Teachers' perceptions of factors impeding school improvement in Serbia
Апстракт
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.
Кључне речи:
teachers / elementary school / school improvementИзвор:
Psihologija, 2014, 47, 2, 231-247Издавач:
- Društvo psihologa Srbije, Beograd
Финансирање / пројекти:
- Од подстицања иницијативе, сарадње и стваралаштва у образовању до нових улога и идентитета у друштву (RS-MESTD-Basic Research (BR or ON)-179034)
- Унапређивање квалитета и доступности образовања у процесима модернизације Србије (RS-MESTD-Integrated and Interdisciplinary Research (IIR or III)-47008)
DOI: 10.2298/PSI1402231J
ISSN: 0048-5705
WoS: 000344367500006
Scopus: 2-s2.0-84903896259
Институција/група
IPITY - 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 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" }
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
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 .
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 . .