. The main findings of the study were as follows; (1) The procedural, interactional, and distributive justice dimensions emerged in the teachers’ accounts of justice and injustice; (2) classroom justice was highlighted more saliently in teachers’ accounts than classroom injustice; (3) the teachers mainly had positive evaluations of their justice practices; and (4) they regarded educational and institutional factors, student-related factors, and teacher-related factors as the three major sources of challenges faced by EFL teachers when enacting classroom justice. It is hoped that by unraveling and reflecting on their justice and injustice behaviors, EFL teachers be prompted to go for their instructional justice betterment and more skillfully handle daily challenges that they face when trying to act fairly in the classroom.
Go to article

Bibliography


Adams, J. S. (1965). Inequity in social exchange. In L. Berkowitz (Ed.), Advances in experimental social psychology (pp. 267–299). Academic Press.
Argon, T., & Kepekcioglu, E. S. (2016). The relationship between university students’ instructors’ credibility and perceptions of justice in the classroom. The Anthropologist, 24(1), 347–353. https://doi.org/10.1080/09720073.2016.11892024
Baralt, M. (2012). Coding qualitative data. In A. Mackey & S. M. Gass (Eds.), Research methods in second language acquisition (pp. 222– 244). Blackwell.
Bempechat, J., Ronfard, S., Mirny, A., Li, J., & Holloway, S. D. (2013). She always gives grades lower than one deserves: A qualitative study of Russian adolescents’ perceptions of fairness in the classroom. Journal of Ethnographic & Qualitative Research, 7(4), 169–187.
BERA. (2011). Ethical guidelines for educational research. Retrieved from http://content.yudu.com/Library/A2xnp5/Bera/resources/index.htm?referrerUrl=http://free.yudu.com/item/details/2023387/Bera
Berg, B. L. (2001). Qualitative research methods for the social sciences. Allyn and Bacon. Bies, R. J., & Moag, J. F. (1986). Interactional justice: Communication criteria of fairness. In R. J. Lewicki, B. H. Sheppard, & M. H. Bazerman (Eds.), Research on negotiation in organizations (pp. 43– 55). JAI Press.
Brown, J. D. (2009). Open-response items in questionnaires. In J. Heigham & R. A. Croker (Eds.), Qualitative research in applied linguistics (pp. 200–219). Palgrave Macmillan.
Buttner, E. H. (2004). How do we dis students? A model of (dis) respectful business instructor behavior. Journal of Management Education, 28(3), 319–334. https://doi.org/10.1177/1052562903252656
Chory, R. M., & Kingsley Westerman, C. Y. (2009). Feedback and fairness: The relationship between negative performance feedback and organizational justice. Western Journal of Communication, 73(2), 157–181. https://doi.org/10.1080/10570310902856055
Chory, R. M., Horan, S. M., & Houser, M. L. (2017). Justice in the higher education classroom: Students’ perceptions of unfairness and responses to instructors. Innovative Higher Education, 42(4), 321– 336. https://doi.org/10.1007/s10755-017-9388-9
Chory, R. M., Horan, S. M., Carton, S., & Houser, M. L. (2014). Toward a further understanding of students’ emotional responses to class-room injustice. Communication Education, 63(1), 41–62. https://doi.org/10.1080/03634523.2013.837496
Chory-Assad, R. M. (2002). Classroom justice: Perceptions of fairness as a predictor of student motivation, learning, and aggression. Communication Quarterly, 50(1), 58–77. https://doi.org/10.1080/01463370209385646
Chory-Assad, R. M., & Paulsel, M. L. (2004). Classroom justice: Student aggression and resistance as reactions to perceived unfairness. Communication Education, 53(3), 253–273. https://doi.org/10.1080/0363452042000265189
Čiuladienė, G., & Račelytė, D. (2016). Perceived unfairness in teacher- student conflict situations: students’ point of view. Polish Journal of Applied Psychology, 14(1), 49–66. https://doi.org/10.1515/pjap-2015-0049
Cohen-Charash, Y., & Spector, P. E. (2001). The role of justice in organizations: A meta-analysis. Organizational Behavior and Hu-man Decision Processes, 86(2), 278–321. https://doi.org/10.1006/obhd.2001.2958
