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Artykuły w czasopismach na temat „Sociability of Teachers”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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Dr. Ghani Rahman, Dr. Syed Shujaat Ali, and Mr. Tariq Amin. "Role of Linguistics Teachers in the Development of Socio-Communicative and Ethico-Sociability Skills among University Students of Southern Khyber Pakhtunkhwa." Research Journal of Social Sciences and Economics Review (RJSSER) 1, no. 3 (2020): 101–9. http://dx.doi.org/10.36902/rjsser-vol1-iss3-2020(101-109).

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Individuals’ ethical sociability and communicational skills enjoy core importance in their societal and organizational functioning. Generally, a fear is felt regarding the students doing MA English, at the universities of Pakhtunkhwa province; the fear is that the students who do MA English leads to weakening of their practice of their socio-cultural values. This apprehension was looked into by analyzing the role that particular, the teachers of Linguistics can play in the transmission, preservation, and promotion of their socio-cultural values; the teachers can help the learners develop an un

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Dr., C. Sherine Vinoca Snehalatha. "CONSTRUCTING AND VALIDATING A SCALE FOR ASSESSING THE SOCIABILITY OF TEACHERS." International Journal of Research - Granthaalayah 5, no. 5SE (2017): 102–12. https://doi.org/10.5281/zenodo.810322.

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Teachers irrespective of the stages at which they are teaching or the cadre they hold, they have to play similar roles in the teaching – learning process. However, if someone starts listing the roles they play in different contexts, it keep on extending along with changes coming upon different phases of education, affecting the intellectual, emotional, social, moral, spiritual, and physical domains of the learners. Focusing on physical strength and health oriented education; the aims of education have been shifting from one to another with the passage of time on the basis of the philosophy of

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Elamathi, K., and S. Chelvi. "EXAMINING THE RELATIONSHIP BETWEEN EMOTIONAL COMPETENCE AND THE CHOSEN PSYCHOLOGICAL CHARACTERISTICS OF TEACHERS IN NORMAL SCHOOLS AND SPECIAL SCHOOLS." International Journal of Research -GRANTHAALAYAH 5, no. 5(SE) (2017): 132–40. http://dx.doi.org/10.29121/granthaalayah.v5.i5(se).2017.1984.

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The present study aimed at unraveling the relationship between the trait emotional competence of teachers in normal schools and in special schools and their psychological characteristics mental health, sociability, and emotional wellbeing. The researcher adopted descriptive survey method which enabled her to design her own data collecting instrument for studying emotional competence of teachers and also to make use of suitable sampling technique for identifying the relationship between the dependent and independent variables in a scientific manner. The study has shown that mental health and so

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K., Elamathi, and S. Chelvi Dr. "EXAMINING THE RELATIONSHIP BETWEEN EMOTIONAL COMPETENCE AND THE CHOSEN PSYCHOLOGICAL CHARACTERISTICS OF TEACHERS IN NORMAL SCHOOLS AND SPECIAL SCHOOLS." International Journal of Research - Granthaalayah 5, no. 5SE (2017): 132–40. https://doi.org/10.5281/zenodo.812242.

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The present study aimed at unraveling the relationship between the trait emotional competence of teachers in normal schools and in special schools and their psychological characteristics mental health, sociability, and emotional wellbeing. The researcher adopted descriptive survey method which enabled her to design her own data collecting instrument for studying emotional competence of teachers and also to make use of suitable sampling technique for identifying the relationship between the dependent and independent variables in a scientific manner. The study has shown that mental health and so

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Snehalatha, SherineVinoca. "CONSTRUCTING AND VALIDATING A SCALE FOR ASSESSING THE SOCIABILITY OF TEACHERS." International Journal of Research -GRANTHAALAYAH 4, no. 8(SE) (2016): 45–55. http://dx.doi.org/10.29121/granthaalayah.v4.i8(se).2016.2586.

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In the present context, educationist and education planners have started preferring social learning environments in the classrooms. Thus arises the need for teacher behaviour characteristically ‘sociable’ in nature. The ability to be in the company of others is the core of ‘sociability’. On analyzing literature, the author has identified three constructs forming the core of sociability – Trust and belonging; Sense of community; and Good working relationship. On the basis of these altogether 36 statements were formed to be answered on a 4 point scale ranging from Strongly Agree to Strongly Disa

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Strain, Phillip S., and Frank W. Kohler. "Analyzing Predictors of Daily Social Skill Performance." Behavioral Disorders 21, no. 1 (1995): 79–88. http://dx.doi.org/10.1177/019874299502100108.

