This paper presents the proposed methodology for an empirical research that relates the professional stress of secondary education teachers to the factor of school performance, as well as practical procedures for recording this phenomenon. The applicability of qualitative research as the proper relevant methodology is documented. The sampling, tools and reliability criteria of the proposed survey are also specified. Although this survey has been designed focusing on the stress factors that affect the teachers of secondary education in Greece, the authors believe that the proposed methodology can be generally applicable for conducting relevant surveys.
Article History KeywordsProfessional stress Teachers' stress Secondary education Stressors Students' school performance Qualitative research. This paper presents a small-scale empirical qualitative research on school performance, which is a professional stressor for teachers of Western Attica's (Greece), serving in schools of senior Secondary Education, as well as on effective ways of limiting this phenomenon. The sampling, the sample, the tool, and the credibility criteria of this particular survey are determined. The outcomes and the relevant conclusions, resulting from the processing and analysis of primary data, are presented along with a proposal for further research. According to these conclusions, the teachers' stress is increased in the 3rd and last grade of senior secondary education, because of the national admission examinations to tertiary education that their pupils participate in. The stress-levels are exacerbated by parents and their expectations of their children's success. For reducing professional stress, different strategies are applied by individual teachers, headmasters and Teachers' Associations.Contribution/Originality: This study contributes in the existing literature about teachers' professional stress, by presenting the strategies for reducing the stress of teachers in senior secondary education of Greece, applied by headmasters and Teachers' Associations, along with a few general policy proposals for dealing with this issue.
This paper presents a small-scale survey that records the opinions of the educational community (pupils, parents and teachers) of Western Attica (Greece), an area with acute social problems and conditions, about the importance of Cultural Education, with the purpose of incorporating it into the daily activities of high-schools. This survey has been conducted within the framework of the European Programmes “Erasmus+” that support educational initiatives, regarding the mobility of students and teachers in the European Union’s member states and other associated countries, with the purpose of training in issues of common interest. The relevant activities of the overall methodology that is presented herein include the training of high-school teachers in Cultural Education issues. This training aims at achieving the strategic goal of the local educational administration, which considers Cultural Education as a prime tool for confronting social problems in school communities, worldwide.
This paper presents two courses for pupils of special vocational secondary education from socially vulnerable groups, that addresses the issues of various stereotypes and discriminations, especially considering gender and cultural ones. Their methodology of implementation is particularly based on constructivism and teamwork. In addition, the interested educators of Special Education may implement these two courses that are described in sufficient details for this matter. A pilot application of them had been conducted in a vocational school of Special Secondary Education, at the city of Elefsis, Greece.
This paper examines the factors that cause the professional stress of teachers in Secondary Education of Greece. It records several factors that are found in recent international literature and focuses on the main factors of Modern Greek education. A research gap emerges from this review of the literature, regarding various factors. Thus, a proposal for a new research is being formulated, focusing on the approach of school performance as a factor of professional anxiety for secondary school teachers, as well as on the inventory of effective ways of limiting this phenomenon.
