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Emerging successes and persistent challenges in Hungarian minority education in Romania
48–60Views:49This study examines the early impacts of recent curriculum and examination reforms in Romanian minority education, focusing on the introduction of the “Romanian as a non-native language” curriculum for Hungarian-speaking students. Using aggregated national assessment and baccalaureate data from 2020–2025, the research analyzes trends in Romanian language performance among minority students, compares results across regions and school types, and uses mathematics performance as a comparative indicator to contextualize language-specific achievement patterns. Descriptive, cohort-comparative, and proportion-difference analyses, complemented by hypothetical “what-if” calculations, reveal that while a persistent 1.3–1.5 point gap remains between minority and majority students in Romanian language performance at the 8th-grade level, mathematics scores are nearly equivalent, indicating that the gap is linguistic rather than cognitive. In the 2025 baccalaureate – the first year of full curriculum implementation – pass rates improved notably in high-minority regions (e.g., Harghita +5.3 pp, Covasna +1.6 pp), alongside a significant reduction in failure rates, particularly in vocational and technical schools. The findings suggest that aligning examination content with a differentiated curriculum may be associated with more favorable educational outcomes among minority students, though effectiveness varies by region and school type. Sustainable gains require targeted teacher training, adequate resources, and systematic monitoring to address persistent structural and contextual disparities.
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Myth or Reality? Mobility Trends among Recent Graduates of Different Fields of Study
43-57Views:298The paper focuses on the intergenerational mobility processes in Hungarian higher education over the past decade. Its purpose is to explore these processes and to analyse the differences between the fields of study. The second-generation mobility theories, which serve to be the theoretical background of this paper, focus on the differences between income, education, occupational groups and social classes in connection with status attainment and mobility. Among the mobility theories relating to higher education, theories analyzing inequalities are studied, to discover whether they are found in Hungarian higher education („Maximally Maintained Inequality”, MMI and the theory of „Effectively Maintained Inequality”, EMI). The analysis also covers the „dynastic effects” related to mobility, whether they strengthen or weaken intergenerational processes. The database of the analysis is the Graduate Career Tracking System 2010-2021.
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International Trends of Remote Teaching Ordered in Light of the Coronavirus (COVID-19) and its Most Popular Video Conferencing Applications that Implement Communication
84-92Views:2885The global coronavirus pandemic that emerged at the end of 2019 and will reach its peak in 2020 has affected education systems worldwide and led to widespread, complete closure of schools, universities, and colleges. UNESCO estimates that a total of nearly 1.6 billion students worldwide have been affected by the closures of educational institutions. The indicator was the highest in the period from April 1 to April 5, when exactly 1,598,099,008 students were affected by the measures. This accounted for 91.3% of the world’s total learning community, with a total of 193 countries providing full nationwide remote teaching. In response to school clo-sures, UNESCO has proposed distance learning programs as well as open educational applications and platforms that have ena-bled schools and teachers to reach their students remotely and make online education easier (UNESCO, 2020). In addition to reviewing the recent literature and monitoring lockdown measures, the study also suggests a number of specific solutions.
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New Paths to Online Teaching – How Can We Manage Knowledge Transfer and Make the Learning More Enjoyable?
55-62Views:484This study is based on the results from a national project initiative on digitalization, supported by methodology evidence from e-learning materials at the level of teachers’ training for vocational education institutes. Looking for the new paths to online learning We have been formulating the question for almost a decade: How can we manage the transfer of knowledge and make learning more enjoyable? For the steps forwards, the first impulses for understanding the recontextualization of vocational didactics and re-defining roles and responsibilities of the actors. Our paper deals with seeking a new method for content development and its application in vocational education and training (VET). This study recommends a kind of open framework[1] is provided by the fact that the innovation, which takes open source content development as one of the approaches of reforming teacher training for VET, is connected to a technical university of long-existing traditions. In line with the peculiarities of Hungarian VET, our research group undertook to develop methodological training in terms of complex school subjects. By applying their new concept, their concrete objective was: the methodological renewal of vocational teacher training and practical training by creating and applying complex learning content units online.
