Mokytojų patirtys įgyvendinant ugdymo turinį: mokytojas, kaip švietimo politikos dalyvis, mokyklos bendruomenės narys ir profesionalas

Poteliūnienė, Sniegina; Ustilaitė, Stasė; Sabaliauskas, Stanislav; Česnavičienė, Jūratė; Juškevičienė, Agnė

doi:10.15823/p.2019.133.5

Cited by 4 publications

(2 citation statements)

References 14 publications

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“…These people make independent decisions and choices in the working situation, easily conflict with the development of the school, and feel that their behavior is affected by the school. This is because a small number of teachers are immersed in independent work, ignoring the development of schools and education policies, and cannot have a positive impact on the overall school system [39]. Interestingly, when comparing groups of teachers with different teaching seniority, it was found that there were differences in the expression of teachers' psychological empowerment.…”

Section: Discussionmentioning

confidence: 99%

Research on the Relationship Between Principal’s Transformational Leadership, Teachers’ Empowerment, and Teachers’ Well-Being

2023

IJER

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The purpose of this study was to understand the relationship between principal's transformational leadership, teacher empowerment and teacher well-being, and to predict teachers' well-being by principal's transformational leadership and teacher empowerment. This study referred to the Multifactor Leadership Questionnaire compiled by Bass and Avolio, the adaptation of Spreitzer's Psychological Empowerment Scale, and the adaptation of Ryff and Keyes' Psychological Well-Being Scale, compiled into "Principal Transformational Leadership and Teacher Empowerment and Teacher Well-Being Questionnaire". The results of the study showed that there was a high correlation between the various variables, among which the correlation between teachers' work ability (empowerment) and personal growth (well-being) was the highest, showed that middle school teachers' empowerment and teachers' well-being were highly correlated, this study verified that principals' transformational leadership and teacher empowerment had predictive power for teachers' well-being. Finally, the conclusion of this research is that from the perspective of teachers, the principal should be a model for teachers and students in the school and pay attention to the principal's own job responsibilities. Teachers believe that empowerment depends on the teacher's own work ability, and maintaining positive interpersonal relationships can help get the best sense of well-being.

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Section: Discussionmentioning

confidence: 99%

Research on the Relationship Between Principal’s Transformational Leadership, Teachers’ Empowerment, and Teachers’ Well-Being

2023

IJER

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“…Be abejonės, tokių mokytojų yra ir Lietuvoje. Tačiau mokytojų apklausos rodo, kad paprastai mūsų mokytojai nedalyvauja švietimo politikoje: "....tyrime dalyvavę mokytojai dažniau linkę užimti pasyvumo arba atsitraukimo poziciją nei imtis lyderystės, diskutuojant ar inicijuojant ugdymo turinio kaitą, atpažinus deklaruojamo ugdymo turinio silpnybes ar susidūrus su kliūtimis ugdymo praktikoje" [13].…”

Section: ˛Vadasunclassified

Aspects of mathematics instruction and education policy in Lithuania

Norvaiša

2022

LMR

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High-quality mathematics instruction for all means high expectations and strong support for all students. An insightful math teaching policy when apdating both school math curriculum and assessment system as well as mathematics teacher training and in-service training program are required to implement this provision. This policy should be based on international mathematics education reserach. How realistic is it to implement in Lithuania? From that point on, we will take mathematics teaching seriously depends on society's readiness for existing and future challenges.

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Individualisation of Students' Learning in Grades 5-8: Experiences of Teachers

Braslauskienė,

Jacynė,

Tolutienė

et al. 2024

SIE

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The article analyses the experiences of teachers in general education schools in the field of individualisation of students’ learning in grades 5–8. It theoretically discusses individualised learning strategies based on the guidelines of universal design for learning approach and teachers’ abilities in selecting approaches to individualise students’ learning. The implementation of individualised learning requires an increasing amount of theoretical and practical preparation of teachers in order to facilitate students' individualised learning. Teachers, therefore, need to explore innovative strategies and approaches to meet the broad and ever-changing learning needs of their students, to diversify their methods and to create dynamic learning experiences for their students. The analysis of the qualitative research findings has revealed that: teachers’ experiences of individualising students' learning are varied, conditioned by the ability to know the personal characteristics and abilities of the student; teachers’ experience of individualising teaching is characterised by a collaborative approach to dialogue and reflection; teachers’ insights into the strengths and weaknesses of their ability to individualise students' learning; and teachers’ insights into practical experiences of using the methods of individualisation.

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Mokytojų patirtys įgyvendinant ugdymo turinį: mokytojas, kaip švietimo politikos dalyvis, mokyklos bendruomenės narys ir profesionalas

Cited by 4 publications

References 14 publications

Research on the Relationship Between Principal’s Transformational Leadership, Teachers’ Empowerment, and Teachers’ Well-Being

Research on the Relationship Between Principal’s Transformational Leadership, Teachers’ Empowerment, and Teachers’ Well-Being

Aspects of mathematics instruction and education policy in Lithuania

Individualisation of Students' Learning in Grades 5-8: Experiences of Teachers

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