The profession of a teacher in modern conditions in our country is associated with a number of both positive aspects and professional difficulties. Among the most pressing problems, leading teachers point out: the constant transformation of the education system and the administrative requirements changing in this regard; the contradiction between the preservation of established pedagogical traditions and the need for constant introduction of innovations into pedagogical practice; the overload of reporting documentation, the need for constant personal growth and self-realization in the profession in combination with the threat of emotional burnout and professional deformation, the simultaneous focus of the teacher’s activities on the provision of psychological and pedagogical influence on students and on reflection of their professional activities, weak socio-legal protection of the teacher from the arbitrariness of the administration of the educational institution and aggressive actions on the part of students and their parents. To date, the fact of existence and the high degree of severity of the personnel problem are officially recognized, the shortage of teachers, their high degree of overload, including bureaucratic work, the combination of diverse subjects in teaching is openly stated. Based on the above, the purpose of the study is: to analyze the reasons for the departure of teachers from the profession, in order to determine the socio-psychological factors contributing to the retention of teachers in the profession.
Year : 2022
The Teacher is a Guide or Barrier to Mathematics: Case Studies in Russia, Kyrgyzstan and Kazakhstan
Mathematics is an important subject to study. But the presence of mathematical and gender stereotypes affects the self-perception of mathematical abilities for boys and girls. In the future it may be associated with the choice of educational and career trajectories. In turn, the teacher acts as a guide in the formation of these ideas and motivation for the subject. Among the factors of the impact of the teacher on these formations, one can distinguish: the teacher’s pleasure from teaching mathematics, their beliefs and ideas about mathematics, including teachers’ self-confidence in order to teach mathematics, etc. At the same time, the role of the teacher may vary depending on the structure of the educational process. This article discusses how important is the teacher in the educational environment when choosing an educational trajectory, as it develops interest to the subject and motivation for further learning on the example of three countries: Russia, Kyrgyzstan and Kazakhstan. The research methodology is a case-study research strategy: research I – the study of the attitude and motivation of schoolchildren to study mathematics, the role of the teacher in its study; research II – evaluation of the effectiveness of separate education based on the opinion of teachers. Our research showed that the main motivational factors are the content of education, which forms a set of knowledge about different types of careers, and the individual characteristics of teachers who introduce students to different subject areas. And segregated education can become an alternative strategy for achieving gender equality.
Comprehensive Support System for Children with Autism Spectrum Disorders: Regional Experience
The article deals with the problem of organizing and implementing a system of comprehensive support for children with autism spectrum disorders in the Russian Federation. The purpose of the work is to identify features, trends, directions, risks and benefits of implementing successful regional practices of comprehensive support for children with ASD. The authors analyzed modern domestic and foreign studies, monitoring results, concluded that the effectiveness of the implemented regional models “university (institute) – organizations” dealing with the issues of supporting children with autism spectrum disorders, methods and forms. Difficulties and risks are identified, recommendations are given for the implementation of strategies for their further implementation.
The Development of Cognitive Regulation in Connection with the Communicative Competence of Monolingual and Balanced Bilingual Children
Preschool age is the most favorable period for mastering languages due to a number of psychological factors. This is the age of potential children’s opportunities, the period of intensive development of language abilities. Therefore, an indispensable pedagogical condition for the development of early bilingualism is the creation of a favorable educational environment for children. The aim of the study is to study the development of cognitive regulation in connection with the communicative competence of balanced bilinguals (Tatar / Russian) and monolinguals (Russian), whose socialization is carried out in different developing subject-spatial environments.
The research methodology is based on sociocultural concepts of “environmental” influences on the mental development (Vygotsky, 1999; Bronfenbrenner, 1999). The empirical study involved 60 children aged 5 to 7 years, among them 30 balanced bilinguals socializing in a bilingual (Tatar/Russian) environment, and 30 monolinguals in a Russian-speaking linguistic environment.
