Relevant bibliographies by topics / Vocational education Adult education Job satisfaction

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Vocational education Adult education Job satisfaction'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Vocational education Adult education Job satisfaction"

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Bakirtzoglou, Panteleimon, and Panagiotis Ioannou. "Job’s Satisfaction among Trainers of Public Vocational Training Institutes in Greece." Journal of Education and Vocational Research 7, no. 4(V) (January 26, 2017): 21–30. http://dx.doi.org/10.22610/jevr.v7i4(v).1506.

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Abstract: The purpose of the present study was to investigate the effect of the personnel, interpersonal and organizational factors in job satisfaction among trainers of public Vocational Training Institutes in the city of Thessaloniki. Sample consisted of 300 adults’ trainers with a mean age of 40.3 years. Job’s satisfaction was used as an independent variable while as dependent variables personnel(age, sex, educational level, marital status, number of children, educational level, profession and teaching experience), interpersonal (relationships with trainees, relationships with co-educators, relationship with the administration, personal development and professionalism) and organizational factors (salary, building structure and working conditions) were used. Statistical analysis included the use of correlation and regression analysis. Results showed that from the dependent variables only age (r=.342), years of working experience in Vocational Training Institutes (r=.296), relationship with the administration (r=.699) and working conditions (r=.690) had a significant relationship with adults’ trainers’ job satisfaction (p<0.01). Furthermore regression analysis showed that relationship with the manager had the biggest prediction of trainers’ total job satisfaction at a percentage of 48.6% (r=.699, p<0.01), working conditions can predict trainers’ job satisfaction at a percentage of 47.7% (r=.690) and age and teaching experience can predict trainers’ total job satisfaction at a percentage of 20% (r=.014, p<0.05). In conclusion adults’ trainers’ total job satisfaction in Vocational Training Institutes in Greece, is influenced mostly by interpersonal (relationship with the administration) and organizational factors (working conditions).Keywords: Administration, working conditions, teaching experience, vocational education, adults
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Bakirtzoglou, Panteleimon, and Panagiotis Ioannou. "Job’s Satisfaction among Trainers of Public Vocational Training Institutes in Greece." Journal of Education and Vocational Research 7, no. 4 (January 26, 2017): 21–30. http://dx.doi.org/10.22610/jevr.v7i4.1506.

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Abstract: The purpose of the present study was to investigate the effect of the personnel, interpersonal and organizational factors in job satisfaction among trainers of public Vocational Training Institutes in the city of Thessaloniki. Sample consisted of 300 adults’ trainers with a mean age of 40.3 years. Job’s satisfaction was used as an independent variable while as dependent variables personnel(age, sex, educational level, marital status, number of children, educational level, profession and teaching experience), interpersonal (relationships with trainees, relationships with co-educators, relationship with the administration, personal development and professionalism) and organizational factors (salary, building structure and working conditions) were used. Statistical analysis included the use of correlation and regression analysis. Results showed that from the dependent variables only age (r=.342), years of working experience in Vocational Training Institutes (r=.296), relationship with the administration (r=.699) and working conditions (r=.690) had a significant relationship with adults’ trainers’ job satisfaction (p<0.01). Furthermore regression analysis showed that relationship with the manager had the biggest prediction of trainers’ total job satisfaction at a percentage of 48.6% (r=.699, p<0.01), working conditions can predict trainers’ job satisfaction at a percentage of 47.7% (r=.690) and age and teaching experience can predict trainers’ total job satisfaction at a percentage of 20% (r=.014, p<0.05). In conclusion adults’ trainers’ total job satisfaction in Vocational Training Institutes in Greece, is influenced mostly by interpersonal (relationship with the administration) and organizational factors (working conditions).Keywords: Administration, working conditions, teaching experience, vocational education, adults
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de Coulon, Augustin, and Alison Koslowski. "Teenage learners and teachers’ job satisfaction in vocational education." Empirical Research in Vocational Education and Training 2, no. 1 (July 2010): 1–19. http://dx.doi.org/10.1007/bf03546486.

