Education, school, teacher are considered as the main factors for the societal development in the process of the rapid changing. Thus training of the competent pedagogue is indicated as the main objective for the education strategy. For pursuit and realising of quality training it is of crucial importance to have the feedback and information from the future teachers after performing of their pedagogical practice in schools. Through self-assessment of their capacities in solving problems encountered in organizing educational process, as well as assessment of their pedagogical capacities provided by the teachers and teacher-experts, can determine and scientifically evidence directions and forms for improvement of the study process of teacher training. Data of the scientific research indicated that future teachers after self-assessment of their own capacities after performing of their pedagogical practice, already have majority of capacities required within the educational process. This was proven also by the teachers and teacher-experts. Nevertheless respondents indicated capacities and competencies that were lacking for the work with pupils. Those are: difficulties in raising concrete targets for the lesson, managing class, motivating and assessing pupils, individualising teaching process, etc. Research has also justified the need and directions for improvement of the studies and concrete subject.

Job satisfaction is important both for the qualitative development of activities of an organisation and for the well-being of employees when their work activities also meet the needs that are important to an individual. In today’s education system, the turnover of teachers and their retention in general education institutions pose many challenges; thus, the issue of job satisfaction is becoming increasingly more relevant. Moreover, research on teachers’ job satisfaction is significant not only because of its importance for staff turnover and retention but also because of its impact on students’ learning outcomes. The subject of this research is teachers’ job satisfaction. The aim of the study is to theoretically substantiate the concept of teachers’ job satisfaction and to reveal the factors influencing the job satisfaction of Lithuanian teachers. To achieve the aim of the study, a quantitative research method and a questionnaire survey were chosen. The Job Satisfaction Survey by Paul E. Spector was used to assess teachers’ job satisfaction. The study results revealed that teachers’ job satisfaction is most strongly affected by the nature of their work and communication at work, while teachers are least satisfied with their pay and promotion opportunities.

Abstract. Assessment is meaningful when it motivates to learn and is perceived as the progress made by student in the process of learning, which strengthens students' self-esteem. The school insufficiently focuses on individual learning needs of students and allocates the most significant attention to testing. Such system of assessment fails to address the set goals of education and does not comply with contemporary methods of teaching/learning. The purpose of study is to reveal teachers' attitude towards formal and non-formal ways of assessing learners' achievements that boost or impair their self-esteem. The teachers emphasised the necessity to concentrate on assessment providing learners with efficient feedback, which indicates guidelines for improvement and enhances their self-esteem. Assessment should be treated as support to a learner, which enables him or her to adequately evaluate own abilities and opportunities, motivates to seek progress.

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