To diagnose the development of children’s cognitive regulation, children’s subtests of the NEPSY-II neuropsychological battery were used: “Repetition of sentences”, “Memory for construction”, “Inhibition”, “Sorting cards according to a changeable attribute”; communicative competence in communication – the methods of “Pictures” by E.O. Smirnova and E.A. Kalyagina, “Peculiarities of interpersonal relations for children” by G.R. Khuzeeva; level of general intelligence – a children’s version of the Raven Test methodology. Statistical processing of the obtained data was carried out using the non-parametric U-Mann-Whitney test, Spearman correlation analysis.
Conclusions and recommendations. It has been established that balanced bilinguals in older preschool age, compared with monolinguals, have advantages in cognitive regulation, in particular, in updating non-verbal information in the linguistic context of the target language (visual working memory), blocking and suppressing irrelevant verbal and non-verbal information (inhibitory control). Bilingual preschoolers are more active in communication, but less prone to leadership and dominance in a peer group, while monolingual children readily take on a leading role in a group with a desire for a high social position in a peer group. Differences in the convergence of indicators in groups of preschoolers were revealed, in particular, in the group of monolingual children, indicators of cognitive regulation are significantly associated with indicators of communicative competence, while in the group of balanced bilinguals they are with indicators of general intelligence as the ability to use mental operations in solving cognitive problems. We assume that the content of the educational program for the older group of monolinguals in the preschool educational institution is focused primarily on social and communicative development, while for bilinguals it is focused on cognitive and speech development.
E&SD 17(2) June 2022
Contents
Dinara Bisimbaeva
Editorial: Choosing a title for a scholarly paper 6
Nitin Joseph, Sharada Rai, Vijay Pratap Singh, Shreekanth D Karnad, Kishan Kadur
Effectiveness of an Online Viva Voce Workshop in Improving the Knowledge of Faculties of Various Health Science Courses in Mangalore, India 9
Sibel Çelik, Tülün Malkoç, Hakan Bağci
Investigation of Conservatory Students’ Perceptions of Value in Terms of Different Variables 26
Romero Parra Rosario Mireya, Llontop Castillo María del Carmen, Mas Vives Oscar Eduardo
Creativity Development with Cerebral Gymnastics from the Perspective of the Pro.Seso Creativo 3.0 Method 39
Vsevolod V. Andreev, Boris M. Gildenberg, Vladimir I. Gorbunov, Olga K. Evdokimova, Iraida G. Trofimova
The Principles of the Implementation of Gaming Technologies in a Blended Learning Environment in a Technical University 51
Eva Stranovska, Zdenka Gadusova
Developing Reading Comprehension in L2 with respect to Text Genre and Form 63
Miroslav Šebo, Alena Hašková
Impact of Two Coronavirus Waves on Higher Education: Comparative Study 75
Moloud Mohammadi, Arefe Amini Faskhodi
Modeling the Dynamics of Knowledge Management in Educational Institutes: A System Dynamics Approach 86
Oksana V. Polyakova, Lamia Kamel, Dilyana D. Sungatullina, Yuliya N.Gorelova
EMI for Universities: How to Benefit from Embodying It into Educational Process 105
Olga Yu. Svetlakova
Development of Inclusive Culture among Teachers in Educational and Sanatorium Type of Institutions 115
Zhamilya T. Makhambetova, Akmaral S. Magauova
Pre-Service Social Educators’ Professional Competences: An Inclusive Education Context 129
Aiman Berikkhanova, Zhanar Ibraimova, Magripa Ibrayeva
Collaborative Learning Environment in the Professional Training of Future Teachers 144
Anatoliy B. Kondratenko, Irina N. Simaeva, Boris A. Kondratenko
Emotional Intelligence as a Predictor of Professional Activity of Future Naval Officers 157
Anatoly Kasprzhak, Anna Kobtseva, Marina Tsatrian
Instructional Leadership Models in Modern Schools 172
Marina A. Tikhomirova, Nina V. Bordovskaia, Elena A. Koshkina
Psychological Well-Being of Teachers 188
Ilya А. Korshunov, Natalia N. Shirkova
Vocational Education with Social Distancing: Data from Online Platforms 203
Vladimir N. Panferov, Anastasia V. Miklyaeva, Svetlana A. Bezgodova
Classification of Sciences and Systematization of Knowledge for the General and Professional Integrative Education Content Design 219
Snezhanka D. Georgieva, Irina V. Khairova
Text as a Goal and Outcome in the Teaching of Native Languages at the Primary General Education Stage (Comparative Analysis of Russia and Bulgaria) 231