Cole, F. L. (1988) Content analysis: Process and application. Clinical Nurse Specialist, 2(1), 53–57. https://doi.org/10.1097/00002800-198800210-00025
Colquitt, J. A. (2001). On the dimensionality of organizational justice: A construct validation of a measure. Journal of Applied Psychology, 86(3), 386–400. https://doi.org/10.1037/0021-9010.86.3.386
Coombe, C. (2020). Quality education begins with teachers What are the qualities that make a TESOL teacher great? In J. D. M. Agudo (Ed.), Quality in TESOL and teacher education: From a results culture towards a quality culture (pp. 171–184). Routledge.
Creswell, J. W. (2008). Educational research: Planning, conducting and evaluating qualitative and quantitative approaches. Prentice Merrill Hall.
Dalbert, C. (2011). U¨ bersichtsarbeit. Warum die durch die Schu¨ler und Schu¨lerinnen individuell und subjektiv erlebte Gerechtigkeit des Lehrerhandelns wichtig ist [Review work. Why is the justice of the teachers' actions individually and subjectively experienced by the students important?]. Zeitschrift fu¨r Pa¨dagogische Psychologie, 25, 5–18.
Dalbert, C. (2013). Die Bedeutung schulischen Gerechtigkeitserlebens fu¨r das subjektive Wohlbefinden in der Schule [The meaning of justice experiences for subjective well-being at school]. In C. Dalbert (Ed.), Gerechtigkeit in der Schule (pp. 127–143). Springer VS.
Denzin, N. K. (1989). The research act (3rd ed.). Prentice-Hall. Derakhshan, A., Coombe, C., Zhaleh, K., & Tabatabaeian, M. (2020). Examining the roles of continuing professional development needs and views of research in English language teachers’ success. The Electronic Journal for English as a Second Language (TESL-EJ), 24(3). http://www.tesl-ej.org/pdf/ej95/a2.pdf
Deutsch, M. (1985). Distributive justice: A social psychological perspective. Yale University Press.
Di Battista, S., Pivetti, M. & Berti, C. (2014). Engagement in the university context: exploring the role of a sense of justice and social identification. Social Psychology of Education, 17(3), 471–490. https://doi.org/10.1007/s11218-014-9255-9
Dickinson, A. R., & Kreitmair, U. K. (2019). The importance of feeling cared for: Does a student’s perception of how much a professor cares about student success relate to class Performance? Journal of Political Science Education, 1–15. https://doi.org/10.1080/15512169.2019.1659803
Donat, M., Dalbert, C., & Kamble, S. V. (2014). Adolescents’ cheating and delinquent behavior from a justice-psychological perspective: the role of teacher justice. European Journal of Psychology of Education, 29(4), 635–651. https://doi.org/10.1007/s10212-014-0218-5
Donat, M., Gallschütz, C. & Dalbert, C. (2018). The relation between students’ justice experiences and their school refusal behavior. Social Psychology of Education, 21(2), 447–475. https://doi.org/10.1007/s112180179423-9
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
Ehrhardt-Madapathi, N., Pretsch, J., & Schmitt, M. (2018). Effects of injustice in primary schools on students’ behavior and joy of learning. Social Psychology of Education, 21(2), 337–369. https:// doi.org/10.1007/s11218017-9416-8
Estaji, M., & Zhaleh, K. (2021). Exploring Iranian teachers’ perceptions of classroom justice and its dimensions in EFL instructional contexts. Language Related Research, 12(3), 277-314. https://doi.org/10.29252/LRR.12.3.10.
Fitzgerald, S. M., Mahony, D., Crawford, F., & Hnat, H. B. (2014). Distributive justice in higher education: Perceptions of adminis-trators. Innovative Higher Education, 39(5), 401–415. https://doi.org/10.1007/s10755019287-2
Frymier, A. B., Goldman, Z. W., & Claus, C. J. (2019). Why nonverbal immediacy matters: A motivation explanation. Communication Quarterly, 67(5), 1–14. https://doi.org/10.1080/01463373.2019.1668442
Gao, L. X., & Zhang, L. J. (2020). Teacher learning in difficult times: Examining foreign language teachers’ cognitions about online teaching to tide over COVID-19. Frontiers in Psychology, 11, 2396. https://doi.org/10.3389/fpsyg.2020.549653
Grazia, V., Mameli, C., & Molinar, L. (2020). Adolescents’ profiles based on student agency and teacher autonomy support: Does interpersonal justice matter? European Journal of Psychology of Education, https://doi.org/10.1007/s10212-020-00504-2