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Focus on Teacher Motivational Factors: Increasing Innovation Efficiency, Retention in the Teaching Profession
53-63Views:407The shortage of teachers and the challenge of popularizing the teaching profession are some of the most pressing problems in education today. Finding a solution to these issues is a priority task. Our research focuses on which teacher motivational factors improve professional life, create a better school atmosphere, and ensure new career paths, avoiding the harmful consequences of stress and burnout. In interviews with teachers teaching in disadvantaged schools, we tried to identify the motivational factors established by the literature, and we were curious about what factors influence someone’s becom1ing an innovative teacher. All this knowledge can be useful information for teacher training, and help to develop an incentive system for teachers in the field, preventing them from leaving the occupation. During our empirical research, we analyzed 24 interviews with Atlas ti. Our main research question was what are the motivational factors that enable teachers to make adequate professional decisions, and why their pedagogical problem-solving ideas and innovations do not remain isolated data. We investigated which motivational factors can be identified as drivers and which as barriers to the development of innovations, and which are responsible for retention in the teaching profession.
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Pedagogical modernization or political assimilation? The 1879 elementary education act in the mirror of parliamentary debates and Néptanítók Lapja
13-19Views:98Act XVIII of 1879, which mandated the teaching of the Hungarian language in all elementary schools across Hungary, represented a decisive turning point in the educational structure of the Austro-Hungarian Monarchy. Drawing upon the theoretical frameworks of Ernest Gellner (1983) and Eugen Weber (1976), this research focuses on how state-driven linguistic homogenization emerged simultaneously as a professional necessity and a tool of nation-building. Our study presents the content of the act and the pro et contra arguments within the parliamentary debates surrounding its adoption. Furthermore, it highlights the core concepts and elements of the official pedagogical discourse following the legislation through a qualitative thematic analysis of the 1879 issues of Néptanítók Lapja (People’s Teachers’ Gazette), a government-sponsored weekly professional journal. Our findings reveal an inherent contradiction in the official rhetoric: while the journal promoted innovative, communication-centered “natural methods” in language instruction, these pedagogical advancements primarily served to consolidate political loyalty and erode minority national identities. The analysis identifies three main discourse types: the professionalization of the “Magyarization” process, the ideological construction of the Hungarian language as a “civilizational” prerequisite for social mobility, and the practical challenges faced by rural educators working in multilingual environments. By placing the Hungarian case within a broader European comparative perspective, the study contributes to the understanding of how 19th-century school systems functioned as arenas for national identity construction in multiethnic regions.
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Migrating From Face-To-Face to Online Learning During the COVID-19 Pandemic: The Experiences of Psychology Students at a Private Higher Education Institution in Gauteng
11-21Views:748Due to the COVID-19 pandemic, there was an accelerated migration from face-to-face to online learning. This article aims to explore and describe how psychology students experienced the migration from face-to-face to online learning during the COVID-19 pandemic. It entailed a qualitative research design with an exploratory and descriptive approach. The participants were 28 purposively sampled psychology students from a Private Higher Education Institution in Gauteng. An online survey method was employed to gather the needed information which was then subjected to a thematic analysis. It emerged that the challenges experienced by students were internet connectivity issues, insufficient computer literacy, reduced class time, anxiety, physical impact, and communication issues. Moreover, some benefits related to flexibility, the convenience of online studies and safety from infection with COVID-19 were identified. It was also noted that having certain attributes such as independence, time management skills, having support and being tech savvy improved the online learning process. Some opportunities for Higher Education Institutions to improve the experiences of students included creativity in module delivery as well as providing guidelines on how to use these online platforms.
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AI as a digital assistant in a multi-ethnic VET system: Evidence from the VETAssIst project in Serbia
28–36Views:63Artificial intelligence (AI) is increasingly framed as a lever for teaching efficiency in vocational education and training (VET), yet adoption is mediated by teachers’ linguistic and cultural contexts. This study, conducted within the VETAssIst project, compares AI‑related readiness and needs among VET teachers in Serbia across two cohorts working under the same national framework: Hungarian‑minority teachers in Vojvodina and Serbian‑majority teachers. Using a structured questionnaire, we examine perceived usefulness of AI as a ‘digital assistant’ for lesson planning, assessment, and administrative work, self‑reported digital competence, perceived institutional support, and readiness for integration. The evidence indicates broadly similar baseline competence across cohorts, strong intentions to expand classroom use, and uneven institutional backing. Recurrent requirements include VET‑specific AI tools, clearer school‑level policies, targeted professional development, and language‑accessible resources. We argue that sustainable digital transformation in multi‑ethnic VET systems depends on aligning tool ecosystems and professional learning with the linguistic diversity of the workforce, thereby preventing intra‑system digital divides.