Yury V. Sinyagin
Characteristics of Social Sector Managers with Different Attitudes towards the Pandemic and Its Consequences 246
Anna A. Almazova, Alevtina V. Krotkova
Designing New Educational Programs in Special Education 256
Nadezhda A. Ivanishcheva, Lyubov G. Pak, Lyubov A. Kochemasova
A New Approach to Pedagogical Local History in the Professional Development of the Teacher of the Future: From Comprehension to Translation 270
Editorial: Choosing a title for a scholarly paper
This editorial was written following the discussion initiated at the conference for
scientific editors and publishers. The delegates raised a number of relevant and thoughtprovoking
issues. Among them was the quality of reviews, the author-editorship
interaction, ethical issues and many more. But the presentation on how to choose a title
for a scientific paper kindled my interest. The speaker showed examples of headings in
the manuscripts from the chemistry field. As the comments were quite universal, I would
like to share them with readers and potential authors of Education and Self-Development
Journal.
Effectiveness of an Online Viva Voce Workshop in Improving the Knowledge of Faculties of Various Health Science Courses in Mangalore, India
Introduction: Viva voce or oral examination is widely used to assess the cognitive domain along with
attitude and communication skills of students. However, the role of traditional viva voce examinations
has always been challenged for high stakes exams due to its poor reliability of assessment. Therefore,
it is imperative to train faculty members in the correct procedures and assessment practices in viva
voce examinations. Given the challenges faced due to the ongoing COVID-19 pandemic, an online
faculty training program was conducted and evaluated.
Objective: To assess the effectiveness of an online faculty development programme in improving the
knowledge of the good practices for the conduct of viva voce among faculty members.
Methods: This intervention-based study was carried out among 32 faculty members who were
participants of an online workshop on viva voce. It was held at a private medical college in
November 2020. Relevant knowledge of the participants before and after the workshop was assessed
using multiple choice questions designed in Google Doc. Paired and Unpaired t-tests were used to
test associations.
Results: The majority of the participants were faculties of clinical science subjects [17(53.1%)].
Their median years of teaching experience was 12.5(4, 25.7). Half of the participants attended this
workshop to learn the recommended procedure for conducting a viva voce. The mean pre-test score
among participants was 6.3±2.2, and the mean post-test score was 8.8±2.7 (t=4.381, p<0.001). Most
participants gave a positive feedback about the workshop.
Conclusion: Based on the performance scores and the positive feedback given by the participants,
this online workshop was found to improve their knowledge regarding good practice for conducting
a viva voce. The training of teachers in the proper conduct of viva voce is essential at every teaching
institution and can be effectively delivered using online platforms, as confirmed by this study.
Investigation of Conservatory Students’ Perceptions of Value in Terms of Different Variables
There are various factors that affect people’s perceptions, attitudes, and behaviours. One of these
factors is the values that individuals have. Human values are widely being used as a notion in
many disciplines. The aim of this study was to investigate the human values of conservatory
students. The research group consisted of 204 conservatory students at the Dicle University State
Conservatory and Gaziantep University Turkish Music Conservatory enrolled in the 2019-2020
academic year. In this study, the data of the research were used with a personal information
form and the “The Human Values Scale” developed by Dilmaç, Arıcak & Cesur (2014). The data
obtained were analysed with the SPSS 22 program. Descriptive analysis, Independent Group ttest,
One-Way Analysis of Variance (ANOVA), Pearson Correlation Coefficient were used in
quantitative data analysis. The findings showed that with respect to gender, a significant difference
was not found in conservatory students’ human values by t-test result. According to the findings,
conservatory students’ most important values are human dignity, social, freedom and futuwwat
& courage. On the other hand, conservatory students’ the least important values are materialistic.