Greenberg, J. (1987). A taxonomy of organizational justice theories. Academy of Management Review, 12(1), 9–22.
Greenberg, J. (1993). The intellectual adolescence of organizational justice: You’ve come a long way, maybe. Social Justice Research, 6 (1), 135–148. https://doi.org/10.1007/BF01048736
Gutierez, S. B., & Kim, H.-B. (2017). Becoming teacher-researchers: Teachers’ reflections on collaborative professional development. Educational Research, 59(4), 444–459. https://doi.org/10.1080/00131881.2017.1347051
Horan, S. M., Chory, R. M., & Goodboy, A. K. (2010). Understanding students’ classroom justice experiences and responses. Communication Education, 59(4), 453–474. https://doi.org/10.1080/03634523.2010.487282
Houser, M. L., & Hosek, A. M. (Eds.). (2018). Handbook of instructional communication: Rhetorical and relational perspectives (2nd ed.). Routledge.
Houston, M., & Bettencourt, L. (1999). But that's not fair! An exploratory study of student perceptions of instructor fairness. Journal of Marketing Education, 21(2), 84–96. https://doi.org/10.1177/0273475399212002
Israelashvili, M. (1997). Situational determinants of school students' feelings of injustice. Elementary School Guidance & Counseling, 31(4), 283–292.
Jasso, G., Törnblom, K. Y., & Sabbagh, C. (2016). Distributive justice. In C. Sabbagh & M. Schmitt (Eds.), Handbook of social justice theory and research (pp. 201–218). Springer.
Jiang, R., Liu, R.-D., Ding, Y., Zhen, R., Sun, Y., & Fu, X. (2018). Teacher justice and students’ class identification: Belief in a just world and teacher-student relationship as mediators. Frontiers in Psychology, 9, 1–10. https://doi.org/10.3389/fpsyg.2018.00802
Kaufmann, R., & Tatum, N. T. (2018). Examining direct and indirect effects of classroom procedural justice on online students’ will-ingness to talk. Distance Education, 39(3), 373–389. https://doi.org/10.1080/01587919.2018.1476838
Kazemi, A. (2016). Examining the interplay of justice perceptions, motivation, and school achievement among secondary school students. Social Justice Research, 29(1), 103–118. https://doi.org/10.1007/s11211-016-0261-2
Kazemi, A., & Törnblom, K. (2008). Social psychology of justice: Origins, central issues, recent developments, and future directions. Nordic Psychology, 60(3), 209–234. https://doi.org/10.1027/1901-2276.60.3.209
Killen, M. (2018). The origins of morality: Social equality, fairness, and justice. Philosophical Psychology, 31(5), 767–803. https://doi.org/10.1080/09515089.2018.1486612
Kitchen, S. (2020). A student's response to Dr. Matusov’s article, “a student’s right to freedom of education”. Dialogic Pedagogy, 8, 43–49. https://doi.org/10.5195/dpj.2020.361
Laletas, S., & Reupert, A. (2016). Exploring pre-service secondary teachers’ understanding of care. Teachers and Teaching, 22(4), 485– 503. https://doi.org/10.1080/13540602.2015.1082730
Leventhal, G. S. (1980). What should be done with equity theory? New approaches to the study of fairness in social relationships. In K. Gergen, M. Greenberg, & R. Willis (Eds.), Social exchange: Advances in theory and research (pp. 27–55). Plenum.
Li, J. (2006). Self in learning: Chinese adolescents’ goals and sense of agency. Child Development, 77(2), 482–501. https://doi.org/10.1111/j.1467-8624.2006.00883.x
Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Sage.
Lizzio, A., & Wilson, K. (2008). Feedback on assessment: Students’ perceptions of quality and effectiveness. Assessment & Evaluation in Higher Education, 33(3), 263–275. https://doi.org/10.1080/ 02602930701292548
Mameli, C., Biolcati, R., Passini, S., & Mancini, G. (2018). School context and subjective distress: The influence of teacher justice and school-specific well-being on adolescents’ psychological health. School Psychology International, 39(5), 1–17. https://doi.org/10.1177/0143034318794226
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey Bass. Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage.
Molinari, L., & Mameli, C. (2018). Basic psychological needs and school engagement: A focus on justice and agency. Social Psychology of Education, 21(1), 157–172. https://doi.org/10.1007/s11218-017-9410-1
