Higher Education Institutions (HEIs) are the potential stewards of the environment. Their influence extends from the workplace to the communities and homes where they play a vital role in environmental engagement. Hence, this paper investigates the 3 drivers of environmental engagement, namely, Knowledge and Awareness (KA), Personal Engagement (PE), and Policies and Practices (PP) in Environmental Engagement (EE) of the 213 faculty of the 9 HEIs in the Philippines. The study used a Quantitative Approach employing the comparative and correlational analyses of the survey results derived from the duly validated instruments. Pearson Product Moment Correlation test shows that the Knowledge and Awareness (KA) driver has no relationship while Personal Engagement (PE), and Policies and Practices (PP) have a significant relationship with Environmental Engagement (EE). The consistency of the faculty's Environmental Engagement at home and at work, as supported by the Behavior Consistency Theory, prevails over Knowledge and Awareness. The faculty's Environmental Engagement is high in the tasks with tangible economic value such as energy and water conservation but low in those with intangible benefits like recycling or waste segregation. While the Policies and Practices driver is significantly related to Environmental Engagement, less than half of the faculty are engaged in training, campaign, and policy participation. Thus, the study recommends incentivizing faculty Environmental Engagement and needs assessment for environmental learning and development programs. The study offers a valuable contribution to the latent literature on Environmental Engagement in Higher Education.
{"title":"Environmental Engagement in Higher Education Institutions","authors":"Hernani D. Manalo, Ma Riza T. Manalo","doi":"10.33422/worldte.v1i1.8","DOIUrl":"https://doi.org/10.33422/worldte.v1i1.8","url":null,"abstract":"Higher Education Institutions (HEIs) are the potential stewards of the environment. Their influence extends from the workplace to the communities and homes where they play a vital role in environmental engagement. Hence, this paper investigates the 3 drivers of environmental engagement, namely, Knowledge and Awareness (KA), Personal Engagement (PE), and Policies and Practices (PP) in Environmental Engagement (EE) of the 213 faculty of the 9 HEIs in the Philippines. The study used a Quantitative Approach employing the comparative and correlational analyses of the survey results derived from the duly validated instruments. Pearson Product Moment Correlation test shows that the Knowledge and Awareness (KA) driver has no relationship while Personal Engagement (PE), and Policies and Practices (PP) have a significant relationship with Environmental Engagement (EE). The consistency of the faculty's Environmental Engagement at home and at work, as supported by the Behavior Consistency Theory, prevails over Knowledge and Awareness. The faculty's Environmental Engagement is high in the tasks with tangible economic value such as energy and water conservation but low in those with intangible benefits like recycling or waste segregation. While the Policies and Practices driver is significantly related to Environmental Engagement, less than half of the faculty are engaged in training, campaign, and policy participation. Thus, the study recommends incentivizing faculty Environmental Engagement and needs assessment for environmental learning and development programs. The study offers a valuable contribution to the latent literature on Environmental Engagement in Higher Education.","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117290780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-09DOI: 10.33422/worldte.v1i1.10
B. Kebir
We live in the midst of a digital revolution. Most people are connected to the Internet, using digital devices and services at work and in many aspects of their lives. There is also no doubt that the rapid development of technology has also massively changed the field of education in the last decades. Studies show that there is an apparent need for a massive change in the conventional teaching ways in different learning environments that support the acquisition of 21st century skills where the teacher has a prominent role in the digital transformation process. Moreover, teacher education plays a vital role in the hierarchy of a successful implementation of digital media in classroom learning and teaching processes. The use of digital media in schools on the other side is attributed to technical, subject-didactic and pedagogical potential, which promotes the acquisition of technical and interdisciplinary skills. Although digital education has become more critical over the last years in Germany, barely any progress has been made in the field of teachers` digital competency. This article will sharpen the view about conceptualizing digitalization as an emerging process in the teaching profession by embedding it in the interdisciplinary discourse. The ambiguity of the digitalization concept will also be cleared. In the interdisciplinary overview, a heuristic is offered that sheds light on the cross-phase cooperation in the teaching profession concerning digitalization related to the German teacher training that puts perspectives, conditions and processes at the forefront for its success.