Similarly, according to the variables of age and departments, significant differences were not found
in conservatory students’ human values as shown by ANOVA test. Relationships among the subdimensions
of the values scale has been determined statistically significant and strong except from
between the human dignity and romantic values sub-dimension and between the materialistic
values and futuwwat & courage sub-dimensions. It has been observed that participating students’
human values are above the average. This information reveals that conservatory students’ human
values are at superior level.
Creativity Development with Cerebral Gymnastics from the Perspective of the Pro.Seso Creativo 3.0 Method
The aim of this research was to demonstrate the effects of cerebral gymnastics as a strategy in the
creativity development from the perspective of the Pro.Seso Creativo 3.0 method in the university
students. The research is experimental with quasi-experimental design. The sample is represented
by 120 students. The research results showed that cerebral gymnastics as the strategy has a positive
influence on the creativity development from the perspective of the Pro.Seso Creativo 3.0 method
in the students of the Communication Career of the UCAL-Universidad de Ciencias y Artes de
América Latina in the academic period II-2020. The research hypothesis was confirmed, and the
null hypothesis was rejected, since when applying the t-Student test in the Study Group, the P-value
was 0.000, which is less than the established significance level (α = 0.05). Indeed, brain gymnastics
becomes a very relevant aspect since it allows developing and enhancing the creative process of
people, and it is through creativity that ideas or conceptions can be created, to produce alternative
solutions to the difficulties that arise.
The Principles of the Implementation of Gaming Technologies in a Blended Learning Environment in a Technical University
We formulated seven general principles for authors for the implementation of educational gaming
technologies in an engineering university based on descriptions in the literature. The principles
are ordered by their “importance” for the quality of the game model and systemic influence on
the student. These principles provide conditions for mastering educational material by resolving
problematic game situations. Conclusions are made about the effectiveness of the methodology
based on the principles. It was found that the role of the emotional component in the educational
process increases, the students’ independent work is stimulated, the quality of teaching increases,
and the teacher is freed from routine control operations.
Developing Reading Comprehension in L2 with respect to Text Genre and Form
Self-development in terms of reading comprehension in a second foreign language is often practiced
to a small extent in foreign language education. In the L2 (German language) educational process, the
teacher focuses mainly on teaching basic grammatical phenomena and vocabulary. The development
of reading comprehension in L2, as to text genres and forms, provides a new dimension in terms of
self-development, as it mainly supports metacognitive processes and thus self-efficacy and success
in a foreign language text understanding.
The goal of the presented research was to find out connections between students success in reading
comprehension with regard to different categories of text genres (adventure books, historical novels,
fairy tales, poems, legends, and science fiction, and others) and text forms (either printed – magazines,
newspapers, books, textbooks or electronic – e-books, websites, e-textbooks, and others). We were
interested in whether a particular (concrete) genre or form of text does (or does not) contribute to
the success in L2 reading comprehension or whether reading of any genre or form of text does (or
does not) contribute to the success in L2 reading comprehension. The research was carried out in
secondary vocational and grammar schools in Slovakia on a sample of 126 respondents. Statistically
significant correlations were found between specific (concrete) genres and forms of texts and success
in reading comprehension. It turns out that short stories, legends and books about nature predict
better understanding of texts in the German language, and reading of printed books and magazines
promotes success in L2 reading comprehension.