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Jeremiah, Andrew, Abraham (Braam) Rust, and Jeffrey Martin. "Prognosticating job satisfaction and morale determinants of public Technical Vocational Education and Training (TVET) educators." Problems and Perspectives in Management 17, no. 3 (September 6, 2019): 350–61. http://dx.doi.org/10.21511/ppm.17(3).2019.28.

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Rewards are a function of job satisfaction and morale. As a result, it is generally accepted that dissatisfaction with intrinsic and extrinsic rewards offered by the employer results in employee reduced job satisfaction and morale. This paper endeavors to contribute to an understanding of the effect of extrinsic and intrinsic rewards on the job satisfaction and resultant morale of employees in an organization. The paper focuses on a case study organization that adds value in the South African context. The paper reviews theoretical and empirical rewards literature and their relationship with the job satisfaction and morale of employees (n = 265). A quantitative research design approach which is rarely used in this type of research was adopted. A self-administered Job Descriptive Index (JDI) was utilized in collecting data. The JDI measures people’s satisfaction with five (5) different aspects of the job, which are detailed in this paper. Data were processed using Software Package for Social Sciences (SPSS) version 23. The study revealed that both extrinsic and intrinsic rewards significantly influenced the job satisfaction and morale of public TVET educators in Western Cape public TVET institutions. Besides extrinsic rewards such as pay and bonuses, intrinsic rewards such as the job itself, supervision, career progression opportunities and relationships among principals and staff, and among educators and learners were found to be also instrumental in enhancing the job satisfaction and morale of educators.
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Leh, Ling Ying, and Zakir Hussain Bin Ibrahim. "The Influence Of Feedback Environment Towards Job Satisfaction In Tvet Education Organization." JPI (Jurnal Pendidikan Indonesia) 8, no. 1 (July 13, 2019): 96. http://dx.doi.org/10.23887/jpi-undiksha.v8i1.16471.

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This was a study descriptively identifying relationship between feedback environment and job satisfaction conducted in Polytechnic Malaysia. A total of 105 lecturers via random sampling method were chosen from local Technical and Vocational Education and Training (TVET) education organization in Sarawak. The questionnaire consisted of three parts including the modified items of Job Satisfaction Scale (Ling, 2016; Quinn & Shepard, 1974). The extent of organization support on feedback process was diagnosed using feedback environment questionnaires by Ling (2016). The findings displayed that there is a significant influence in feedback environment towards job satisfaction. Regression analysis also shown that the best combination of feedback credibility, feedback quality and feedback delivery contributed greater change in job satisfaction. In conclusion, this study recommends that feedback environment factors should be prioritized not only to create job satisfaction but to maintain the effectiveness of the organization in the long run.
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Klug, Katharina. "Young and at risk? Consequences of job insecurity for mental health and satisfaction among labor market entrants with different levels of education." Economic and Industrial Democracy 41, no. 3 (October 6, 2017): 562–85. http://dx.doi.org/10.1177/0143831x17731609.

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Young workers are often temporarily employed and thus likely to experience job insecurity. This study investigates associations of objective job insecurity (i.e., temporary employment) and subjectively perceived job insecurity with mental health, job satisfaction and life satisfaction among young workers, testing the moderating role of education. The longitudinal analysis based on 1522 labor market entrants from the German Socio-Economic Panel revealed that subjective job insecurity was associated with decreased mental health and lower satisfaction, whereas objective job insecurity was not. Three levels of education were differentiated: university degree, vocational training and low-qualified. There was weak evidence that those with vocational qualifications were more vulnerable to subjective job insecurity than either the low-qualified or university graduates. The results suggest that irrespective of education, detrimental consequences of subjective job insecurity emerge early in the career. Access to secure employment should be improved for young workers to prevent early dissatisfaction and impairment of their mental health.
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Çolakoğlu, Nurdan, and Esra Atabay. "Job satisfaction of the academic staff of the vocational schools of the foundation and public universities." Quality Assurance in Education 22, no. 2 (April 1, 2014): 185–206. http://dx.doi.org/10.1108/qae-12-2012-0050.