Morgan, D. (1997). Focus groups as qualitative research (Second ed.). Sage Publications. Nassaji, H. (2020). Good qualitative research. Language Teaching Research, 24(4), 427–431. https://doi.org/10.1177/1362168820941288
Onchwari, J. (2010). Early childhood inservice and preservice teachers’ perceived levels of preparedness to handle stress in their students. Early Childhood Education Journal, 37(5), 391–400. https://doi.org/10.1007/s10643-009-0361-9
Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). Sage. Peter, F., & Dalbert, C. (2010). Do my teachers treat me justly? Implications of students’ justice experience for class climate experience. Contemporary Educational Psychology, 35(4), 297– 305. https://doi.org/10.1016/j.cedpsych.2010.06.001
Pishghadam, R., Derakhshan, A., & Zhaleh, K. (2019). The interplay of teacher success, credibility, and stroke with respect to students’ willingness to attend classes. Polish Psychological Bulletin, 50(4), 284–292. https://doi.org/10.24425/ppb.2019.131001
Pishghadam, R., Naji Meidani, E., & Khajavy, G. (2015). Language teachers’ conceptions of intelligence and their roles in teacher care and teacher feedback. Australian Journal of Teacher Education, 40(1), 60–82. http://doi.org/10.14221/ajte.2015v40n1.4
Rasooli, A., DeLuca, C., Rasegh, A., & Fathi, S. (2019). Students’ critical incidents of fairness in classroom assessment: An empirical study. Social Psychology of Education, 22(3), 701–722. https://doi.org/10.1080/0969594X.2019.1593105
Rasooli, A., Zandi, H., & DeLuca, C. (2018). Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond. Studies in Educational Evaluation, 56, 164–181. https://doi.org/10.1016/j.stueduc.2017.12.008
Resh, N. (2010). Sense of justice about grades in school: Is it stratified like academic achievement? Social Psychology of Education, 13(3), 313–329. https://doi.org/10.1007/s11218-010-9117-z
Robbins, T. L., & Jeffords, B. C. (2009). Practicing what we preach: Justice and ethical instruction in management education. Ethics and Education, 4(1), 93–102. https://doi.org/10.1080/174496409 02861562
Rodrigues, I. B., Adachi, J. D., Beattie, K. A., & MacDermid, J. C. (2017). Development and validation of a new tool to measure the facilitators, barriers and preferences to exercise in people with osteoporosis. BMC Musculoskeletal Disorders, 18(1), 1–9. https://doi.org/10.1186/s12891-017-1914-5
Sabbagh C., Schmitt M. (2016) Past, present, and future of social justice theory and research. In C. Sabbagh., & M. Schmitt. (Eds.), Handbook of social justice theory and research (pp. 1–11). Springer. https://doi.org/10.1007/978-1-4939-3216-0_1
Sabbagh, C., Resh, N., Mor, M., & Vanhuysse, P. (2006). Spheres of justice within schools: Reflections and evidence on the distribution of educational goods. Social Psychology of Education, 9(2), 97–118. https://doi.org/10.1007/s11218-005-3319-9
Sabbagh, C., & Resh, N. (2014). Citizenship orientations in a divided society: A comparison of three groups of Israeli junior-high students —secular Jews, religious Jews, and Israeli Arabs. Education, Citizenship, and Social Justice, 9(1), 34–54. https://doi.org/10.1177/1746197913497662
Sabbagh, C., & Resh, N. (2016). Unfolding justice research in the realm of education. Social Justice Research, 29(1), 1–13. https://doi.org/10.1007/s11211-016-0262-1
Sonnleitner, P., & Kovacs, C. (2020). Differences between students’ and teachers’ fairness perceptions: Exploring the potential of a self- administered questionnaire to improve teachers’ assessment practices. Frontiers in Education, 5, 1–14. https://doi.org/10.3389/feduc.2020.00017
Thibaut, J. W., & Walker, L. (1975). Procedural justice: A psychological analysis. Lawrence Erlbaum Associates. Tyler, T. R. (1987). Procedural justice research. Social Justice Research, 1(1), 41–65. https://doi.org/10.1007/BF01049383
Tyler, T. R., & Lind, E. A. (1992). A relational model of authority in groups. In M. P. Zanna (Ed.), Advances in experimental social psychology (pp. 115–191). Academic Press.
Vermunt R., Steensma H. (2016). Procedural justice. In C. Sabbagh., & M. Schmitt (Eds.), Handbook of social justice theory and research (pp. 219–236). Springer. https://doi.org/10.1007/978-1-4939-3216-0_12
Go to article