Impact of Two Coronavirus Waves on Higher Education: Comparative Study
The first wave of the coronavirus pandemic caused the largest disruption of education systems
in the history of mankind. All schools and education institutions were forced to shift their
education processes from face-to-face to online forms. Some of them had better conditions
and more experienced staff for this transition, some of them had to start to create appropriate
conditions both for teachers and students. Subsequently, numerous studies and analyses on the
impact of the coronavirus pandemic on education have been done worldwide. The paper deals
with a specific research question of how schools and education institutions used their experiences
from the first wave of COVID-19 pandemic to ensure sustainable quality of education under the
pandemic conditions. In this comparative study the authors present the findings resulted from
two questionnaire surveys. The study has been processed with a focus on three areas: the quality of
teaching, technical equipment used by students and students’ opinions and experiences with online
forms of education, and influence of the home schooling (microclimate of the home environment)
on student’s education. In the paper the authors present and discuss in more detail the first area,
i.e. they analyse how experiences from the first wave of the pandemic were used to eliminate the
negative impact on education and to provide adequate quality of education.
Modeling the Dynamics of Knowledge Management in Educational Institutes: A System Dynamics Approach
Research problem. Recently, being known as the most vital asset to as well as the capital of
organizations, the issue of organizational knowledge creation has attracted a great deal of attention
in several settings encompassing educational centers and institutions. Not only may a highquality
capital account for the success of a given organization, publishing its success stories, and
consequently both clients’ and employees’ satisfaction, it can result in the escalation of scientific,
human, and financial resources. Knowledge management has been defined as the process of
discovering, acquiring, developing, maintaining, evaluating, and applying the right knowledge at
the right time by the right person in an organization through the creation of a link between human
resources, information technology, and communication while creating a suitable structure for
achieving organizational goals (Afrazeh, 2005). Similarly, Hoffman, Hoelscher, and Sheriff (2005)
described it as the process of creating and sharing knowledge in such a way that the results can
be used effectively in the organization. In educational institutions also, knowledge management is
a systematic and organized process of creating and disseminating information, selecting, refining,
and disseminating explicit as well as implicit knowledge, in order to create a unique value which
can be used to strengthen the learning and teaching environment (Gonzalez & Martins, 2017).
Having probed into the relevant literature, we realize that in many studies (Jashpara, 2004; Messa
& Testa, 2004; Newman & Conrad, 2000) knowledge management includes four general processes:
knowledge creation, knowledge retention, knowledge sharing, and knowledge application.
Purpose of the study: In this research, using the system dynamics method, a model is proposed
to identify the effective factors in the knowledge management cycle in an educational center. Then,
the effectiveness of the identified factors over time is simulated and the changes in the behavior of
the institute, which are the result of the changes in the behavior of the staff as well as capabilities
and tendencies, are observable. This study attempts to identify the most influential factors in the
knowledge management process using the presented dynamic model and by examining the factors.
The levers suggest appropriate operations to focus on these factors. Research method: This is applied
research that is conducted using the system dynamics approach introduced by Sterman (2000). This
approach is used to represent the status quo of a system and its changes in the future. Identifying
and problematizing the main issue through studying related works and interviewing twenty-eight
experts in the field using a semi-structured researcher-made survey; creating dynamic hypotheses
and drawing the cause-effect diagrams and the flow diagram; using Vensim software to simulate the
mod, and finally, sensitivity analysis was the stages followed respectively. The results of this study
showed that by implementing the knowledge management process in the institute, the performance
of the teaching personnel increased in an s-shaped manner; the experience improved exponentially,
and the family-student contentment improved which would consequently result in organization
growth. Finally, the researchers presented and analyzed two proposed policies.