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Purpose – This study aims to highlight the differences between the public and foundation universities determining the level of job satisfaction of academic personnel working at vocational schools within the body of public and foundation universities in Turkey. Design/methodology/approach – In the present study, the questionnaire developed by Ardic and Bas and used in a similar study is taken as the basis for this study. Some amendments have been made to the instrument. The reliability of the questionnaire was evaluated using the Cronbach alpha coefficient and some statistical methods such as independent samples t test and chi-square test depending on the data. Differences of opinion based on demographic characteristics are presented giving the frequencies and percentages of demographic characteristics of the data. Findings – Three questions were focused on in the present study: the first is to present the most important factor affecting the job satisfaction or dissatisfaction of the academic personnel working at the public and foundation universities; the second is to determine whether there is a difference between public and foundation universities and the third is to set forth the reasons of these differences, if any. Research limitations/implications – The current study selected 12,160 academic personnel throughout Turkey and the questionnaire was used as a data collection instrument. The instrument could not be delivered to all the personnel. This is because it was not possible to have access to the e-mail addresses of some of the academic personnel, some of the e-mail addresses were not in use or out of date while some personnel do not use the internet. Originality/value – The aim of this study is to determine job satisfaction level of academic personnel working in vocational high schools operating under the umbrella of state and foundation universities, which offer educational services in Turkey. Since no study is encountered as a result of the literature survey made, that addressed especially the level of the job satisfaction of the academic staff working in the vocational schools in Turkey in a way to cover all public and foundation universities, such a study was made for the purpose of removing the deficiency in this subject.
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Sree, Garimidi Siva, and P. Ramlal. "Impact of Industry-Academia Collaboration on Student Satisfaction in Vocational Education and Training." International Journal of Adult Education and Technology 12, no. 2 (April 2021): 47–62. http://dx.doi.org/10.4018/ijaet.2021040104.

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The contemporary unstable job market is challenging the “traditional” skilling practices adopted by vocational education training (VET) institutions, in favor of demand-driven skill transfer which is characterized by preparing students industry-ready. In this light, student satisfaction plays a pivotal role in assessing the course quality that aids in efficient skill transfer. Despite the relevance of the student satisfaction concept, empirical research has provided little evidence on its predictors in VET. The purpose of the study is to shed light on the quality indicators that predict student satisfaction. Data were collected on students from industrial training institutes (ITIs) of India.
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Jung, Jisun, and Soo Jeung Lee. "Impact of Internship on Job Performance among University Graduates in South Korea." International Journal of Chinese Education 5, no. 2 (February 24, 2017): 250–84. http://dx.doi.org/10.1163/22125868-12340070.

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This study aims to explore internship experiences and their influence on job performance among university graduates in Korea. The research questions are as follows: 1) To what extent do university students engage in different types of internships in Korea? 2) How do internship experiences differ by academic fields and institutional types? 3) Does internship experience predict graduates’ job performance, namely their job search duration, wages, and job satisfaction? This study used the Korean Education and Employment Panel Survey (keep) data conducted by the Korea Research Institute for Vocational Education and Training (krivet). In this study, the data was selected from 1,184 respondents who graduated from high school in 2005 and became paid workers in any sector after graduating from a junior college or university. Data from 961 respondents were used in this study. The results show that internship experience improved job performance; it shortened the duration to find a job and enhanced wages and job satisfaction. The effects on job performance, however, differed by type of internship, academic major, institutional characteristics, and working condition. We explored the actual internship participation of university graduates in Korea and examined its impact empirically, offering implications for individuals, universities, and policymakers.
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Šīna, Inga. "Vocational Education Network Optimization Program Implementation Problems and Solutions." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 9, 2015): 461. http://dx.doi.org/10.17770/sie2012vol2.524.