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Assessing Language Learners’ Knowledge and Performance during Covid-19
38-46Views:528The new reality created by the COVID-19 caused a lot of changes in the educational sphere. The transition from face-to-face to distance learning was not smooth in Ukraine because distance learning was not a common practice in the country before and teachers were unprepared for teaching online. This unusual situation prompted us to start our qualitative research primarily to get insights into the altered daily routines of teachers and educators. In particular, we were interested in how they assessed their students’ performance online. This article focuses on secondary school language teachers (n=65) and language tutors at the tertiary level (n=18). The research findings have revealed that teachers gave feedback through different digital applications like Google Classroom. Oral performance was evaluated either synchronously or asynchronously. The most crucial implication is that teachers should improve and further develop their digital skills and distance teaching and assessing skills in order to provide quality education in the modern form.
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Truth in the light of Parker J. Palmer’s metaphorical understanding of education as a spiritual journey
1-5Views:54The aim of this article is to highlight the importance of truth as one of the most essential attributes of spirituality, determining the qualitative function of educational subjects, and education, in general. Appropriate understanding and practice of the truth, in conjunction with other values/virtues such as obedience to truth, love, faith, prayer, courage, humility, etc., foster building a friendship between teachers and students, based on a dialogue about the truth. According to Parker J. Palmer’s research, these values/virtues constitute the foundation for exploring the metaphor of education as a spiritual journey, enabling schools to overcome obstacles on the path to building a civilization of Love and Peace. The hermeneutic analysis of the contents leads to the conclusion that educational systems need to be reformed to address the authentic good of humanity. This will require a focus on building school autonomy based on the values/virtues that make for the spiritual approach to education and upbringing.
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Characteristics of Teaching Community Capital - Focus on Teachers in Reformed Public Education Institutions
48-55Views:536The issue of the effectiveness of teaching is constantly at the center of research. "Teachers count", presents the OECD report (2005), which confirms the research of the day that the work of the teacher contributes significantly to the performance of students. The question is how to capture the factors that influence school performance. The focus of the examination of the theoretical background is on the professional capital theory, with the emphasis on the examination of social / teaching capital in addition to the human capital and decision capital components. Our research is based on a secondary analysis of a questionnaire among teachers working in Calvinist institutions in 2017. The focus of our interest is on identifying the characteristics (frequency) and content (agreeing with norms) of staff capital and the need for teachers to develop collaborative networking opportunities for future professional development.
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Examining challenges to Parental Involvement in Enhancing Academic Performance Among Grade 7 Learners/Students
Views:377Parental involvement is a critical determining factor of learners' academic success, particularly during transitional educational phases such as Grade 7. This study explores the factors challenging parental engagement in supporting their children's academic performance at this crucial stage in South Africa, Tshwane South District. Although extensive research has been conducted on parental involvement, there is limited studies focusing on the transitional phase of grade 7 within the South African context. Employing a qualitative approach, and purposively selected 11 participants (6 parents, 5 educators). Furthermore, data were collected through interviews, focus group discussions and document analysis. Findings indicate that socioeconomic constraints, limited parental education, communication gaps between schools and families, and parents' time constraints significantly hinder effective involvement. Additionally, cultural perceptions of parental roles in education and students' increasing need for autonomy in adolescence further complicate engagement efforts. The study also identifies systemic barriers, such as inadequate school initiatives to foster parent-teacher collaboration. Recommendations include capacity-building workshops for parents, and the development of inclusive communication strategies by schools. This paper highlights the need for a holistic, community-driven approach to overcoming barriers and fostering sustained parental involvement to enhance student achievement in Grade 7, offering insights that are particularly relevant within South African context.
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Policy Against Drop-out in Italy
1-9Views:728In this essay I set out the current situation of Early School Leaving (ESL) in Italy by considering both data provided by institutional sources (national and international) and a review of the most recent contributions from the educational work that have been done intensively to fight against ESL over the last 20 years. I will argue that the way followed so far will not lead to surprising results, due to deep and structural persisting factors of inequality. After a short overview on the position of Italy in the European rankings, the article recalls the main interventions that took place in the country by different investors (public and non-public), setting up a multiplicity of fragmented macro-politics. Then I will look at the mechanisms of differentiation and unequal distribution of educational opportunities and I will conclude with suggestions on how to make the fight against ESL more efficient and forward-looking.