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The purpose of this study was to examine the impact of play activities, teachers’ predictions of children's sociability, and intervention fidelity variables on the level of interaction between three preschoolers with autism and their typical peers. Children participated in daily play activity groups of three, including one youngster with autism and two peers. Following a baseline condition, all children in the class learned to exchange a range of prosocial overtures, including shares, play organizers, and assistance. Teachers then implemented an individual reinforcement contingency to maintain

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Rosemarin, Shoshana. "The Significance of Teacher's Characteristics As Perceived by Teachers and College Students." Gifted Education International 25, no. 2 (2009): 194–99. http://dx.doi.org/10.1177/026142940902500209.

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In the present study, the attitudes of teachers and students regarding different teachers' characteristics were investigated. The questionnaire, written by the investigator, consists of 25 statements and three open-ended questions. The statements relate to four categories: knowledge, didactic ability, personal characteristics, and sociability. The sample consists of 140 students from the department of behavioral sciences, 31 teachers of gifted students, as well as 52 teaching regular classes. The sample as a whole attributed great importance to expertise in the field and to didactic ability. T

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Adnan, Hamid, and Nagma. "Teacher's Effectiveness of Intermediate College Teachers' in Relation to Their Gender, Religion and Teaching Experience." RESEARCH REVIEW International Journal of Multidisciplinary 4, no. 1 (2019): 304–7. https://doi.org/10.5281/zenodo.2544652.

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In the present scenario where ICT plays a major role in providing knowledge to students at the same time teachers also have their key role in the development of the students. In the development of the students, school and society an effective teacher plays a vital role. An effective teacher brings out all hidden potential of the students and moulds it into fruitful form. Now the role of the teacher is not only to impart the knowledge to students but also to make students able to adjust with the outer world. The sociability, enthusiasm, motivation level, leadership quality and managerial functi

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Snehalatha, C. Sherine Vinoca. "CONSTRUCTING AND VALIDATING A SCALE FOR ASSESSING THE SOCIABILITY OF TEACHERS." International Journal of Research -GRANTHAALAYAH 5, no. 5(SE) (2017): 102–12. http://dx.doi.org/10.29121/granthaalayah.v5.i5(se).2017.1979.

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Teachers irrespective of the stages at which they are teaching or the cadre they hold, they have to play similar roles in the teaching – learning process. However, if someone starts listing the roles they play in different contexts, it keep on extending along with changes coming upon different phases of education, affecting the intellectual, emotional, social, moral, spiritual, and physical domains of the learners. Focusing on physical strength and health oriented education; the aims of education have been shifting from one to another with the passage of time on the basis of the philosophy of

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Dewaele, Jean-Marc. "The Relationship between Trait Emotional Intelligence and Experienced ESL/EFL Teachers’ Love of English, Attitudes towards Their Students and Institution, Self-Reported Classroom Practices, Enjoyment and Creativity." Chinese Journal of Applied Linguistics 41, no. 4 (2018): 468–87. http://dx.doi.org/10.1515/cjal-2018-0034.

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Abstract This paper reports an investigation into the relationships between global trait emotional intelligence (Trait EI), as well as the four factors that constitute it (well-being, emotionality, self-control, and sociability), and quantitative data from 513 experienced ESL/EFL teachers from around the world about their love of English, their attitudes towards their students and institution, their self-reported classroom practices, their enjoyment, unpredictability and creativity. The results showed significant positive correlations. The analyses revealed that global Trait EI, well-being and

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Lee, Chae Ho. "Development and Validation of the Social Competence Scale for Korean Preschool Children." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 24 (2024): 657–67. https://doi.org/10.22251/jlcci.2024.24.24.657.

