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• The perspectives of the doctoral students of the University of Debrecen related to migration

  103-111

  Fruzsina Szigeti

  Views:

  360

  Research on migration processes in recent years has highlighted the fact that migration is becoming more common among younger and more educated people. We believe that it is worth meeting the (self)selection of (potential) migrants at the beginning of the process, and also, measuring the willingness to migrate is important. During our research, we investigated the migration plans of PhD students at the University of Debrecen through paper-based questionnaires. In our study, we seek to determine the extent to which PhD students in Debrecen are willing to migrate. Also, we investigate what the fundamental difference is between PhD students with the intent of migration and those without. 53.4% of the responding doctoral students intend to stay in Hungary after completing their doctoral training, while 46.6% consider it possible to settle abroad. It has been observed that strong and weak bonds of those who wish to stay in the country of residence are significant, while those who wish to stay abroad own migration shells.

• The Impact of The Prestige of Institution Type on Professional Satisfaction

  32-38

  Krisztina Vályogos

  Views:

  219

  Teachers are doing their job despite notoriously low pay, and the extrinsic and intrinsic factors that keep them in the profession are the subject of national and international research. In the present study, we investigate the subjective sense of professional success of teachers in secondary vocational education in the light of the type of institution in which they teach. Their questionnaire survey was carried out online (N=166) during the pandemic period, having been adapted to the situation. We wanted to assess factors of their sense of professional success, which are partly related to the classical role of a teacher, such as knowledge transfer, education of or cooperation with other actors in education, but also to hypothetical factors such as self-training and creativity. Our hypothesis that the prestige of the institution type and the professional satisfaction of the teacher are related was not confirmed, but the identified factors played a different role to varying degrees.

• Aspects of the Well-being of University Instructors Related to Online Education During and After the Pandemic – Case Study of a Hungarian University

  14-25

  András Buda

  Emese Beáta Berei

  Views:

  216

  In the past decade, quite a few articles have been published about the advantages and disadvantages of working from home online, and by studying the experiences that they present, it would be possible to much more thoroughly plan the rather complex, multi-faceted process of digital transition. However, the coronavirus epidemic that broke out in early 2020 did not allow for thoughtful preparation. The new work schedule resulted in profound changes to the work of university lecturers, thus, it obviously also had a significant impact on their well-being. In this study, we examine the state of the well-being of the instructors at one of the biggest universities in Hungary, the University of Debrecen. The period in question is at the introduction of emergency remote teaching and at the end of the pandemic period. Using quantitative and qualitative methods, we collected data and information at different times. Based on this, we revealed what resources the instructors relied on, how they were able to meet the challenges of education online.

• Teacher-Driven Strategies for Enhancing Parental Involvement in Rural Education

  Lungisani Excellent Mafu

  Lindokuhle O Makhonza

  Thanduxolo Peace Mngomezulu

  Views:

  72

  Parental involvement is widely acknowledged as a vital contributor to learners’ academic achievement and overall school success. While much is known about the benefits of parental engagement, particularly in urban and well-resourced settings, the dynamics and challenges in rural schools remain underexplored. This study addresses that gap by investigating how teachers perceive and implement strategies to enhance parental involvement in rural contexts. Specifically, the study aimed to answer the following question: (1) What are teachers’ perceptions and experiences regarding parental involvement in rural schools? and (2) What teacher-driven strategies do they propose to improve collaboration with parents? This qualitative case study draws on Rotter’s Social Learning Theory to explain how behaviour is shaped by observation, reinforcement, and social interaction. The study was conducted at a rural high school in Mandlanzini Agri-village, KwaZulu-Natal, with ten purposively selected teachers as participants. Data were collected through a semi-structured online questionnaire and analysed thematically following Braun and Clarke’s (2006) coding process. The findings reveal a pressing need for structured, teacher-driven strategies that extend beyond standard parent-teacher meetings to include structured and culturally responsive interventions. The study highlights the practical value of teacher agency in facilitating parental involvement and offers context-specific insights that may guide future interventions in similar rural settings.

• Educational Psychology

  107-111

  Berivan Mohammed Ahmed Abdullah

  Ilona D. Dabney-Fekete

  Tímea Ceglédi

  Views:

  268

  Bibliography of the reviewed book: Santrock, J. W. (2018). Educational Psychology (6 Ed). McGraw-Hill Education.

   

• Is it Worth Getting a Doctorate?

  142-149

  István Polónyi

  Views:

  245

  PhD training is part of the global education competition. The number of doctoral students per 100,000 people is a feature that moves together with the scientific performance of a country. Thus, doctoral training is an important element of a country’s innovation, in which Hungary is lagging behind. We assume that the main reason for the limited amount of doctoral students in Hungary is the low level of individual demand for training which, in turn, is due to the fact that the academic career of doctoral students promises low earnings compared to the placement of university graduates in other spheres. The earnings test and life earnings analysis presented by the study support this assumption: the earnings of those entering academically qualified academic careers are significantly lower than those of graduates working in the corporate sector. Though there are limitations present which impede the generalizability of these results, it does call to attention important trends to be acknowledged in future research.