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A treasury of tools: Navigating the complexities of international higher education
164–167Views:39Bibliography of the reviewed book: Dabney-Fekete, I. D. (Eds.) (2024). International higher education. Debrecen University Press.
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Assessing Children’s Mastery Motivation using the Dimensions of Mastery Questionnaire (DMQ): Theoretical and Practical Consideration
90-93Views:291Bibliography of the reviewed book: Morgan, G. A., Liao, H.-F., & Józsa, K. (Eds.) (2020). Assessing Mastery Motivation in Children Using the Dimensions of Mastery Questionnaire (DMQ). Gödöllő: Szent István Egyetem.
http://www.staff.u-szeged.hu/~jozsa/DMQbook.html -
A Test of the Effect of Denominational Schools in Romania
38-47Views:466Studies in sociology of education in recent decades have consistently found an advantage for students in denominational schools - those with religious subordination - in terms of educational performance, compared with those in secular schools. Although in Romania a large part of the students from pre-university education attend confessional schools this advantage has not been investigated for the Romanian case. Taking advantage of the increased validity of the Romanian baccalaureate exam, following the measures from 2011-2012 and the availability of the statistical data regarding the schools in Oradea (Bihor county), we checked whether the hypothesis of such an advantage is confirmed in the Romanian case. Applying bivariate analyzes by type of schools (secular vs. confessional) and by types of tracks of the net pass rates (from the total of the graduates) we find that, although the promotion rates are higher for denominational schools, the support for the hypothesis of an advantage of denominational schools is fragile as much of the difference can be attributed to the academic orientation of denominational schools and to the fact that they succeed, probably, in selecting students with better educational skills.
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Parental Assistance with Assignments – Types of Parental Involvement in Homework
25-36.Views:688The present study analyses – using qualitative methods – parental involvement in children’s homework, the forms of parental involvement and the types of parents in the studied area, emphasizing the decisive role of parents in the educational life of their children, using the sample of several rural settlements in Szeklerland. By focusing on the rural context, this research contributes to the existing literature by offering a more nuanced understanding of parental involvement, potentially uncovering challenges and strategies that are unique to rural communities. The literature lacks a parent typology based on qualitative research. The most common types of parents are: “aversive”, “ ambitious “, “partner”, “accountable”, “networking”. The benefits of parental support for children’s learning at home have been widely emphasized by experts in recent research. Active parental involvement has a positive impact on student achievement and learning. It also gives parents a better insight into school life and enables them to develop a partnership with the teachers.
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Linguistic Socialization and Identity in Ethnic Hungarian Deaf Families in Romania
46-54Views:376Ethnic minority Deaf people form a social group whose members often share complex and multiple cultural backgrounds. This research explores linguistic socialization and identity development in ethnic Hungarian Deaf families living in a multi-cultural region of Romania, examining the identity related aspects of the family formation and the transmission of identity to children in ethnically homogenous (Hungarian) or heterogeneous (Hungarian-Romanian) families founded by Deaf spouses. Methodologically the research is based on survey among members of the ethnic Hungarian Deaf community in Bihor County and their ethnic Romanian spouses, career interviews with Hungarian Deaf Special School graduates and family case studies of two or three generation Deaf families. The research results reveal that the ethnic homogeneity of Deaf family partners is a key factor in handing down to children the Hungarian ethnic-national identity and the Hungarian sign language / oral language knowledge. The research findings also highlight the fact that within family interactions involving three generations where Deaf and hearing, ethnic minority and ethnic majority family members are present, specific, multifaceted communication models may prevail, and pathways and modes of identity transmission with particular characteristics may occur.