Η προτεινόμενη διδακτορική διατριβή έχει ως θέμα της «Νέοι ορίζοντες στις ελληνικές Λαογραφικές Σπουδές: Το διαδίκτυο ως πεδίο παραγωγής, διάδοσης και εκπαιδευτικής αξιοποίησης του Λαϊκού Πολιτισμού».Σκοπό αποτέλεσε η συλλογή, η επεξεργασία και η ανάδειξη στοιχείων λαϊκού πολιτισμού που υπάρχουν σε συγκεκριμένη εικονική κοινότητα ως επιβεβαίωση της διεθνούς κυρίως βιβλιογραφίας, η οποία απέδειξε ότι η Λαογραφία ούτε συρρικνώνεται από την Τεχνολογία ούτε απειλείται από το διαδίκτυο, αλλά αντίθετα εμπλουτίζεται και ανανεώνεται συνεχώς δημιουργώντας ένα νέο κλάδο που ονομάζεται ψηφιακή Λαογραφία (digital folklore ή e- folklore). Στο πλαίσιο της διατριβής δίνονται οι oρισμοί των εννοιών της «εικονικής κοινότητας», που διαμορφώνεται από ψηφιακές λαϊκές ομάδες (on- line folk-groups) και της «εικονικής ταυτότητας», δομικό στοιχείο της εικονικής κοινότητας. Προσδιορίζονται αναλυτικά τα χαρακτηριστικά τους, όπως οι ρόλοι, τα κίνητρα συμμετοχής σε μια εικονική κοινότητα, οι γραπτοί και άγραφοι νόμοι της τελευταίας, η γλώσσα και οι συμβολισμοί της, αλλά και οι δράσεις που λαμβάνουν χώρα στην κοινότητα. Ταυτόχρονα όλα αυτά συγκρίνονται με τα αντίστοιχα στοιχεία των παραδοσιακών κοινοτήτων. Επιπρόσθετα το διαδίκτυο προσεγγίζεται ως δίαυλος μετάδοσης στοιχείων του λαϊκού πολιτισμού, υλικού και άυλου, ενώ διερευνάται η δυνατότητα αξιοποίησής του στη διδασκαλία του λαϊκού πολιτισμού. Στην παρούσα διδακτορική διατριβή εφαρμόζεται για πρώτη φορά από όσο γνωρίζουμε στη χώρα μας, η ερευνητική μέθοδος της εθνογραφίας στο διαδίκτυο, η οποία ως γνωστόν αποτελεί εξέλιξη της παραδοσιακής εθνογραφίας. Πρόκειται για πολυτροπική ερευνητική μέθοδος, που αξιοποιεί κυρίως τη συμμετοχική παρατήρηση και την ελεύθερη συζήτηση. Όσον αφορά στα κριτήρια επιλογής του δείγματος, προτιμήθηκε η εικονική κοινότητα Caledon Oxbridge University λόγω της οργάνωσης, της ιδεολογίας, των ηθών της, καθώς που είχε και των ποικίλων δράσεων που αναπτύσσονται σ΄ αυτή. Ακολούθησε η κωδικοποίηση και η κατηγοριοποίηση των βασικών θεμάτων που εμπεριέχονται στα δεδομένα της έρευνας. Τα συμπεράσματα που προέκυψαν, επιβεβαιώνουν τα όσα αναφέρονται στο θεωρητικό πλαίσιο. Η εικονική κοινότητα υπάρχει σε συγκεκριμένο εικονικό περιβάλλον έχει δημιουργήσει σ΄ αυτό ψηφιακά οικοδομήματα και διαθέτει συγκεκριμένη οργάνωση, κανόνες, ήθη, συμπεριφορά και τα μέλη της αναλαμβάνουν ρόλους και δραστηριοποιούνται πολλαπλά. Γίνεται προφανές πως η μελέτη του διαδικτύου εμπλουτίζει τις λαογραφικές σπουδές ειδικότερα και ευρύτερα τις πολιτισμικές σπουδές. Η συγκεκριμένη γνώση, μάλιστα, κατάλληλα προσαρμοσμένη στη σχολική πραγματικότητα συνεισφέρει στην υλοποίηση του αιτήματος για την υιοθέτηση καινοτόμων μεθόδων διδασκαλίας, που προξενούν το ενδιαφέρον των μαθητών/τριών και αναιρούν -κατά κάποιον τρόπο- τις παραδοσιακές μορφές διδασκαλίας.
The recent pandemic raised new issues of hygiene and safety, regarding large parts of population, especially considering the more vulnerable groups of societies. Among these groups, special care is required for pupils with mental, physical and/or functional disabilities. The latter category of disabilities is usually caused to immigrant pupils, due to language barriers that hinder the proper teaching and learning process. Along with the new hazards, old ones haven't disappeared, like the danger of traffic accidents. Accordingly, this paper presents two safety courses for pupils of secondary education with disabilities, the one regarding traffic education and the other issues of personal hygiene, that aim at achieving the equal and autonomous living of vulnerable groups of pupils who are subject to multiple discrimination. These two courses are described in sufficient details for being implemented by the interested educators of Special Vocational Education, after a pilot application in a vocational school of Secondary Special Education, at the city of Elefsis, Greece. This pilot application proved the validity of the described herein educational project, but its success should be enhanced by the dissemination of the results to the whole local community. Contribution/Originality:This study contributes to the existing literature of Special Secondary Vocational Education, by presenting two safety courses for pupils with mental, physical and/or functional disabilities. The topics of the safety courses regard traffic education and personal hygiene, being described in details sufficient enough for their implementation by the interested educators. INTRODUCTIONThe content of the proposed herein courses of Special Vocational Education are related to educational activities aimed at the equal and autonomous living of vulnerable groups of pupils who are subject to multiple discrimination, such as people with disabilities or immigrant origin (MinEdu, 2000c;MinEdu, 2003c). With the aim of mutual respect and inclusion in education, a set of actions and thematic units was designed, which are implemented by pupils under the guidance of their teachers, in order to cooperate, interact, solve everyday problems, adapt and communicate (MinEdu, 2000d;MinEdu, 2003d). These activities have been a part of an ongoing educational project
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