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Objectives This study aims to develop and validate a scale for measuring preschoolers' social competence, taking into account the specific social and cultural influences in Korea. Methods Implicit knowledge about preschoolers' social competence was examined among 17 kindergarten teachers in U City. A survey was administered to 255 preschoolers across five locations in U City, with 15 homeroom teachers developing the preliminary items for the Social Competence Scale for preschool children. Exploratory factor analysis and reliability analysis (Cronbach’s α) were employed to examine the validity

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Jacela, Zherry Antoinette. "Lived Experiences of Filipino Preschool Teachers Working Abroad." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellence (IMJRISE) 2, no. 3 (2025): 212–27. https://doi.org/10.5281/zenodo.15066913.

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<strong>Abstract:</strong> <strong> </strong> This qualitative phenomenological study examined the lived experiences of Filipino preschool teachers working abroad. The study involved interviews with six conversation partners, and the resulting insights were organized into three overarching themes: Adaptability, Sociability and Coping Strategies. Despite initial challenges, the teachers demonstrated resilience in integrating into the local culture and curriculum, facing difficulties such as teaching special children, language barriers, and pandemic-related issues. They maintained positive

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Chen, Xinyin, Kenneth H. Rubin, Bo-shu Li, and Dan Li. "Adolescent Outcomes of Social Functioning in Chinese Children." International Journal of Behavioral Development 23, no. 1 (1999): 199–223. http://dx.doi.org/10.1080/016502599384071.

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A sample of Chinese children in Shanghai, People’s Republic of China, initially aged 8 and 10 years, participated in this four-year longitudinal project. Information on social functioning including sociability-leadership, aggression-disruption, and shyness-sensitivity was collected from peer assessments in the original study. Data on indexes of social and school adjustment, including peer acceptance, teachers’ perceptions of school-related competence, leadership, academic achievement, adjustment problems, and self-perceptions of competence, were collected from multiple sources in the follow-up

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Mouton, Alexandre, Michel Hansenne, Romy Delcour, and Marc Cloes. "Emotional Intelligence and Self-Efficacy Among Physical Education Teachers." Journal of Teaching in Physical Education 32, no. 4 (2013): 342–54. http://dx.doi.org/10.1123/jtpe.32.4.342.

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Research has documented a positive association between Emotional Intelligence (EI) and well-being, performance and self-efficacy. The purpose of the current study was to examine potential associations between EI and self-efficacy among physical education teachers. The Trait Emotional Intelligence Questionnaire (TEIQue) and the Teacher Sense of Efficacy Scale (TSES) were administered to a sample of 119 physical education teachers. The main results show a positive association between EI and self-efficacy, and more particularly that the sociability factor of EI predicted the TSES total score. Mor

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Silva, Eduardo Cristiano Hass da. "Análise dos laços e redes de sociabilidade entre os professores da Escola Técnica de Comércio do Colégio Farroupilha de Porto Alegre/RS." Revista de História e Historiografia da Educação 1, no. 2 (2017): 222. http://dx.doi.org/10.5380/rhhe.v1i2.50593.

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Este artigo apresenta parte dos resultados da pesquisa de mestrado desenvolvida pelo autor nos anos de 2015 a 2017, na qual analisou os laços de sociabilidade existentes entre os diferentes sujeitos que frequentavam a Escola Técnica Comercial (ETC) do Colégio Farroupilha de Porto Alegre/RS. O objetivo principal desta pesquisa é demonstrar como os professores que compunham o quadro docente desta instituição criaram laços sociais que permitiram a sua perpetuação. As metodologias empregadas consistem na História Oral e na análise de redes de sociabilidade. Os referenciais teóricos empregados perp

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Kislyakov, P. A., E. A. Shmeleva, and I. L. S. Meerson. "Psychological Safety and Communication Difficulties of Teachers and Students During Long-term Online Training." Vysshee Obrazovanie v Rossii = Higher Education in Russia 32, no. 1 (2023): 148–68. http://dx.doi.org/10.31992/0869-3617-2023-32-1-148-168.

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Due to the growing concerns related to the psychological well-being of students and teachers during a long and intensive online training, it becomes necessary for teachers, psychologists, practitioners to take measures to prevent threats to online communication and identify personal resources of psychological security in the online environment.The purpose of the study was to identify the communicative difficulties of long-term online learning during the COVID-19 pandemic, and the personal resources of students and teachers that contribute to ensuring their psychological safety.The study was co

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Turchyk, I., N. Sorokolit, and B. Tjupak. "Formation of civic and social competences by means of physical education." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 1(121) (January 29, 2020): 102–7. http://dx.doi.org/10.31392/npu-nc.series15.2019.1(121)20.20.