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Investigating the patterns of syntactic complexity predicting high-quality writing: a corpus-based study of the written text production at the B2+ English Language Exam at a Hungarian University
Views:185This pilot study explores the predictive role of syntactic complexity in assessing L2 writing proficiency, with a focus on its potential contribution to validating a high-stakes English language examination. Drawing on prior research that highlights the importance of syntactic complexity in writing evaluation, the study aims to identify specific syntactic measures that reliably distinguish between low-rated and high-rated L2 texts. The analysis is based on a corpus of written texts for the B2+ level for so-called 'Basic' English Language Examination (BLE) administered at a Hungarian university. Although labeled "Basic" the BLE represents a mandatory proficiency examination (B2+ level according to the CEFR) required for academic advancement. Rather than examining inter-rater reliability, the research centers on contribution to validation by investigating linguistic features associated with rated writing quality. Grades assigned by human raters were used solely to group texts and build the corpus for analysis. A total of 60 syntactic complexity indices were extracted using the Multidimensional Analysis Tagger (MAT) (Nini, 2019) and the Coh-Metrix 3.0 software package (Graesser, McNamara & Kulikowich, 2011). These indices include measures of clausal, phrasal, and overall structural complexity. The findings are expected to inform ongoing validation efforts for the BLE and contribute to more robust, evidence-based practices in L2 writing assessment by identifying linguistic patterns that correlate with writing proficiency.
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The Profile of Children Diagnosed with ADHD in Bihor County. Descriptive Data
98-111Views:449Although the topic of the profile of children with Attention Deficit Hyperactive Disorder (ADHD) is important for those involved in therapy or teaching, we found very few studies focusing on Romanian populations, and those targeting the North-Western region (Bihor County) are even fewer. ADHD is the most common childhood disorder (Aman et al., 1998), and it is important not only to know and understand the symptoms, but also to pay attention to the cultural specificity of the ADHD diagnosis, if it is possible. We conducted a documentary analysis, aiming to identify the profile of children diagnosed with ADHD in Bihor County and in this regard, we analyzed 196 files registered at the Municipal Hospital from Oradea in 2015. We focused on the demographic data, the symptoms, the comorbid disorders, the treatments, the school environment and type. Our findings confirmed that boys diagnosed with ADHD are more numerous than girls, and we also found significant differences between children depending on their ADHD core symptoms.
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Scouts' and educational stakeholders' perceptions of integrating scouting methods into formal education
98-109Views:1102Scouting is a non-formal learning environment which implies a form of learning that is “less organised than formal learning, but still consists of planned activities and educational objectives. It is also seen as being more concerned with action, and learning by doing from experience; and more holistic, with a particular focus on developing social and emotional skills” (Bridwell et.al., 2015: 27). The Scouting Method used relies on the concept of experiential learning or learning by doing and combines it with other educational elements such as the symbolic framework, team or patrol system, gamification elements such as the badge system (Christians 2018) and active learning or personal progression so that each young person is “consciously and actively involved in his or her own development” (WOSM 1998: 47). The present paper aims to explore scouts' and educational stakeholders' (teachers and scout teachers) beliefs and opinions regarding scouting methods and the way these methods could be integrated into the formal learning environment. Qualitative and quantitative methods of analyses were used to examine and interpret the results gathered through an online questionnaire. Results show that all respondents have a positive attitude towards scouting and the methods used within their activities and they would encourage others to join the association. Even school subjects have been identified which could serve as bridging points between non-formal and formal educational situations.
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Big Brother Mentoring in the Let's Teach for Hungary Program
114-141Views:470The number of mentoring programs within the framework of schools is increasing both internationally and domestically (Raufelder & Ittel, 2012; Fejes et. al., 2009). Besides traditional mentoring, the role of peer mentoring (Miller, 2002) has also come to the fore in recent years. In our study, we focus on cross-age peer mentoring (Miller, 2002; Sipe, 2005), where older youth mentor younger youth. One example of this in Hungary is the Let's Teach for Hungary (LTHMP) mentoring program, where undergraduate students mentor primary school students. In our research, we studied mentors at the University of Debrecen who had completed at least two semester-long cycles in the program. We were curious about how the COVID-19 pandemic period affected mentoring, so we examined the transition of a mentoring program based on a personal meeting to online mentoring, and its pivotal points, advantages, and disadvantages. As a method, we used qualitative interview analysis, during which we worked with semi-structured interviews, recorded in the spring of 2020 and 2021 – during the global pandemic situation – with a total of 50 mentors. The content analysis of the interview texts was performed based on the codes formulated based on the theory, and the emic codes emerged in the interviews (Creswell, 2012). Our results show that mentors can be grouped into different types based on their attitudes towards online mentoring. Overall, the digital transition has been a big challenge. The biggest problem was the lack of equipment. The issue of age has been also an important factor in terms of the sense of digital comfort. We noticed the phenomenon of Big Brother Mentoring and the importance of chameleon mentors. Our research, which can fill a gap, highlights both the challenges and benefits of online mentoring. In addition, we can also contribute to the effective and successful operation of the Let's Teach for Hungary Mentoring Program.