{"title":"The importance of teacher education in coping with the challenges of the digitalization in Germany","authors":"B. Kebir","doi":"10.33422/worldte.v1i1.10","DOIUrl":"https://doi.org/10.33422/worldte.v1i1.10","url":null,"abstract":"We live in the midst of a digital revolution. Most people are connected to the Internet, using digital devices and services at work and in many aspects of their lives. There is also no doubt that the rapid development of technology has also massively changed the field of education in the last decades. Studies show that there is an apparent need for a massive change in the conventional teaching ways in different learning environments that support the acquisition of 21st century skills where the teacher has a prominent role in the digital transformation process. Moreover, teacher education plays a vital role in the hierarchy of a successful implementation of digital media in classroom learning and teaching processes. The use of digital media in schools on the other side is attributed to technical, subject-didactic and pedagogical potential, which promotes the acquisition of technical and interdisciplinary skills. Although digital education has become more critical over the last years in Germany, barely any progress has been made in the field of teachers` digital competency. This article will sharpen the view about conceptualizing digitalization as an emerging process in the teaching profession by embedding it in the interdisciplinary discourse. The ambiguity of the digitalization concept will also be cleared. In the interdisciplinary overview, a heuristic is offered that sheds light on the cross-phase cooperation in the teaching profession concerning digitalization related to the German teacher training that puts perspectives, conditions and processes at the forefront for its success.","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126565072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-09DOI: 10.33422/worldte.v1i1.11
Dr Kellie Steinke, Prof Rosemary Wildsmith-Cromarty
The importance of meaningful classroom dialogue in the foundation and early intermediate levels of education in creating effective literacy skills is well documented. Despite comments in a recent paper that there is a dearth of research on classroom observations around print in South Africa since 1994 at foundation level, there have actually been several studies that have observed classroom practice in this area post-1994. This paper discusses three particularly important ones that spanned some three decades in South Africa and observed the role and practice of dialogue in classroom teaching around text at foundation and early intermediate schooling levels. All three studies indicate that teaching styles have changed very little to date, and that meaningful classroom interaction between teacher and learner remains largely absent. The Pedagogical Content Knowledge (PCK) of the participating teachers continues to restrict student agency in the area of classroom interaction. Although each of the researchers captured the evidence in different ways, they all came to the same conclusion: that all teachers are still teaching restrictively and do not ask the type of open, extended questions necessary to engage in dialogue which helps develop critical thinking or the vocabulary necessary to develop effective literacy skills in learners.
{"title":"The role of dialogue in meaningful classroom interaction in South Africa","authors":"Dr Kellie Steinke, Prof Rosemary Wildsmith-Cromarty","doi":"10.33422/worldte.v1i1.11","DOIUrl":"https://doi.org/10.33422/worldte.v1i1.11","url":null,"abstract":"The importance of meaningful classroom dialogue in the foundation and early intermediate levels of education in creating effective literacy skills is well documented. Despite comments in a recent paper that there is a dearth of research on classroom observations around print in South Africa since 1994 at foundation level, there have actually been several studies that have observed classroom practice in this area post-1994. This paper discusses three particularly important ones that spanned some three decades in South Africa and observed the role and practice of dialogue in classroom teaching around text at foundation and early intermediate schooling levels. All three studies indicate that teaching styles have changed very little to date, and that meaningful classroom interaction between teacher and learner remains largely absent. The Pedagogical Content Knowledge (PCK) of the participating teachers continues to restrict student agency in the area of classroom interaction. Although each of the researchers captured the evidence in different ways, they all came to the same conclusion: that all teachers are still teaching restrictively and do not ask the type of open, extended questions necessary to engage in dialogue which helps develop critical thinking or the vocabulary necessary to develop effective literacy skills in learners.","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129219227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines the trend of early retirement among teachers in Malaysia. The paper investigates the underlying influencing factors, the implications of the issue, proposes five realistic solutions, and provides a preventive mechanism from an organizational management perspective. The study employed a combination of keyword search and literature review to gather relevant information. The findings suggest that teachers in Malaysia are leaving early due to factors such as excessive workload, health-related issues, family responsibilities, lack of job advancement opportunities, and employment opportunities outside the education sector. The implications of early retirement are far-reaching, including increased workload for remaining teachers, loss of institutional knowledge, and cost of replacing experienced teachers. This paper proposes five realistic solutions, including providing opportunities for career advancement, reducing workload, improving health and safety measures, promoting work-life balance, and offering better compensation and benefits. The preventive mechanism from an organizational management perspective suggests the importance of creating a positive work environment, fostering open communication, providing professional development opportunities, and supporting teachers in their personal and professional lives.