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In the article have been described opportunities of realization of forming the public and social competences on the physical education lessons. It is based on questionnaire of physical education teachers from Lviv region and on pedagogical experiment to which middle school age pupils are involved. The verification was conducted and established the influence of named directions during trainings and motor games that were chosen specially on forming the public and social pupils’ competences. The level of forming of specified competences among middle school age pupils was determined and chec

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Dyikanbaeva, Gulnura, Kanym Suranalieva, and Ulan Turdaliev. "COMPETENCIES IN PEDAGOGICAL ACTIVITY." Alatoo Academic Studies 19, no. 4 (2019): 71–77. http://dx.doi.org/10.17015/aas.2019.194.9.

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The scientific article discusses the problems that negatively affect the education of teachers as: an extra managerial approach, not being organized on the condition of self- awareness and reasoning for students, paying attention to the quality of tasks, but to the number and ways of solving them. There were conclusions that the teacher needed to be trained on the basis of the following competencies: creativity, organization, ability, activity, punctuality, hardworking and sociability.

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ter Laak, Jan J. F., Martijn P. M. De Goede, and Gerard M. Brugman. "TEACHERS' JUDGMENTS OF PUPILS: AGREEMENT AND ACCURACY." Social Behavior and Personality: an international journal 29, no. 3 (2001): 257–70. http://dx.doi.org/10.2224/sbp.2001.29.3.257.

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This article examines the agreement and accuracy of teachers' judgments of their pupils. The data were collected in a primary school in the Netherlands where four teachers and 87 pupils, ranging from grade 2 to 5 (aged 7 to 10 years), participated in this study. The teachers appeared to make use of the same pupil characteristics and the same scale levels in judging their pupils. These teachers generated pupil characteristics that included sociability, self-confidence, troublesomeness and working attitude, which correspond substantially to the Big Five. However, it was found that teachers are n

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Kim, Jung Suk, Jin Hee Choi, and Sang Hyun Park. "Early Childhood Teachers" Teaching Commitment and Young Children"s Sociability Effects on Early Childhood Creativity." Early Childhood Education Research & Review 27, no. 3 (2023): 51–76. http://dx.doi.org/10.32349/ecerr.2023.6.27.3.51.

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Doh, Hyun-Sim, and Toni Falbo. "Social Competence, Maternal Attentiveness, and Overprotectiveness: Only Children in Korea." International Journal of Behavioral Development 23, no. 1 (1999): 149–62. http://dx.doi.org/10.1080/016502599384044.

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A study was conducted in South Korea that compared the social competence of sixth graders who had no siblings to those who did. Korea was selected as the site of this study because most urban mothers are homemakers there. The three factors of social competence considered in this study were: popularity, sociability, and brattiness. These three were measured in terms of the combined ratings of mothers and teachers. Maternal attentiveness and overprotectiveness was measured in terms of the mothers rating their own behaviour. Only children were found to score similarly to others on popularity and

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Hart, Craig H., Chongming Yang, Larry J. Nelson, et al. "Peer acceptance in early childhood and subtypes of socially withdrawn behaviour in China, Russia, and the United States." International Journal of Behavioral Development 24, no. 1 (2000): 73–81. http://dx.doi.org/10.1080/016502500383494.

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To assess whether subtypes of withdrawal could be similarly identified by teachers and linked to peer group adjustment in mainland China, Russia, and the United States, 642 4- to 6-year-old children in these diverse cultural contexts were rated on items reflecting reticent, solitary-passive, solitary-active, and sociable behaviour (cf. Coplan & Rubin, 1998). Linkages of childhood withdrawal to peer group adjustment were also investigated using peer sociometric ratings. Findings, based on multisample confirmatory factor analysis, indicated that separate factors were required to represent th

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Lupenko, E. A., O. A. Korolkova, and E. G. Khoze. "Perception of Individual Psychological Characteristics of a Person Based on Nonverbal Behavior." Experimental Psychology (Russia) 16, no. 4 (2023): 21–35. http://dx.doi.org/10.17759/exppsy.2023160402.

