University and school research partnerships as a source of professional growth in regional communities

Swabey, Karen; Muir, Tracey; Thomas, Damon; Emery, Sherridan; Edwards, Marie-Christina

doi:10.1007/s13384-021-00477-1

Cited by 3 publications

(3 citation statements)

References 24 publications

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“…Eren suggested that policy makers need to take into consideration the factors that influence pre-service teachers’ engagement and retention, along with aspirations in the teaching profession and professional development, since these factors may lead to decisions to remain in or leave the profession [ 137 ]. Teacher well-being is enhanced through ongoing support to perfect teaching skills and abilities, which are manifest throughout the teacher’s career and which need to be designed and developed, since they will inevitably affect the well-being of students [ 138 , 139 ]. Yang et al [ 84 ], based on an analysis of four countries: Denmark, Finland, Sweden, and Norway, concluded that in Sweden and Norway, the effect of professional development on teacher job satisfaction is significant and direct, while in Denmark and Finland the effect of professional development on job satisfaction is lower.…”

Section: Introductionmentioning

confidence: 99%

Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System

Orțan

Kiss

Simuț

2021

IJERPH

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Teacher job satisfaction and well-being have a significant impact on educational outcomes, considering that teaching is the main objective of the educational process. The aim of this study is to examine the relationship between teacher job satisfaction and four main categories of determinants: self-efficacy, relational aspects (colleague collaboration, student behavior, school management), work-related aspects (administrative workload, teaching tasks), and working conditions, in order to identify various implications for teachers’ well-being. The study employs a survey delivered to 658 K-12 (pre-university) teachers, from the North-West region of Romania. We used factorial analysis and a structural equation model to test eight proposed hypotheses. The results showed that self-efficacy, promotion, positive student behavior, and working conditions have significant effects on job satisfaction. These factors influence job satisfaction and well-being in the teaching profession because they ensure a positive work environment in which teachers and students thrive, thus leading to higher levels of involvement from teachers, students, and parents alike. An efficient work environment decreases attrition, burnout, emotional exhaustion, and teacher turnover, while increasing job satisfaction, well-being, and teacher retention.

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Section: Introductionmentioning

confidence: 99%

Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System

Orțan

Kiss

Simuț

2021

IJERPH

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“…Аналогичные тенденции и проблемы обнаруживаются и при установлении партнерских отношений между организациями за рубежом. Схожие данные были получены в исследованиях K. Trebil-Smith и E. Shields [27], которые предлагают различать партнерство транзакционное и трансформационное. В качестве характеристик транзакционного партнерства ими выделяются низкая вовлеченность партнеров, привлечение небольшого числа ресурсов, эпизодическое взаимодействие, минимальные объемы совместных проектов и реализация разовых или краткосрочных проектов.…”

Section: обсуждение результатовunclassified

“…Вместе с тем мы согласны с позицией K. Trebil-Smith и E. Shields [27], которые, решая проблему перевода партнерства на более высокий уровень, показали, что условиями данного партнерства является создание четкой структуры взаимодействия, выполняющей ряд функций: определение обязательств каждой стороны; согласование ожиданий; определение и согласование объема и продолжительности вариантов взаимодействия; определение содержания взаимодействия и ответственных; создание точек проверки для поддержания последовательной коммуникации. Однако исследования показывают, что этим обстоятельством часто пренебрегают, чтобы перейти к следующему этапу.…”

Section: обсуждение результатовunclassified

Assessment of the level of scientific interaction between pedagogical universities and educational development institutions

Bakina¹,

Sityaeva²,

Yaremtchuk³

et al. 2021

P Sci Edu

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Introduction. Pedagogical universities and educational development institutes (EDIs) have a single activity space. However, the interaction in the scientific field between these educational institutions currently needs to be improved, and this requires an assessment of the current level of interaction. The research purpose is to analyze the current level of scientific interaction between pedagogical universities and EDIs. Materials and methods. The level of interaction between organizations was assessed in accordance with the model by L. Borrell-Damian et al. by three parameters: 1) the content of joint activities; 2) legal aspects of interaction; 3) the main forms of communication. The study involved EDIs and pedagogical universities subordinate to the Ministry of Education of the Russian Federation from 46 regions of Russia (35 EDIs and 20 pedagogical universities), which representatives filled out a questionnaire using Google Forms. Results. The study shows that in scientific interaction, educational institutions primarily use its short-term options, among which scientific-practical conferences were most often indicated (70% of pedagogical universities and 74.3% of EDIs). Long-term options for scientific interaction are used much less often than short-term ones (the differences are significant for p≤0.0001, χ2EDIs=32.08, χ2pedagogical universities=1.54). The availability of a network interaction agreement was indicated by 45.7% of representatives of the EDIs and 25% of the pedagogical universities. Moreover, joint activities in scientific work plans is indicated by a significantly larger number of respondents: 50% of the pedagogical universities and 68.6% of the EDIs. The main communication option in the scientific sphere is an informal one, which is based on direct personal contacts (70% of the pedagogical universities and 77.1% of the EDIs). Formal communications are two times less common, the differences are statistically significant (χ2EDIs=20.63, χ2pedagogical universities=14.4, p≤0.0001). Conclusion. The current system of scientific interaction between pedagogical universities and EDIs may be assigned to the project level, since it is built on informal personal communications, focused on individual scientific projects with limited implementation periods, which are implemented with the execution of short-term contracts. Raising the level of partnership interaction up to a strategic one will increase the productivity and efficiency of scientific partnership.

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Educational practitioners’ conceptualizations of the nature, impact and challenges of educational research in Kazakhstan

Sharplin,

Karabassova,

Bekova

2023

Asia Pacific Educ. Rev.

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University and school research partnerships as a source of professional growth in regional communities

Cited by 3 publications

References 24 publications

Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System

Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System

Assessment of the level of scientific interaction between pedagogical universities and educational development institutions

Educational practitioners’ conceptualizations of the nature, impact and challenges of educational research in Kazakhstan

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