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• The International Comparison of the Educational Systems of Iran, Myanmar and Ethiopia

  84-94

  Su Hnin Aye

  Birhanu Haile Agezew

  Arshia Iranfar

  Karolina Eszter Kovács

  Views:

  118

  Education systems usually fall into two main types: the Continental and Atlantic systems of education. Countries
  belonging to the third world often follow after the characteristics of the continental system, however, the
  specificities of the country may overwrite some characteristics of the original concept. This article aims to
  introduce some specific aspects of the educational systems of Iran, Ethiopia and Myanmar through the
  comparison of these systems. According to the data analysis, centralisation is relevant, but decentralisation
  tends to be strengthened in each country. Concerning their structure, similarities in the division of levels were
  identified, along with differences in duration and focus. Unsurprisingly, the curriculums are different in each
  country; however, the basic subjects are almost the same. Finally, the grading systems use similar categories,
  although the underlying points providing the basis for the grades significantly differ. Comparing them can
  contribute to their evaluation and further development.

• Teacher Work and Job Satisfaction among Romanian Lower Secondary Teachers

  93-100

  Katalin Zoller

  Katinka Bacskai

  Views:

  309

  The 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.