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Teachers' perceptions of factors impeding school improvement in Serbia

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2014
234.pdf (137.9Kb)
Authors
Jošić, Smiljana
Džinović, Vladimir
Ćirović, Ivana
Article (Published version)
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Abstract
In the last ten years the education system in Serbia has undergone a series of innovations which have encountered various obstacles. Teachers, as the key actors in the implementation of innovations, have implicit perceptions which may impact on the success of any school improvement. Therefore this study employed a mixed methods research strategy to investigate what teachers see as the obstacles to school improvement. A qualitative study implied four focus groups with teachers, while quantitative data was gathered through a questionnaire completed by 1,441 teachers from 40 primary schools from different regions around Serbia. Factor analysis confirmed that the potential obstacles could be grouped into six factors (Teachers' incompetence, Material and organizational barriers, Lack of systemic support, Student related barriers, Lack of communication within the school, Lack of communication between schools and stakeholders). Teachers see the biggest obstacles to school improvement in stude...nt related and material and organizational barriers. Teachers do not see themselves as the most significant source of problems in improving the work of schools, but transfer responsibility onto more general issues and external agents.

Keywords:
teachers / elementary school / school improvement
Source:
Psihologija, 2014, 47, 2, 231-247
Publisher:
  • Društvo psihologa Srbije, Beograd
Funding / projects:
  • From encouraging initiative, cooperation and creativity in education to new roles and identities in society (RS-179034)
  • Improving the quality and accessibility of education in modernization processes in Serbia (RS-47008)

DOI: 10.2298/PSI1402231J

ISSN: 0048-5705

WoS: 000344367500006

Scopus: 2-s2.0-84903896259
[ Google Scholar ]
2
2
URI
http://ipir.ipisr.org.rs/handle/123456789/237
Collections
  • Radovi istraživača / Researchers’ publications
Institution/Community
IPI
TY  - JOUR
AU  - Jošić, Smiljana
AU  - Džinović, Vladimir
AU  - Ćirović, Ivana
PY  - 2014
UR  - http://ipir.ipisr.org.rs/handle/123456789/237
AB  - In the last ten years the education system in Serbia has undergone a series of innovations which have encountered various obstacles. Teachers, as the key actors in the implementation of innovations, have implicit perceptions which may impact on the success of any school improvement. Therefore this study employed a mixed methods research strategy to investigate what teachers see as the obstacles to school improvement. A qualitative study implied four focus groups with teachers, while quantitative data was gathered through a questionnaire completed by 1,441 teachers from 40 primary schools from different regions around Serbia. Factor analysis confirmed that the potential obstacles could be grouped into six factors (Teachers' incompetence, Material and organizational barriers, Lack of systemic support, Student related barriers, Lack of communication within the school, Lack of communication between schools and stakeholders). Teachers see the biggest obstacles to school improvement in student related and material and organizational barriers. Teachers do not see themselves as the most significant source of problems in improving the work of schools, but transfer responsibility onto more general issues and external agents.
PB  - Društvo psihologa Srbije, Beograd
T2  - Psihologija
T1  - Teachers' perceptions of factors impeding school improvement in Serbia
EP  - 247
IS  - 2
SP  - 231
VL  - 47
DO  - 10.2298/PSI1402231J
UR  - conv_89
ER  - 
@article{
author = "Jošić, Smiljana and Džinović, Vladimir and Ćirović, Ivana",
year = "2014",
abstract = "In the last ten years the education system in Serbia has undergone a series of innovations which have encountered various obstacles. Teachers, as the key actors in the implementation of innovations, have implicit perceptions which may impact on the success of any school improvement. Therefore this study employed a mixed methods research strategy to investigate what teachers see as the obstacles to school improvement. A qualitative study implied four focus groups with teachers, while quantitative data was gathered through a questionnaire completed by 1,441 teachers from 40 primary schools from different regions around Serbia. Factor analysis confirmed that the potential obstacles could be grouped into six factors (Teachers' incompetence, Material and organizational barriers, Lack of systemic support, Student related barriers, Lack of communication within the school, Lack of communication between schools and stakeholders). Teachers see the biggest obstacles to school improvement in student related and material and organizational barriers. Teachers do not see themselves as the most significant source of problems in improving the work of schools, but transfer responsibility onto more general issues and external agents.",
publisher = "Društvo psihologa Srbije, Beograd",
journal = "Psihologija",
title = "Teachers' perceptions of factors impeding school improvement in Serbia",
pages = "247-231",
number = "2",
volume = "47",
doi = "10.2298/PSI1402231J",
url = "conv_89"
}
Jošić, S., Džinović, V.,& Ćirović, I.. (2014). Teachers' perceptions of factors impeding school improvement in Serbia. in Psihologija
Društvo psihologa Srbije, Beograd., 47(2), 231-247.
https://doi.org/10.2298/PSI1402231J
conv_89
Jošić S, Džinović V, Ćirović I. Teachers' perceptions of factors impeding school improvement in Serbia. in Psihologija. 2014;47(2):231-247.
doi:10.2298/PSI1402231J
conv_89 .
Jošić, Smiljana, Džinović, Vladimir, Ćirović, Ivana, "Teachers' perceptions of factors impeding school improvement in Serbia" in Psihologija, 47, no. 2 (2014):231-247,
https://doi.org/10.2298/PSI1402231J .,
conv_89 .

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