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The aim of the paper is to analyze two-year results of the optimization programs of vocational school network and vocational education balancing solutions in the European Social Fund project " Improvement of national qualification system, vocational education contents and co-operation among the bodies involved in vocational education." The topic is of particular importance as the prestige of vocational education is low, the school network optimization yielded no results and vocational training does not deliver the qualities and eduation demanded by the job market. Innovation of the article - there have not been evaluation of network optimization results. Methodology applied: monographic, study of related documents, survey,interviews. The author concludes that there is a lack of a differentiated vocational education network,which is appropriate to the demographic trends; and the funds have not been allocated properly. It is offered to create integrated schools, which would be implementing basic education, vocational programs, adult education and lifelong learning.
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Dissertations / Theses on the topic "Vocational education Adult education Job satisfaction"

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Atta-Safoh, Alex. "The job satisfaction of adult vocational supervisors in school districts and joint vocational schools in Ohio /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260135356404.

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Kim, Hae Na Kim. "The Relationship between and among Job Satisfaction, Training and Organizational Culture in South Korea's Manufacturing Industry." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1462800023.

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Shank, Jacqueline A. "Dropout and completion in adult vocational job training programs : a prediction model for the adult vocational student." Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1239896012.

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Padilla-Velez, David. "Job satisfaction of vocational teachers in Puerto Rico." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249666992.

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Sullivan, Deborah Anne Smith. "Characteristics of vocational home economics teacher educators and their job satisfaction /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487597424138966.

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Moshokwa, Luccas Kgaugelo. "Managing absenteeism in vocational education in Botswana." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2542.

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Thesis (MTech (Human Resources Management))--Cape Peninsula University of Technology, 2016.
Absenteeism has proven to be a global problem in the workplace, which is further exacerbated by multifaceted factors that cause absence. It is pervasive, inevitable and has an undesirably negative impact on the operations and service delivery of an organisation, if not managed properly. Generally, absenteeism disrupts the work environment and negatively affects the organisation and employees’ morale. A literature search was conducted on the causes, costs, impact, measurements, consequences and strategies of absenteeism in the workplace. Literature on job satisfaction as a concept was also conducted on personal and organisational sources, both content and process theories, and consequences of job satisfaction. The researcher also conducted a survey questionnaire with a sample of employees at DTVET to ascertain their perceptions regarding absenteeism and job satisfaction status within the department. The aim of the study was to identify the main causes of high absenteeism and to determine the status of job satisfaction levels in DTVET. The study identified the causes of absenteeism among DTVET employees, and discovered that reasons are attributed to: work overload; lack of employee health programmes; lack of resolution of employees’ problems; headache problems; inconsistent application of absenteeism procedures; lack of autonomy; lack of an effective performance reward system; backache problems; sick leave entitlement mentality; stomach upsets; and, finally, colds and flu. Findings also revealed that DTVET employees mostly derive their job dissatisfaction from: work overload; bureaucratic processes; benefits; pay; lack of recognition for work well done; and lack of promotion opportunities. This finding also supports Robbins’s (2003:82) conclusions that the consequences of job dissatisfaction may lead to employees missing work, this may also be expressed in various forms i.e. employees complaints, insubordination, steal organisational property, reduce effort, chronic absenteeism, increase error rate, lateness etc. Realistically, absenteeism in the workplace will never be eradicated, however, with proper management interventions, absenteeism rates can be reduced to acceptable levels.
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Werth, Patricia Guy. "Vocational Education Accountability in Virginia: Analysis of Vocational Completers' Employment Status, Earnings, and Job Satisfaction." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/28536.