EMI for Universities: How to Benefit from Embodying It into Educational Process
The article considers the role of the English language in global tertiary education (ESP/EAP, Adjunct
ESP, EMI and ICLHE) and use a critical approach to analyze the current state of EMI integration into
the educational process and tensions that arise due to conceptual gap in its adaptation to existing
education policy. Applying a critical theory framework, the authors study the differences between
EMI and internationalization that both instructors and university management adopt to curriculum
design and pedagogy development. The research examines the ways internationalization and the
EMI strategy affect curriculum design in universities; the ways university management incorporates
global trends into curriculum design; the impediments that discourage the implementation of
these programs identified by both educators and students. The researchers examine the EMI
implementation under three dimensions: epistemology, teaching praxis, and ontological elements
of students’ development and use document analysis related to the administration, curriculum, and
course syllabi of EMI programs, followed by interviews with actors of the international classroom
to outline the most challenging issues tertiary teachers, students, and university management face
in EMI programs implementation. Moreover, the article examines evolving EMI perspectives as
a means to boost internationalization and to improve teaching quality via integrating the best
practices into the local context, including the expansion of teaching competence in both English
language and pedagogy, introduction of language prerequisites for applicants, a constant adaptation
of the curriculum to meet competence requirements.
Development of Inclusive Culture among Teachers in Educational and Sanatorium Type of Institutions
The relevance of the research on this problem is driven by the fact that currently, the Republic of
Belarus is actively implementing the ideas of inclusive education. The inclusive approach gives every
child, including those with special needs, the right to be included in the general education system at
all levels: to research together with their agemates in kindergartens and schools, to attend clubs and
studios, to rest in recreation camps. One of the key problems in the organization of inclusive health
improvement is that teachers are not prepared to work with children with special needs. Therefore,
the preliminary work on the development of an inclusive culture among teachers is the prerequisite
for the successful implementation of inclusive practices in summer recreation camps. The aim of the
paper is to determine the possibilities of using the diagnostic method “Inclusive culture of a teacher
of an educational and sanatorium type of institutions” to research the features of the development
of inclusive culture among teachers of educational and sanatorium type of institutions. The
ascertaining experiment was the leading method in the research of this problem. The experimental
base of the research was represented by the teachers of the National Children’s Educational and
Health–Improving Center “ZUBRЕNOK” distributed into two groups: the first — the experimental
group included 46 teachers who in 2018-2019 took part in a series of training seminars on the
development of inclusive culture, conducted by the staff of the Institute of Inclusive Education of the
Belarusian State Pedagogical University. The control group consisted of 24 teachers who did not take
part in the training. The research was conducted in 2019-2020. The paper presents the analysis of the
obtained results of the research on the peculiarities of the development of inclusive culture among
teachers of educational and sanatorium type of institutions. The materials of the paper can be used
when organizing monitoring research at different stages of implementation of inclusive practices in
educational and sanatorium type of institutions when developing technology for the development of
inclusive culture among teachers and other subjects of inclusive education.
Pre-Service Social Educators’ Professional Competences: An Inclusive Education Context
The quality of education is increasingly a priority area for state development. In the context
of globalisation, the mission of the education system has become to create conditions for the
achievement of greater stability in society, by ensuring equal rights and opportunities for all
citizens, including individuals with disabilities. Amid efforts towards fully inclusive education, the
professional competences of specialists addressing the needs of those with learning disabilities are
crucial. High-quality training is required for qualified educator –particularly for social educators
– in this field. It aimed the research at identifying the necessary professional competences and
personal qualities of pre-service social educators to work in an inclusive education, as well as to
identify the difficulties university lecturers face in the training of social educators. A qualitative
research design was applied in the study. Fifty-one respondents-university lecturers participated
in it. Its results showed that, alongside central competences, emotional-volitional qualities have
played a significant role in the social educators’ engagement in inclusive education. The research
enabled to identify that the professional difficulties have the highest indicator among the difficulties
that lecturers face when training pre-service social educators. It can be assumed that these findings
will advance improvements in the development of social educators’ professional competences and
solutions to obstacles during their university-level studies.
Collaborative Learning Environment in the Professional Training of Future Teachers
The importance of this study is linked to the topic of increasing the quality of future teacher
professional training by creating a collaborative learning environment.
The purpose of this research is to conduct a theoretical analysis of the effectiveness of creating a
collaborative learning environment in university and demonstrate its impact on the successful
professional activity of future teachers. The paper presents the data of the experimental research in
the form of Action Research, conducted among 1st and 2nd year students of pedagogical specialties
in the natural sciences (chemistry, biology, physics, computer science).