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Teachers’ Practices in Fostering Children’s Critical Thinking at Pre-Primary Level in Kongwa District
1-9Views:370Critical thinking skills is one of the most important 21st century skills and one of the most vital indicators of the quality of education children are receiving. In enhancing these important skills, it is very important to unfold teachers’ practices in fostering children’s critical thinking skills. Therefore, this study investigated teachers’ practices in fostering children’s critical thinking skills in pre-primary level in the Kongwa District of the Dodoma Region, Tanzania. The study employed a qualitative research approach with a phenomenography research design. The total sample of the study was 35 respondents, selected through the criterion purposive sampling technique. Data were collected through in-depth interviews and classroom observation. Data analyses were done through the thematic analysis framework of Braun and Clarke (2021). The findings revealed that teachers’ practices which include teachers’ preparations, the use of instructional strategies, social activities, teaching and learning materials, and creating classroom learning environment helps children to think critically. The study recommends the quality assurers should maintain monitoring and supervision of teachers’ classroom practices in promoting the critical thinking skills of children.
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The Effectiveness of the Let’s Teach for Hungary Mentoring Program
150-160Views:316The situation of disadvantaged students has been a problem in the field of education for decades, -so much so that several disadvantage-compensation programs have been set up in an effort to reduce its effect. This includes the mentoring process, the primary purpose of providing support and assistance to younger individuals. The subjects of the research are the 7th grade students participating in the Let’s teach for Hungary mentoring program. The questionnaire survey was conducted in the autumn of 2019 (n=585), during which I focused on the children’s expectations of the mentoring program, their learning difficulties, learning motivations, and their plans for further learning. Classifying students in clusters based on their motivations, highlights the fact that the range of participants is not homogeneous this aspect. The Coronavirus epidemic has posed a significant challenge to traditional education, and the opportunities offered by personal mentoring have been pushed into the background over the past year and a half. Educators and students alike have struggled through the transition to digital education (Kristóf, 2020). Attendance mentoring was forced to continue in the form of distance mentoring. In my current research, I examine the existence of distance mentoring, the exploration of experiences, and the preparedness of the participants in the Teach for Hungary program. Data collection began in December 2021, and the query process is still ongoing. I carry out the survey using a mixed-method. I collect quantitative data among students with the help of questionnaires, which focus on the experiences, opinions and readiness of the children. In addition, I use a qualitative, interview-based research method that provides an understanding of more comprehensive experiences. I conduct interviews with educators, mentors, and mentored students. The subjects of the research are primary school students (8th grade students), mentors and teachers of a small settlement in Hajdú-Bihar county and Szabolcs-Szatmár-Bereg county (n=60 people). The research results can serve as feedback to the participants on the success of work done during distance mentoring. The results obtained can also serve as feedback for the Let’s teach for Hungary program because the program can be developed in the future from interviews.
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Teacher Work and Job Satisfaction among Romanian Lower Secondary Teachers
93-100Views:547The purpose of this paper is to provide an empirical based understanding of the Romanian context of teacher work, which provides an opportunity to identify characteristics considered to affect teaching activities and gives a basis for planning and conducting other research on teachers working conditions. The paper is based on authors' research which is a secondary analysis of Teaching and Learning International Survey (TALIS) 2013 database. The database contains the survey responses of teachers of lower secondary education (ISCED 2) and the principals of their schools. During the investigation cross/tables, cluster analysis, linear and logistical analyses were used. Based on our research results, we can see that the factors attributed both to the individuals and to the elements of pedagogical culture show a strong correlation with the characteristics of the teaching and the satisfaction with the teaching. Considering the factors attributed to the individuals, professional development and the total career time is the most influential factor of job satisfaction and teacher’s self-efficacy. Among the variables included in the school culture dimension, the effectiveness of teacher work, the disciplined atmosphere, the values of student/teacher relationships and the positive effects of teacher-teacher relationships indicated satisfaction and self-efficacy.