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Research and analysis regarding the employment outcomes of vocational education completers are growing in importance. States and their educational systems are increasingly confronted with the need to justify programs and funding and to provide evidence of the numbers and status of students graduated, obtaining employment, and continuing in postseconday education. The need to review, improve, and implement effective programs, and to serve the practical needs of all students, including those in targeted populations, will continue in the future. The purposes of this study were to investigate and describe Virginia's vocational program completers by employment status, earnings, and job satisfaction through a review of three years of follow-up data. Descriptive statistics, including frequencies, percentages, and overall distributions, were used to identify characteristics of 9,474 employed vocational completers, in order to provide relevant data for improving vocational education in Virginia and for use in establishing baseline data for future studies. In looking at employment outcomes for targeted populations, this study found that employment figures resembled those of non-targeted populations, with high percentages reporting employment related to the service area completed. Vocational completers identified as having limited English proficiency were reported in very small numbers. Earnings data indicated clearly that with each consecutive year of the three years for which data were included, vocational completers were earning higher wages. Earnings also increased with each consecutive year for completers from targeted populations, with vocational completers who were academically disadvantaged or disabled receiving higher wages than completers from economically disadvantaged backgrounds. Completers from economically disadvantaged backgrounds also reported lower levels of job satisfaction and more part-time employment. Additionally, vocational completers in all service areas reported high levels of job satisfaction. Further longitudinal research should be conducted in order to better analyze vocational completers' transition to the workforce. Such research could be useful when planning and implementing policy, requesting grant funding, and instituting educational innovations.
Ph. D.
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Foor, Ryan M. "Job Satisfaction of Agricultural Communication, Agricultural Leadership, Agricultural Teacher Education, and Extension Education Faculty." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1235501317.

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Kohan, Alan R. "Vocational teacher perceptions of their locus of control, job satisfaction, and superindendent leader behavior in central Ohio joint vocational schools /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487261919112523.

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Cisneros, Benedict. "Indochinese in Job Corps: From failures to fantastic finishers." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/416.

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Books on the topic "Vocational education Adult education Job satisfaction"

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Myers, Nancy Lee. Job satisfaction in adult and higher education as perceived by ARL library directors. Ann Arbor, Mich: University Microfilms International, 1993.

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Effects of education on job levels, earnings, vocational aspirations, and job satisfaction of industrial workers: An analytical-empirical study on economic benefits of education. Frankfurt am Main: P. Lang, 1990.

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Innovative workforce development initiatives: Hearing before the Committee on Labor and Human Resources, United States Senate, One Hundred Fifth Congress, first session, on an examination of innovative strategies pertaining to vocational education, adult education, and job training, May 19, 1997, Randolph, VT. Washington: U.S. G.P.O., 1997.

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Watson-Boone, Rebecca. A good match: Library career opportunities for graduates of liberal arts colleges. Chicago: American Library Association, 2007.

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Nyberg, Rainer. Yrkeslärares arbetsmotivation: Orsaker och samband med elevers inställning till undervisningen. Åbo: Åbo akademis förlag, 1988.

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Grosseman, Suely. Do desejo à realidade de ser médico: A educação e a prática médica como um processo contínuo de construção individual e coletiva. Florianópolis: Editora da UFSC, 2004.

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Job one 2.0: Understanding the next generation of student affairs professionals. 2nd ed. Lanham, Md: University Press of America, 2014.

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Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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Book chapters on the topic "Vocational education Adult education Job satisfaction"

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Bolin, Mary K. "Open Access Web Resources for Library Continuing Education and Training." In Adult and Continuing Education, 154–70. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch010.

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Continuing education and training are essential for a vital and productive organization and for employee adaptability and job satisfaction. Libraries of all types are organizations that value learning. Training and development for library employees is expensive, and can be out of reach for smaller institutions, or libraries that are not well-funded. Regardless of funding, libraries of all types can benefit from the wide variety of training and continuing education opportunities available on the Web as open access resources. These include documentation, journal articles, reports and white papers, online courses, videos, podcasts, and so on, from many different reliable sources. This chapter surveys major sources and types of open access online learning, and evaluates their usefulness for library employees.
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Conference papers on the topic "Vocational education Adult education Job satisfaction"

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Nofiantoro, Wahyu, and Dasril Guntara. "Job Satisfaction of Employees and Partners in an Indonesian Government Ministry." In 3rd International Conference on Vocational Higher Education (ICVHE 2018). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200331.145.

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Daryanto, Eka, Syaiful Sagala, and M. Badiran. "An Assessment on Vocational School Teachers Job Satisfaction in Province of North Sumatera." In 3rd UPI International Conference on Technical and Vocational Education and Training. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ictvet-14.2015.14.

