The continuing attention of scholars and practitioners to the teaching profession, teachers and teaching is based above all on the fact that societal progress is impossible without an effective ...education system. Teachers are the "soft" dynamic, and at the same time, a driving force in this constantly changing system, and research into the prerequisites for their effective performance requires constant attention. In this study, the main phenomenon under analysis is the emotional resilience of teachers-the internal capacity to adapt, manage or cope with emotionally demanding situations. The purpose was to investigate work-related and personal resources that contribute to teachers' emotional resilience and its role in the links between resources, teacher well-being, and the intention to leave. Data were collected using convenience sampling and included 522 teachers working in Lithuanian primary and secondary schools. An online self-administered questionnaire consisted of scales that assessed teachers' job resources, self-efficacy, well-being, and intention to leave. The research revealed that perceived workplace characteristics - performance feedback, autonomy, social support, and opportunities for professional growth-along with self-efficacy were positively related and predicted teacher emotional resilience. Emotional resilience was found to be a direct positive predictor of teacher well-being along with job resources and self-efficacy and have a mediating effect on the relationships between work-related resources and self-efficacy as independent variables and teacher wellbeing as a dependent variable. Contrary to well-being is teachers' intention to leave a school, which is usually an undesirable outcome for an organization. The study revealed that this intention is negatively affected by job resources and self-efficacy, however emotional resilience did not impact teachers' intention to quit. Based on the results, the article outlines avenues for further research and provides implications for strengthening teachers' emotional resilience.
Self-directed learning (SDL) is one of the key competencies that provides the conditions necessary for adjustments to changes in the social context, and it should be developed from the early years of ...schooling. The effect of SDL on learners’ motivation and attainments has been proven, and its value in enabling learners to change has been substantiated. When applying it in practice, difficulties are faced because SDL-based pedagogy sets challenges for both school students and teachers. It is important to carry out a systematic analysis investigating factors that provide the conditions for the self-directed learning of students. A systematic analysis (applying methods of systematic reviews and meta-analysis (PRISMA)) allows us to emphasize that the liberating factors of SDL include learning environments (support/scaffolding, teaching and learning strategies, physical environment and technological resources, autonomy, assessment and self-assessment, feedback, sustainable and positive climate), obtained knowledge, abilities (self-efficacy, cognitive competence, time management, meta-learning skills), and the learner’s proactivity (collaboration, meeting learners’ needs, possibilities, search for learning support, and raising questions). The oppressive factors of SDL when dealing with learning environments for both learners and teachers (learning load, teaching and learning strategies, teacher power, anxiety, negative emotions, assessment, absence of feedback, control, lack of learning support) as well as educational institutions (teacher support, learning facilities, culture of encouragement and support) are discussed.
The present research aims at analysing the result of how preconditions, teacher reactions, action strategies, and intervening conditions of teacher involvement in the organisational changes manifest. ...A particular school which had recently implemented changes was chosen for the investigation. The research is based on application of the strategy of the grounded theory. A semi-structured interview was chosen to collect the data. Grounding on the analysis of the research data, the development paths of the teacher involvement in the organisational changes manifesting at the personal and organisational levels were disclosed. The research reveals that the teacher involvement in the changes is determined by various preconditions: boredom, self-assessment, positive encouragement, support, negative reaction of others. Each precondition for the involvement in the changes creates conditions for the manifestation of different teacher reactions and action strategies. The intervening conditions (continuous changes, changing of personal attitudes and organisational culture) acting during the involvement in the changes were revealed in the course of the research. While analysing the process of the teacher involvement in the changes, the result of this process was revealed: from engaging risk to cooperative learning.
Employee resilience is commonly understood as a process that protects against distressing conditions and helps employees to cope with stress factors, to survive and adapt to changing work ...environments. Over the past few years Lithuanian teachers have had to deal with unexpected
force majeure
situations, such as the COVID-19 pandemic, a large influx of Ukrainian refugee pupils, ongoing school related issues, such as the introduction of new curricula, full inclusion of children with special needs, reorganizations, and increasing workloads. Our study based on the four-dimensional Teacher Resilience Framework and Job Demands-Resources theory aimed to examine relationships between supportive leadership, job resources and teacher resilience, and to reveal the mediating role of job resources in the relationships between supportive leadership and teacher resilience. A cross-sectional research sample included 455 Lithuanian teachers working in elementary and secondary schools. Data were collected using a self-administered online survey. The study identified that supportive leadership and job resources, i.e., feedback, autonomy, opportunities for development, and social support – were positively related with teacher resilience and its four dimensions. The mediation analysis established an indirect impact of supportive leadership on resilience types
via
job resources, however, the role of work resources as mediators differed depending on resilience type. The results complement studies analyzing the role of work environments in resilience, such as personal capability studies. They suggest that supportive school leadership and job characteristics as contextual resources available at the workplace should be considered when planning and implementing interventions aimed at strengthening teacher resilience.
The goal to ensure sustainable development in the education process obliges to create such practices of teaching and learning which would create conditions for individuals to act in complex ...situations in a sustainable manner. Personalized, perceived responsibility of a learner for one’s own learning becomes important for implementation of sustainable learning. This research is aimed to reveal authentic experiences of school students assuming responsibility for learning, emphasizing prospects of sustainable education development in practice and possibilities for improvement by employing the strategy of participatory action research. The data was collected according to the stages of the chosen action research during lessons on learning to learn. Forty-six school students and two teachers took part in the research. On the basis of content analysis, it was revealed that school students assume the responsibility for learning when it is grounded on cooperation taking place in the dialogue-based culture, where negotiation and creation of opportunities to choose are among the most important strategies making the assumed responsibility relevant. Intervening conditions emerging in the context of the strategies were also identified: making learning experiences relevant, clarity of criteria, attitude towards failure and the self as a major resource of learning, expectations, and goals and feedback of learning. Interacting with each other, prevailing strategies, and intervening conditions act as components of sustainable development of school students’ assumed responsibility for learning.
