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Parents’ school volunteering in the interpretation of teachers in a disadvantaged region of Hungary
28-48Views:348In the international literature, there are many studies dealing with the voluntary work of parents at school, but there is little research on this in Hungary. In our study, we examine the volunteering of parents through the interpretation of teachers in three disadvantaged counties of Hungary, using a qualitative interview method. The research population was the teachers of primary and secondary schools, and the interviewed teachers were selected by multi-stage, stratified sampling. We included 38 interviews in the analysis, in which the voluntary work of the parents appeared. The interviews were analysed by manual and machine hybrid coding. According to our results, teachers also considered participation on request or under pressure as volunteering. “Real” volunteering is hardly present, and parents are less likely to initiate assistance on their own. Parents are typically occasional volunteers, and mostly the members of the parents’ work community participate in regular volunteer work. According to the teachers, the voluntary work of parents is indispensable in the life of the school, so in our opinion it would be important to promote it and to motivate parents to participate more in school life.
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Key players of the education system: teachers in Transcarpathia in the years of the Ukrainian crisis
165-196Views:199In spring 2017 a survey was carried out among 338 practicing Transcarpathian Hungarian teachers about their material and professional satisfaction and migration plans. The study highlighted that one of the most crucial problems of the teachers is the low salary. Among those who are contemplating migration the main push factor is material dissatisfaction, followed by family and partnership reasons. However, we cannot speak about professional burn-out in their case. 72% of the respondents, without being satisfied with their situation, still does not think about migration, or is pretty sure about staying at the homeland. 84 persons (25%) belong to an endangered group, in which people embrace the idea of migration. Only 5 persons have done concrete steps in this direction. In these two groups we find mainly youger teachers. The most important destination country is Hungary. Among the respondents there is high number of Hungarian citizenship holders, however it is not an obvious catalyst of migration: people who are willing to go or willing to stay cannot be differentiated according to this aspect.
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The role of the hidden curriculum in the development of horizontal gender segregation, as a result of an interview research with teachers
72-97Views:347The impact and influencing power of educators and teaching aids used in education systems is an internationally researched area as they play a key role in the development and study of students’ personality. According to the literature, the teacher is one of the most significant „tools” of the hidden curriculum behind the official curriculum, but the presentation of the phenomenon in teaching aids strengthens gender stereotypes and reduces the possibility of gender equality. In this study, we examine the role of a hidden curriculum in the development of gender horizontal segregation, with particular reference to the influence of teachers and textbooks. In the empirical part of the study, we did conduct a semi -structured interview with 18 elementary school teachers through a non-probability expert sampling, which was analyzed by categorization and interpretation. Our results show that traditional gender roles have prevailed in the family of educators. During their studies, they observed a difference depending on their educators in terms of behavior and expectations – but they believe that they themselves do not differentiate between students. According to their views, the personality of the teachers is of particular importance regarding the personality development and academic progress of the students, however, the career orientation of the children is mainly determined by the parents family patterns that appear in the family.
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„I have to be constantly disciplined” – a possible hypothetical model for pedagogical characters
160-172Views:218How discipline the teachers in the primary schools in Hungary? How should they discipline to
meet the expectations, values and norms of our society? According to my research, in today’s
primary schools there are significant differences between discipline and conflict management.
I analyse the differences and I set the behavior patterns of the teachers into three distinct types.
These three characters are controlled from traditions, outside and inside. These three types are
distinctly distinct in everyday life of schools, with different effects on students’ socialization. In
this paper, I present this hypothetical model, its operation in the dimension of discipline. The
interviews that underlie the analysis were prepared by village teachers teaching in the Vásárosnamény micro-region. -
The situation of Roma education in Harghita county – attitudes of pedagogues
75-92Views:229The study presents the attitudes and behaviours of pedagogues, based on interviews with
teachers working with Roma children which constitute the quotidian educational practice. In
absence of institutional programs, infrastructural and personal conditions, the teachers need
to find solutions for the given difficulties. They become the key figures of the integration process
and hence their attitudes and approaches are determining from the point of view of Roma
children’s school efficiency. The target audience of the research are composed by pedagogues,
who teach in elementary schools in the Csiki Basin in Harghita county, where the rate of Roma
learners exceeds 25 percents. Signalling the main directions of the national policy and the
presentation of literature examining the Hungarian-Roma relationship in Szeklerland offer a
broader framework for the interpretation of the subject. -
Protest outcomes in non-democratic regimes: Educational protests in Hungary
36-59Views:234In 2022–23, Hungary witnessed the largest wave of protests since the fall of communism in 1990. Teachers, students and parents rallied to demand better school conditions and reforms within the educational system. In this study, I analyse the outcomes of these protests using data from the Hungarian Protest Event Database (HuPED) and 47 online news portals. I empirically examine the changes in the number of education-related protests and assess how demonstrations and strikes have influenced media discourse on the issue of education and the protesters’ demands. The results show that the protesters were clearly successful in mobilising the masses and shaping public discourse, but they were unable to achieve significant policy changes. In the second part of the paper, I explain the failure of the protests by the authorities’ protest and dissent management techniques applied against the movement.