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Suminto, Damar Nurcahyono, Kristin Wulansari, and Della Olivia Caterina Kalangit. "The Effect of Motivation and Compensation on Job Performance through Job Satisfaction of Vocational Higher Education Lecturers in East Kalimantan." In Annual Southeast Asian International Seminar. SCITEPRESS - Science and Technology Publications, 2020. http://dx.doi.org/10.5220/0010532100780084.

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Ajat, Ajat, Mukhneri Mukhtar, and Mochamad Wahyudi. "The Effect of Personality, Self Efficacy and Job Satisfaction on Organizational Citizenship Behavior of Vocational High Schools Teachers." In Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icoie-18.2019.117.

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Komariah, Bukman Lian, and Alhadi Yan Putra. "The Effect of Organizational Culture and Job Satisfaction on the Work Productivity of Teacher at Vocational School No 1 in Bunga Mayang." In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.251.

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Debataraja, Jusup, Sukarman Purba, and Wesly Hutabarat. "The Influence of Transformational Leadership, Intrinsic Motivation, and Job Satisfaction on Affective Commitments of State Vocational Teachers In West Nias Regency." In Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2018), 3rd November 2018, North Sumatra, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.3-11-2018.2285611.

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Tumanggor, Jailani. "The Effect of Organizational Culture, Principal Leadership,and Job Satisfaction to Teachers’ Organizational Commitment in The Public Vocational High School of Sibolga City." In Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2018), 3rd November 2018, North Sumatra, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.3-11-2018.2285649.

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Siburian, Romaulina, Paningkat Siburian, and Khairil Ansari. "Influence of Organizational Culture, Job Satisfaction, and Work Motivation to The Commitment of The Organization of Primary School Teachers of The Sub District Sumbul Pegagan District Dairi." In Proceedings of the the 3rd Annual Conference of Engineering and Implementation on Vocational Education, ACEIVE 2019, 16 November 2019, Universitas Negeri Medan, North Sumatra, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.16-11-2019.2293264.

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Oprea, Daniela. "School Effects of Attachment Break in Context of Economic Migration of Parents." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/23.

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Romania is going through a period of economic transition, subject to the pressures of globalization that affect the evolution of the family, at the micro social level, structurally, from the behaviour and relational point of view. The continuous process of changes in the labour market, the inefficiency of the association between vocational training and job satisfaction, the financial difficulties felt by most families but also the challenge of modernity have emphasized the phenomenon of migration in the last decade. The departure of parents who have to work abroad has become a worrying phenomenon with a higher incidence in the eastern half of the country. It has got complex effects on the evolution of the family, especially on the children left at home with one of their parents or their tutors. Nowadays, the studies show more and more situations of neglect in which children become victims and suffer emotionally and physically. They also suffer various abuses, they are exploited through work or sex. In schools, there is a new profile of special educational requirements (not deficiencies), the profile of children left at home without parental support. It is worrying the migration phenomenon seen as a value model by the young generation and its negative effects at school level: decrease of motivation for learning or school abandonment. The present study discusses a review of the current scientific literature objectively, which examines the impact of breaking attachment relationships between children and parents on socio-emotional development and school outcomes. The Romanian society knows an important socio-economic phenomenon, which has grown since 1990: migration. In 2017, a study carried out at the request of the Romanian Government recorded more than 85,000 children left home alone with one of the parents or without parental supervision. We aim to analyse what effects at school and socio-emotional level have the loss of attachment ties having as moderators the gender of the migrant parent, the duration of the separation, the age at which the separation occurs. When these relationships are interrupted, the child’s emotional development is affected, his emotional balance having repercussions in his social life. The purpose of this study is to identify, monitor the dimensions of the phenomenon in intensely affected areas (Braila and Galati counties), the psycho-pedagogical aspects of children with migrant parents exposed to situations of vulnerability, marginalization and to propose a program of educational strategies in order to optimize school motivation. The main objective of the research is to identify, evaluate and involve them into adaptive actions that have as their objective the rebalancing of the socio-affective relations
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