{"title":"Analysis and solution strategies of the early retirement trend of teachers in Malaysia","authors":"Na Zhao, Han Li","doi":"10.33422/worldte.v1i1.9","DOIUrl":"https://doi.org/10.33422/worldte.v1i1.9","url":null,"abstract":"This study examines the trend of early retirement among teachers in Malaysia. The paper investigates the underlying influencing factors, the implications of the issue, proposes five realistic solutions, and provides a preventive mechanism from an organizational management perspective. The study employed a combination of keyword search and literature review to gather relevant information. The findings suggest that teachers in Malaysia are leaving early due to factors such as excessive workload, health-related issues, family responsibilities, lack of job advancement opportunities, and employment opportunities outside the education sector. The implications of early retirement are far-reaching, including increased workload for remaining teachers, loss of institutional knowledge, and cost of replacing experienced teachers. This paper proposes five realistic solutions, including providing opportunities for career advancement, reducing workload, improving health and safety measures, promoting work-life balance, and offering better compensation and benefits. The preventive mechanism from an organizational management perspective suggests the importance of creating a positive work environment, fostering open communication, providing professional development opportunities, and supporting teachers in their personal and professional lives.","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114517839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-19DOI: 10.33422/worldte.2019.12.924
Younes Saaid, Mimouna Zitouni
Being able to use English in a proficient manner has undoubtedly become an essential asset in Algerian professional and academic settings over the last few years. Recent contingency for a better future for graduate and undergraduate Algerian students has generated willingness to acquire the needful skills to be ready to compete at the national and international market levels. In the case of Legal English, the development of vocabulary, reading, writing, speaking and listening skills requires the refitting and remodeling of the teaching approaches and practices to act in response to the students’ present and future needs and expectations. Accordingly, teaching legal language should cover and infiltrate the study of specialized countenance in conjunction with scrupulous syntax of legal English which portrays long and complex sentences and syntactic discontinuities. Moreover, due to the fact that legal English is used in real professional settings, its pragmatic dimension is predominantly crucial. This research work spotlights the manner in which the pragmatic peculiar features of legal English could be taught to Algerian law students.