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Teaching methods among primary school students during the Covid-19 epidemic
78-102Views:384The research focuses on the effects of the Covid-19 epidemic among primary school children, the transformations of the educational framework, within the study focuses on pedagogical perspectives. Mandatory online education frameworks have drawn attention to the differences between classroom lessons and digital teaching, the background dimensions of the teaching profession, which can also be interpreted as challenges in today’s education system. Accordingly, the study reflects the social and mental problems generated by the pandemic, the digitalisation that has become necessary in the field of education, the difficulties in the delivery of curricula affecting teachers, that is the pedagogical state of emergency and quarantine pedagogy. A pedagogical database teaching in small and large cities provides a basis for changes in teaching methods (n = 12). As a result, they have been able to present school-specific cases of online education, efforts to deliver digital learning materials, along with the difficulties in many cases and the innovations that can be incorporated later.
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„Promise is a nice word, but is it good if we keep it” – A review of the literature on programs designed to develop social skills of disadvantaged children
135-160Views:113Childhood social-emotional development lays the foundation for an individual’s life path. A significant proportion of disadvantaged children born into low-status families have deficits in their abilities. According to the disadvantage compensation approach, the gap can be reduced, and even desirable behaviors can be successfully taught in any community (class, peer group, parents, adults, etc.) with the help of professional experts. In our study, we undertake to provide an overview of disadvantage compensation programs developed for school-age children and younger children, based on international and domestic literature, with the aim of strengthening social competencies. In addition to presenting good examples, our goal is to create a complex and critical picture of programs aimed at developing social competencies, especially domestic programs, based on a qualitative evaluation criteria system, which may be useful in the future for professional efforts aimed at helping and developing disadvantage compensation. The ideas of international and domestic education researchers about good practices show many similarities. We believe that both in the domestic and international arenas there is enough good practice, methodological guidelines, training that strengthens self-awareness and responsibility, and theoretical foundations that can inspire experts (teachers, helpers, parents, civilians, etc.) in effective and enjoyable development activities. However, success can only be ensured through continuous and controlled pedagogical and social support work, impact monitoring, and program review. With detailed knowledge of the situation in Hungary, it can be said that disadvantage compensation is practically competing with falling behind. In lucky cases, the distance between groups, the extent and speed of falling behind can be reduced. The difficulties are exacerbated by the lack of a sufficient number of qualified human resources for catch-up programs, and the development of tools and buildings is uneven and, above all, not continuous. The limitations of the effectiveness of disadvantage compensation cannot therefore be found in the quality of the programs developed on the appropriate conceptual background, but in fundamentally structural reasons. In our article, we critically analyze the domestic and international efforts of the past two decades and draw attention to successful solutions and opportunities for further development.
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Schools on the Edge – Struggling with Multiple Disadvantages in Numbers
5-27Views:92This introductory study examines the situation of small rural schools in Hungary using statistical data from 1990 to 2022. The paper aimed to identify settlements where primary education has been permanently absent or operates in a limited “small school” format. Findings reveal that school closures and the transformation into small schools are concentrated in peripheral areas burdened by social, economic, and infrastructural disadvantages. Nearly half of Hungarian settlements lack a primary school, while the number of small schools has steadily declined, with significant fluctuations in their status. The study highlights that remote, service-deficient regions fail to attract highly qualified teachers despite salary increases, further deepening educational inequalities. Maintaining small schools is not merely an educational policy issue but a matter of social cohesion, as the disappearance of local institutions perpetuates disadvantages and increases the risk of segregation.