Authors and Affiliations

Masoomeh Estaji
1
Kiyana Zhaleh
1

  1. Department of English Language and Literature, Allameh Tabataba’i University, Tehran, Iran
Download PDF Download RIS Download Bibtex

Abstract

Abstract: The present study was carried out to develop a valid and reliable scale for assessing enthusiasm among teachers teaching at the school level.
Methods: After reviewing the literature and discussing with experts, an item pool of 115 statements was created. The items were organized into seven dimensions of teacher enthusiasm based on factors generated after performing exploratory factor analysis. These seven dimensions were: Interest and Engagement (IE), Interaction with Students (IWS), Passion for Teaching (PT), Creativity and Innovation (CI), Professional Development (PD), Subject Knowledge Enrichment (SKE), and Professional Commitment (PC). The responses of teachers were taken on five points Likert scale. The standardization of the scale was completed on 558 teachers, who were teaching at Primary, Secondary and Senior Secondary level schools in the state of Haryana in India. Multi-stage random sampling was used to select the sample.
Results: Item analysis was done by calculating t-value and r-value for each statement; twenty items were deleted and 95 items were retained. Factor analysis (principal component methods) generated seven factors behind the teacher enthusiasm scale which explain 44.02% of the total variance together. Cronbach's Alpha of the final teacher enthusiasm scale was .957. The final teacher enthusiasm scale contains 78 items.
Discussion: The findings of the present study suggest that it would be a useful tool for future research and will help in assessing the enthusiasm of the teachers. The results have demonstrated that this teacher enthusiasm scale is a reliable and valid tool.
Implications for practitioners: The teacher enthusiasm scale would be useful for different stakeholders (government, school administration and management) as they can evaluate the enthusiasm of teachers while selection process and due weightage can be given to the enthusiastic candidates. Enthusiastic teachers can work effectively for children with special needs along with normal students.
Go to article

Authors and Affiliations

Poonam Punia
1
Manju Bala
1

  1. BPSMV, Khanpur Kalan
Download PDF Download RIS Download Bibtex

Abstract

Challenging job demands are those which require the use of high energy and thus may impair health but bring positive consequences too. The present study aimed to construct a measure for challenging job demands for university teachers.
Methods: The study is based upon the model developed by Makhdoom and Malik (2018) which proposed three challenging job demands including Regulatory Load, Social Load, and Cognitive Demands. On the basis of the literature review, Time Pressure was also studied as a factor. First of all, the authors created an initial item pool of 19 items which were categorized into four factors. The finalized item pool was administered on two independent samples drawn from various universities of Pakistan. In the first stage, the university teachers (N = 201) from three universities of the Punjab province were approached. EFA concluded three-factor and 13 items, which were then administered upon a sample of university teachers (N = 600).
Results: The CFA confirmed the three-factor structure of challenging job demands including Time Pressure, Cognitive Demands and Social Load. All the fit indices were within an acceptable range. The values of factor loadings and Cronbach Alpha justified the internal consistency and psychometric soundness of the newly developed measure.
Discussion: The study concludes a psychometrically sound scale to measure challenging job demands in university teachers which will be helpful in future studies. The limitations of the study along with suggestions for future research and important theoretical and practical implications are discussed.
Go to article