{"title":"a conspicuous pragmatic scope to influence teaching legal english to algerian students: the case of legal english students at the faculty of law, university of oran 2","authors":"Younes Saaid, Mimouna Zitouni","doi":"10.33422/worldte.2019.12.924","DOIUrl":"https://doi.org/10.33422/worldte.2019.12.924","url":null,"abstract":"Being able to use English in a proficient manner has undoubtedly become an essential asset in Algerian professional and academic settings over the last few years. Recent contingency for a better future for graduate and undergraduate Algerian students has generated willingness to acquire the needful skills to be ready to compete at the national and international market levels. In the case of Legal English, the development of vocabulary, reading, writing, speaking and listening skills requires the refitting and remodeling of the teaching approaches and practices to act in response to the students’ present and future needs and expectations. Accordingly, teaching legal language should cover and infiltrate the study of specialized countenance in conjunction with scrupulous syntax of legal English which portrays long and complex sentences and syntactic discontinuities. Moreover, due to the fact that legal English is used in real professional settings, its pragmatic dimension is predominantly crucial. This research work spotlights the manner in which the pragmatic peculiar features of legal English could be taught to Algerian law students.","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"55 25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128716711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-19DOI: 10.33422/worldte.2019.12.919
R. Szabó
In our fast-changing world, the attitude of the young generations has changed and it requires new methods and ideas in every level of the education system. Teachers must adapt to the challenges of the 21st century. The paradigm of Problem Based Learning could be one solution. Using PBL can help to keep up the motivation and improve the pupil’s competences. To develop student's competences my paper expresses such type of battle simulation. Teachers can use it even on an average Geography and History class. The central topic of this educational project plan is the Battle of Nagyharsány (the Kingdom of Hungary, 1687). With the help of instructions, maps, and historical sources the students can imagine the original environmental, social and diplomatic circumstances of that historical era through the battle in mention. They have to make decisions as the Christian generals did at that time: moving or not; finding the best place to attack the enemy; etc. The aim is the same as 350 years ago: defeat the Ottoman army somehow and reconquest Hungary from the occupation. Finally, the participating pupils can develop collaborative problemsolving, empathical and science literacy skills.
{"title":"The usage of the battle simulation in History and Geography classes: the case study of the Battle of Nagyharsány, Hungar","authors":"R. Szabó","doi":"10.33422/worldte.2019.12.919","DOIUrl":"https://doi.org/10.33422/worldte.2019.12.919","url":null,"abstract":"In our fast-changing world, the attitude of the young generations has changed and it requires new methods and ideas in every level of the education system. Teachers must adapt to the challenges of the 21st century. The paradigm of Problem Based Learning could be one solution. Using PBL can help to keep up the motivation and improve the pupil’s competences. To develop student's competences my paper expresses such type of battle simulation. Teachers can use it even on an average Geography and History class. The central topic of this educational project plan is the Battle of Nagyharsány (the Kingdom of Hungary, 1687). With the help of instructions, maps, and historical sources the students can imagine the original environmental, social and diplomatic circumstances of that historical era through the battle in mention. They have to make decisions as the Christian generals did at that time: moving or not; finding the best place to attack the enemy; etc. The aim is the same as 350 years ago: defeat the Ottoman army somehow and reconquest Hungary from the occupation. Finally, the participating pupils can develop collaborative problemsolving, empathical and science literacy skills.","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"2008 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129039943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-19DOI: 10.33422/worldte.2019.12.923
K. Hrbáčková, I. Cakirpaloglu
{"title":"Self-Regulatory Skills in Accepted and Rejected Students","authors":"K. Hrbáčková, I. Cakirpaloglu","doi":"10.33422/worldte.2019.12.923","DOIUrl":"https://doi.org/10.33422/worldte.2019.12.923","url":null,"abstract":"","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"5 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129071499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-19DOI: 10.33422/worldte.2019.12.929
Aneta Zemanova, aroslav Burcik
{"title":"The Use of Gamification for Adult Education in Cybersecurity","authors":"Aneta Zemanova, aroslav Burcik","doi":"10.33422/worldte.2019.12.929","DOIUrl":"https://doi.org/10.33422/worldte.2019.12.929","url":null,"abstract":"","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"95 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120983919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-19DOI: 10.33422/worldte.2019.12.933
Leila Benstaali
Education has become the concern of stakeholders throughout the world. It has prompted calls for reform to teachers' practices in order to improve the standard of the teaching/learning process. This requires adequate preparation of prospective teachers to meet the challenges of teaching. But the question of how teaching is learnt and how programmes of professional preparation can contribute to the development of teacher education elicits quite different answers. The present paper explores the issues that emerge in the field of education and the difficulties that teachers face in the classrooms. It also describes the field experience of future teachers to help in the identification of their training needs. To render teacher training more effective and achieve better teacher quality, some recommendations are provided. They might be of great usefulness to policymakers as potential areas to address the challenges of developing a high quality, motivated and professional teaching force at the school level.