The core requirements of the personality-oriented, activity-based, systemic, environmental,
axiological and competence-based approaches form the methodological foundation for building
a collaborative learning environment. Students who are immersed in a collaborative learning
environment have the opportunity to reflect on the level of formation of their own professional skills,
the success of achieving educational goals, and the processes of self-realization, self-development,
and self-actualization on a regular basis.
This study examines the impact of collaborative learning on students’ communication skills,
knowledge quality, assessment of educational achievements, and study time savings.
The research findings are linked to the use of Action Research in the educational process, involving
students in the process of professional self-improvement. The novelty of the research is characterized
by the identification of developmental effect of a collaborative learning environment based on the
concept of a zone of actual student professional growth.
The practical significance of the research is the development of positive experience in structuring the
educational process, with the prospect of applying this experience in future professional activities,
such as working with students.
Emotional Intelligence as a Predictor of Professional Activity of Future Naval Officers
There is a need to determine a wider range of factors to anticipate officer behavior in situations of
complex interpersonal interaction together with guidelines for self-knowledge and self-development
of professional competencies. This study examines the emotional intelligence of future naval officers
during probation on ships as a predictor of their success in military service. The article shows that
it is possible to predict the results of internships of cadets of a military university on ships through
the partial elements and the overall characteristic of their emotional intelligence. One hundred
cadets were examined using the N. Hall methodology “Diagnosis of emotional intelligence (Fetiskin,
Kozlova and Manuylova variant), the “Progressive Matrices” test by J. Raven, and expert evaluations
of the results of professional internships. The study evaluated the reliability of the distribution of
indicators of the components of emotional intelligence “Emotional awareness”, “Managing your
emotions”, “Self-motivation”, “Empathy” and “Recognizing the emotions of other people” and
correlation analysis of the relationship of the integral level of emotional and non-verbal intelligence
with the success of the training of future officers on ships. It concludes that psychological predictors
of emotional intelligence and its partial elements predicts the results of professional activity due to
self-regulation, self-control, and management of the emotional states of naval officers with fairly
high reliability. The predictors identified contribute to the development of targeted corrective and
preventive programs for the development of emotional intelligence among naval university cadets.
Instructional Leadership Models in Modern Schools
The tool developed by Hallinger (PIMRS) has been widely used to identify the level of involvement
of a school principal and his/her management team in instructional leadership. PIMRS unfolds the
domains which principals delegate to their team, domains that are of a priority for the leadership
team when drawing up the school’s instructional leadership profile. However, no studies have been
conducted aimed at identifying instructional leadership models based on the profiles obtained by
applying PIMRS. Cluster analysis (Ward’s method) was carried out to identify the instructional
leadership patterns of 120 schools in one of the megacities of Russia. Four instructional leadership
models were identified, and recommendations were provided.
Psychological Well-Being of Teachers
Psychological well-being is widely recognized an essential component of human life. Numerous
studies have looked at the significance of teachers’ well-being for effective professional activity and
self-efficacy. However, little is known about how a teacher’s personal and professional characteristics
influence their psychological well-being.
The purpose of this study was to explore possible determinants of teachers’ psychological wellbeing,
such as professional activity motivation, personal orientation, thinking style, terminological
competence, and reflection. A total of 224 secondary school teachers from the Arkhangelsk area
took part in the study. Ryff’s Scales of Psychological Well-being (SPWB) were used to assess the level
of well-being.
The teachers are found to have a moderate level of psychological well-being. It has shown that
professional activity motivation has the most important role. Inner motives such as cognitive
motives, activity motives, and self-realization goals promote psychological well-being, while external
incentives such as communication and confession decrease it. The differences in professional and
personal characteristics between teachers with various levels of psychological well-being were
identified. Teachers with low levels of psychological well-being reported a greater importance for
social approval. However, for those with the highest psychological well-being scores, it is more
important to pursue professional development.