Bibliography

Cavanaugh, M. A., Boswell, W. R., Roehling, M. V., & Boudreau, J. W. (2000). An empirical examination of self-reported work stress among U.S. managers. Journal of Applied Psychology, 85(1), 65-74. https://doi.org/10.1037/0021-9010.85.1.65
Chatterjee, D. (2016). The effect of time pressure on creative performance: Role of intellect and affect [Unpublished master’s thesis]. Michigan State University, Michigan.
De Jonge, J., Dormann, C., Van Vegchel, N., Von Nordheim, T., Dollard, M., Cotton, S., & van den Tooren, M. (2007). The DISC Questionnaire, English version 2.1. Eindhoven: Eindhoven University of Technology.
Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands–resources model of burnout. Journal of Applied Psychology, 86(3), 499–512. https://doi.org/10.1037/0021-9010.86.3.499
Fritz, C., Lam, C. F., & Spreitzer, G. M. (2011). It's the little things that matter: An examination of knowledge workers' energy management. The Academy of Management Perspectives, 25(3), 28–39. https://doi.org/10.5465/AMP.2011.63886528
Garst, H., Frese, M., & Molenaar, P. C. M. (2000). The temporal factor of change in stressor–strain relationships: A growth curve model on a longitudinal study in East Germany. Journal of Applied Psychology, 85(3), 417–438. https://doi.org/10.1037/0021-9010.85.3.417
Giebe, C., & Rigotti, T. (2020). Tenets of self-determination theory as a mechanism behind challenge demands: A within person study. Journal of Managerial Psychology (in press). https://doi.org/10.1108/JMP-11-2019-0648
Halbesleben, J. R. B., & Demerouti, E. (2005). The construct validity of an alternative measure of burnout: Investigating the English translation of the Oldenburg Burnout Inventory. Work & Stress, 19(3), 208–220. https://doi.org/10.1080/02678370500340728
Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modeling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53-60.
Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31–36. https://doi.org/10.1007/BF02291575
Kayaalp, A. (2014). The octopus approach in time management: Polychronicity and creativity. Military Psychology, 26(2), 67-76. https://doi.org/10.1037/mil0000032
Laethem, M. V., Beckers, D. G. J., de Bloom, J., Sianoja, M., & Kinnunen, U. (2019). Challenge and hindrance demands in relation to self‐reported job performance and the role of restoration, sleep quality, and affective rumination. Journal of Occupational and Organizational Psychology, 92(2), 225-254. https://doi.org/10.1111/joop.12239
Layer, J. K., Karwowski, W., & Furr, A. (2009). The effect of cognitive demands and perceived quality of work life on human performance in manufacturing environments. International Journal of Industrial Ergonomics, 39(2), 413-421. https://doi.org/10.1016/j.ergon.2008.10.015
Makhdoom, I. F., & Malik, N. I. (2018). Categorizing challenging and hindering job demands in university teachers: A thematic analysis. Pakistan Journal of Psychology, 49(2), 3-22.
Malik, S. A. (2015). Time pressure and challenge appraisal as predictors of job satisfaction: Empirical evidence from Pakistani Universities. Sage Open, 5(2), 1-9. https://doi.org/10.1177%2F2158244015582044
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397-422. https://doi.org/10.1146/annurev.psych.52.1.397
McCauley, C. D., Ruderman, M. N., Ohlott, P. J., & Morrow, J. E. (1994). Assessing the developmental components of managerial jobs. Journal of Applied Psychology, 79(4), 544–560. https://doi.org/10.1037/0021-9010.79.4.544
Meyer, S-C., & Hünefeld, L. (2018). Challenging cognitive demands at work, related working conditions, and employee well-being. International Journal of Environmental Research and Public Health, 15(12), 2911. https://doi.org/10.3390/ijerph15122911
Molino, M., Bakker, A. B., & Ghislieri, C. (2016) The role of workaholism in the job demands-resources model. Anxiety, Stress & Coping, 29(4), 400-414. https://doi.org/10.1080/10615806.2015.1070833