{"title":"Enhancing Teacher Training Quality Through Teaching Practice: Perceptions and Perspectives","authors":"Leila Benstaali","doi":"10.33422/worldte.2019.12.933","DOIUrl":"https://doi.org/10.33422/worldte.2019.12.933","url":null,"abstract":"Education has become the concern of stakeholders throughout the world. It has prompted calls for reform to teachers' practices in order to improve the standard of the teaching/learning process. This requires adequate preparation of prospective teachers to meet the challenges of teaching. But the question of how teaching is learnt and how programmes of professional preparation can contribute to the development of teacher education elicits quite different answers. The present paper explores the issues that emerge in the field of education and the difficulties that teachers face in the classrooms. It also describes the field experience of future teachers to help in the identification of their training needs. To render teacher training more effective and achieve better teacher quality, some recommendations are provided. They might be of great usefulness to policymakers as potential areas to address the challenges of developing a high quality, motivated and professional teaching force at the school level.","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134073994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-19DOI: 10.33422/worldte.2019.12.926
Zuzana Hrnčiříková, K. Hrbáčková
The experience of peer rejection in a classroom in which pupils spend a large part of their time is accompanied by a sense of social pain and can have a profound effect on self-perception and attitude towards the school environment. This attitude is subsequently reflected in the pupil's behavior at school and his / her school success. The aim of the research was to identify differences in attitudes towards school life among accepted and rejected pupils. For this purpose, a sociometric nomination method and a questionnaire of pupils' attitudes to school life were used. 1625 pupils (aged 11-15) from 20 schools were involved in the research. The results showed that the attitudes of accepted and rejected pupils do not differ significantly. Accepted and rejected students express a rather negative attitudes towards school life in the area of interpersonal attitudes. A negative finding is the fact that more than half of the pupils feel lonely at school, suffer misery, distrust the teacher if there is a problem, and the school is not a place where they like to learn and chat with their classmates. In the case of loneliness, admitted pupils show surprisingly higher intensity than rejected pupils. Given that the findings of the research do not provide a very favorable picture of school life, it is appropriate to focus on working with the class and strengthening collective trust in the school.
{"title":"Pupils’ attitude towards school life depending on peer preferences","authors":"Zuzana Hrnčiříková, K. Hrbáčková","doi":"10.33422/worldte.2019.12.926","DOIUrl":"https://doi.org/10.33422/worldte.2019.12.926","url":null,"abstract":"The experience of peer rejection in a classroom in which pupils spend a large part of their time is accompanied by a sense of social pain and can have a profound effect on self-perception and attitude towards the school environment. This attitude is subsequently reflected in the pupil's behavior at school and his / her school success. The aim of the research was to identify differences in attitudes towards school life among accepted and rejected pupils. For this purpose, a sociometric nomination method and a questionnaire of pupils' attitudes to school life were used. 1625 pupils (aged 11-15) from 20 schools were involved in the research. The results showed that the attitudes of accepted and rejected pupils do not differ significantly. Accepted and rejected students express a rather negative attitudes towards school life in the area of interpersonal attitudes. A negative finding is the fact that more than half of the pupils feel lonely at school, suffer misery, distrust the teacher if there is a problem, and the school is not a place where they like to learn and chat with their classmates. In the case of loneliness, admitted pupils show surprisingly higher intensity than rejected pupils. Given that the findings of the research do not provide a very favorable picture of school life, it is appropriate to focus on working with the class and strengthening collective trust in the school.","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128120470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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