In the course of dynamic changes of educational processes, a necessity to ground on different theories to reveal valuable insights based on the analysis of the process of teaching and learning ...appears. In terms of the process of teaching and learning, as a process of rendering/ accepting objective knowledge, the principle of positivism in scientific research is still deeply rooted. Such approach fails to match a rapid change of the contemporary society. As an alternative to the positivist approach, interpretive social science is being created. Its essence lies in treating the process of teaching and learning as the social world which ought to be perceived from the inside and not explained from the outside. Representatives of postmodernism recognise that this shift of our society encourages exactly the constructionist thinking. The present literature review reveals the manifestation of social constructionism in the processes of teaching and learning, which highlights an intersubjective, dialogical and dialectical character of experience. The approach of social constructionism recognises a multi-variant and situation-dependent existence defined in a specific time and context; therefore, social match, discursive psychology, knowledge construction which takes place in social interaction, processes of co-creation of social reality, the role of discourse when constructing knowledge, understanding of phenomena and human existence formed through social exchanges are emphasised in the process of teaching and learning.
According to European Commission communiques (Opening up Education: Innovative teaching and learning for all through new Technologies and Open Educational Resources, 2013; Europe 2020, 2010; Taking ...stock of the Europe 2020 strategy for smart, sustainable and inclusive growth, 2014), scientists (Tilbury, 2011; Tilbury, & Mula, 2009; Pipere, Salite, & Veisson, 2015) works, there is emphasizing the key point of sustainability in education. Sustainable development few last decades remain that supporting category upon which is tried to analyse and understand the dynamics of difficult systems or procedures, estimate their problems of interactions, compatibility and other. One of the most relevant branches of development in education in National education strategy 2013–2022 (2013) is directed to quality of education. Its main strategic purpose – to turn Lithuanian education into sustainable basis for improving national welfare, for thrusting and independent person who responsibly and independently creates his, countries and worlds future. Until now the key and expression of sustainability is more emphasizing through global cultural characteristics. This article aims to emphasize multicultural characteristics, to individualize the expression of sustainability more in prof. B. Bitinas work contexts.
Using thematic synthesis enhanced review method in B. Bitinas works it is emphasized those principles of sustainability which are considered as new paradigm which changes the view to learning and education phenomena: open integrality (open and integral teaching and learning environment: learning for everyone, everywhere, anytime, with any measures and with any help. That helps to ensure teaching and learning efficiency and helps to gain new abilities), succession and continuance (as condition of change), technological approach (creating ability to raise efficiency and justice), dialogue (as interaction, responsibility as assumption to create teaching and learning meanings in society of diversity).
According to European Commission communiques (Opening up Education: Innovative teaching and learning for all through new Technologies and Open Educational Resources, 2013; Europe 2020, 2010; Taking ...stock of the Europe 2020 strategy for smart, sustainable and inclusive growth, 2014), scientists (Tilbury, 2011; Tilbury, & Mula, 2009; Pipere, Salite, & Veisson, 2015) works, there is emphasizing the key point of sustainability in education. Sustainable development few last decades remain that supporting category upon which is tried to analyze and understand the
dynamics of difficult systems or procedures, estimate their problems of interactions, compatibility and other. One of the most relevant branches of development in education in National education strategy 2013–2022 (2013) is directed to quality of education. Its main strategic purpose – to turn Lithuanian education into sustainable basis for improving national welfare, for thrusting and independent person who responsibly and independently creates his, countries and worlds future. Until now the key and expression of sustainability is more emphasizing through global cultural
characteristics. This article aims to emphasize multicultural characteristics, to individualize the expression of sustainability more in prof. B. Bitinas work contexts.
In this research we tried to determine statistics skills in the Fourth Form. This article presents a comparative point of view of the analysis of Lithuanian and other manuals. The attention is the ...distribution of statistics elements.
Along with the development of science and technology, perfection of produetion, skills of critical thinking, problem solving, decision making and formation of one's own opinion become of great ...importance. Main goals of school are to teach pupils to investigate individually, to teach them to think and apply their knowledge in practice, to educate personality on the ground of knowledge about child's psychical development. Therefore one of the most importam aims is purposeful education of such skills. In the research carried out, statistical skilk are highlighted; they form critical thinking that helps to solve problems, recognise, characterise and deseribe the eneoded eonneetion.
The aim is to analyse expression of education of statistical skills through the content of education in Lithuania and foreign countries.
Tasks:
1. To define the content of education at primary school in Lithuania in aspect of education of statistical skills from the beginning of the 20th century till present time;
2. To review the content of education at primary school in foreign countries in aspect of education of statistical skills in order to reveal expression of education of statistical skills through the content of primary school education in Lithuania we applied the content analysis, which enabled us to analyse documents that regulate the content of primary school education in Lithuania and 40 foreign countries. While analysing the results of the research we present expression of statistical skills in the content of primary school education in different periods in Lithuania from the beginning of the 20* century till present time.
In summary we may state that the aims of education of statistical skills and functions are widely reflected in the content of education in foreign countries, while in Lithuanian General Programmes for Comprehensive Schools we find theoretical presuppositions for grounded endeavour at aims for teaching elements of statistics and probability theory and institution of the content of education of statistical skills, according to the peculiarities of pupils' age.
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