Ohly, S., & Fritz, C. (2010). Work characteristics, challenge appraisal, creativity, and proactive behavior: A multi‐level study. Journal of Organizational Behavior, 31, 543–565. https://doi.org/10.1002/ job.633
Pejtersen, J. H., Kristensen, T. S., Borg, V., & Bjorner, J. B. (2010). The second version of the Copenhagen Psychosocial Questionnaire. Scandinavian Journal of Public Health, 38, 8–24. https://doi.org/10.1177/1403494809349858
Podsakoff, N. P. (2007). Challenge and hindrance stressors in the workplace: Tests of linear, curvilinear, and moderated relationships with employee strains, satisfaction, and performance (Doctoral dissertation, University of Florida), Florida. https://ufdc.ufl.edu/UFE0019680/00001
Reis, D., Xanthopoulou, D., Tsaousis, I. (2015). Measuring job and academic burnout with the Oldenburg Burnout Inventory (OLBI): Factorial invariance across samples and countries. Burnout Research, 2(1), 8-18. https://doi.org/10.1016/j.burn.2014.11.001
Robledo, E., Zappala, S., & Topa, G. (2019). Job crafting as a mediator between work engagement and wellbeing outcomes: A time-lagged study. International Journal of Environmental Research and Public Health, 16(8), 1376. https://doi.org/10.3390/ijerph16081376
Rodell, J. B., & Judge, T. A. (2009). Can "good" stressors spark "bad" behaviors? The mediating role of emotions in links of challenge and hindrance stressors with citizenship and counterproductive behaviors. The Journal of Applied Psychology, 94(6), 1438-1451. https://doi.org/10.1037/a0016752
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Schaufeli, W. B., & Taris, T. W. (2014). A critical review of the job demands-resources model: Implications for improving work and health. In G. F. Bauer & O. Hämmig (Eds.), Bridging occupational, organizational and public health: A transdisciplinary approach. New York, NY, US: Springer Science and Business Media.
Schaufeli, W. B., Shimazu, A., & Taris, T. W. (2009). Being driven to work excessively hard: The evaluation of a two-factor measure of workaholism in the Netherlands and Japan. Cross-Cultural Research: The Journal of Comparative Social Science, 43(4), 320–348. https://doi.org/10.1177/1069397109337239
Shmitt, A., Ohly, S., & Kleespies, N. (2015). Time pressure promotes work engagement test of illegitimate tasks as boundary condition. Journal of Personnel Psychology, 14, 28-36. https://doi.org/10.1027/1866-5888/a000119
Spector, P. E., & Jex, S. M. (1998). Development of four self‐report measures of job stressors and strain: Interpersonal conflict at work scale, organizational constraints scale, quantitative workload in-ventory, and physical symptoms inventory. Journal of Occupational Health Psychology, 3, 356. https://doi.org/10.1037/1076-8998.3.4.356
Taber, K. S. (2018). The use of Cronbach’s Alpha when developing and reporting research instruments in science education. Research in Science Education, 48, 1273-1296. https://doi.org/10.1007/s11165-016-9602-2
Tadic, M., Bakker, A. B., & Oerlemans, W. G. M. (2015). Challenge versus hindrance job demands and well‐being: A diary study on the moderating role of job resources. Journal of Occupational and Organizational Psychology, 88(4), 702-725. https://doi.org/10.1111/joop.12094
Urbach, T., & Weigelt, O. (2019). Time pressure and proactive work behaviour: A week‐level study on intraindividual fluctuations and reciprocal relationships. Journal of Occupational and Organizational Psychology, 92(4), 931-952. https://doi.org/10.1111/joop.12269
Van den Broeck, A., Cuyper, N. D., Witte, H. D., & Vansteenkiste, M. (2010). Not all job demands are equal: Differentiating job hindrances and job challenges in the Job Demands–Resources model. European Journal of Work and Organizational Psychology, 19(6), 735–759. http://dx.doi.org/10.1080/13594320903223839
Go to article

Authors and Affiliations

Irsa Fatima Makhdoom
1
Najma Iqbal Malik
1
ORCID: ORCID
Mohsin Atta
1

  1. University of Sargosha, Pakistan
Download PDF Download RIS Download Bibtex

Abstract

The paper presents the latest research results concerning the correlation between changes in the room acoustics of school spaces and noticeable changes in the communication and functioning of students and teachers at school.

The primary school covered by the research is the second largest school of this type in Poland. The large number of students and hard interior finishing made the acoustic conditions in the school building very unfavourable. The measurements showed that school rooms were very noisy and reverberant. The measured values of reverberation time T were in many rooms 3–4 times higher than the acceptable values specified in the mandatory Polish acoustic standard PN-B-02151-4:2015-06. Also the speech intelligibility measured by the speech transmission index was very poor, in the extreme case STI = 0:31. This situation (very characteristic for most of Polish schools) became the basis for the first such comprehensive acoustic treatment of the whole school building in Poland. This intervention allowed to meet PN-B-02151-4:2015-06 demands almost in every room accessible for students. This case gave an excellent opportunity to assess the influence of improved room acoustics on teachers’ and students’ performance and wellbeing.

Measurements of the equivalent sound level LAeq, reverberation time T and STI speech transmission index were made before and after acoustic treatment. The questionnaire survey used the Acoustic Change Feelings Scale (ACFS-S, ACFS-T) for teachers and students. 378 students, and 44 teachers were included in the study. Both students’ and teachers’ answers show significant improvement of their performance and wellbeing. Positive changes were noticed in students’ level of concentration, short memory capacity and pace of work. After acoustic treatment students (both in teachers’ and their own opinion) can better hear and understand teachers’ instructions and are much more capable of task fulfilling. Both teachers and students observed clear reduction of aggression level. Teachers reported considerable drop in students’ fatigue and their own voice effort.

Go to article

Authors and Affiliations

Irena Polewczyk
Mikołaj Jarosz
Download PDF Download RIS Download Bibtex

Abstract

The article concerns the experiences of academic teachers related to hybrid education at the end of the SARS-CoV- 2 coronavirus pandemic. The aim of the study was to understand the lecturers' perspective on hybrid education implemented in the first semester of the 2021/2022 academic year at The Maria Grzegorzewska University and an attempt to compare it with traditional education and distance education. The subject of the research was, among others, readiness to implement hybrid teaching, university support for lecturers in the field of hybrid teaching and the diversity of experiences of academic teachers. The research used the method of diagnostic survey. The obtained results indicate that the lecturers declare their readiness to conduct hybrid teaching, especially in the case of their own or students' illness, or random factors that make it impossible to conduct fulltime classes or top-down legal regulations. They appreciate the organizational support of their immediate supervisor and the opportunity to make up for classes that have not taken place in a hybrid form. The lecturers highly assess the level of their own involvement in the preparation and conduct of classes, as well as the quality of their didactic work. They see the possibility of using a hybrid approach not only in teaching but also in their selfimprovement, work organization and maintaining health. At the same time, they indicate the shortcomings and difficulties related to didactics, social, technical, and organizational aspects, as well as systemic deficiencies. Based on the results, recommendations related to the use of hybrid education in post-pandemic academic education were developed.
Go to article

Authors and Affiliations

Miłosz Wawrzyniec Romaniuk
1
Joanna Łukasiewicz-Wieleba
1

  1. The Maria Grzegorzewska University, Poland
Download PDF Download RIS Download Bibtex

Abstract

Objectives: The OSCE (Objective Structured Clinical Examination) is a common method of assessing clinical skills used at many universities. An important and simultaneously difficult aspect of good examination preparation is obtaining a properly trained and well-motivated group of assessors. To effectively recruit and maintain cooperation with assessors, it is worth knowing their opinion. The aim of this study was to investigate the opinions of teacher-examiners about the OSCE and to identify the factors that could shape this opinion and influence on motivation.

Methods: A cross-sectional study was conducted using a questionnaire on teachers who participated as OSCE examiners. This questionnaire consisted of 21 questions about their perceptions. Answers were rated in a five-point Likert-type scale. Chi-square or Fisher’s exact test was used to analyze the data.

Results: A total of 49 (out of 52) teachers participated in this study. Nearly 90% of examiners believed that it is fair, and more than 90% that it is transparent. Despite the fact that 67% of examiners believe that the examination is difficult to organize and 71% believe it is stressful for students; according to 72% of respondents the OSCE has a positive effect on learning. More than 91% of examiners believed that the OSCE is an appropriate test to assess students’ skills. Opinions about the examination were independent of specialty, seniority, gender or having taken the OSCE as students.

Conclusion: Teacher-examiners viewed the OSCE as a fair and transparent examination, adequate for the assessment of skills and, despite it being difficult to organize, worth doing as it is appropriate to assess practical skills and positively influences students’ motivation to learn tested skills.

Go to article

Authors and Affiliations

Agata Stalmach-Przygoda
Michał Nowakowski
Anna Kocurek
Ian Perera
Agnieszka Skrzypek
Jadwiga Mirecka
Jolanta Świerszcz
Bogumiła Kowalska
Stanisław Górski
Michał Pers
Grzegorz Cebula
Magdalena Szopa

This page uses 'cookies'. Learn more