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<p>Peculiarities of perception and assessment of individual psychological characteristics of unfamiliar people were studied using video images of their behavior. Participants were teachers with different professional experience (1&mdash;4 years; 5&mdash;29 years) and observers without teaching experience. We were interested in whether the personality assessment would change depending on the length of professional activity of the teacher. The stimulus material included video fragments of 7 students who described the personalities of strangers based on their picturesque portraits.

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Aban qızı Bayramova, Аfət. "Fundamentals of teacher communication culture." SCIENTIFIC WORK 15, no. 2 (2021): 72–74. http://dx.doi.org/10.36719/2663-4619/63/72-74.

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Communication is one of the most important factors in the mental and social development of a child. Only in contact with adults is it possible for children to assimilate the social and historical experience of humanity and to realize their innate ability to become representatives of the human race. The lack and limitation of communication slows down and impoverishes the development of the child. The problem of pedagogical communication is devoted to a significant number of studies, the analysis of which reveals several aspects in its study. With their help, teachers master the ways of interact

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Shipra, Sharma, and Sarita Goswami Dr. "An Analytical Perspective on Teachers' Freezing at Higher Level of Education." International Journal of Contemporary Research In Multidisciplinary 3, no. 4 (2024): 65–67. https://doi.org/10.5281/zenodo.13208731.

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Better teacher selection and preparation will result from identifying the traits and attributes of a successful teacher. The standard of a teacher is inadequate, particularly when it comes to their general knowledge, intelligence, and professional competence. The study's objective is to offer an analytical perspective on teachers' lack of interest and how it affects the learning environment. Some general qualities that a good teacher should possess are normal physical and mental health, a well-balanced philosophical and cultural outlook, normal general intelligence, good daily habits, sociabil

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Tatalović Vorkapić, Sanja, and Darko Lončarić. "Measuring Preschool Children Temperament: Implications for Preschool Care and Education Practice." International Journal of Educational Psychology 4, no. 3 (2015): 280. http://dx.doi.org/10.17583/ijep.2015.1483.

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<div><p class="hppag28TextAbstract">With the aim of measuring preschool children temperament, EASI temperament Survey has been applied. Preschool teachers (N=192), all female, rated a total of N=3275 children (1612 girls and 1639 boys) with mean age M 4.368 (SD=1.482) within age range between 7 months and 7.7 years. Validation for the instrument was run. Factor analysis on principal components with Oblimin rotation and reliability analysis were performed on data based on preschool teachers’ ratings. Three-factor solution has been determined: Emotionality, Activity and Sociability,

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Moskowitz, Sharona, and Jean-Marc Dewaele. "Through the looking glass of student perception: How foreign language students see teacher trait emotional intelligence and why it matters." Studies in Second Language Learning and Teaching 10, no. 2 (2020): 239–56. http://dx.doi.org/10.14746/ssllt.2020.10.2.2.

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The aim of this study is to examine how students perceive teacher trait emotional intelligence (TEI) and how those perceptions relate to students’ own self-reported attitudes and motivation. Adult students of ESL/EFL were given an online questionnaire consisting of two parts: one to provide observer-reported data on their teacher’s trait emotional intelligence and the second to measure students’ own attitudes and motivation. In total, 129 participants of 28 nationalities took part. The results showed that the perceived teacher TEI domains of teacher sociability and teacher self-control were si

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Shipra, Sharma. "An Analytical Study on Teachers' Burnout at the Higher level of Education." International Journal of Contemporary Research in Multidisciplinary 4, no. 3 (2025): 255–58. https://doi.org/10.5281/zenodo.15594541.

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Better teacher selection and preparation will result from identifying the traits and attributes of a successful teacher. The standard of a teacher is inadequate, particularly when it comes to their general knowledge, intelligence, and professional competence. The study's objective is to offer an analytical perspective on teachers' lack of interest and how it affects the learning environment. Some general qualities that a good teacher should possess are normal physical and mental health, a well-balanced philosophical and cultural outlook, normal general intelligence, good daily habits, sociabil

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YUKSELTURK, Erman, Fatih İLHAN, and Serhat ALTIOK. "Preservice Teachers’ Views about the Use of Mind and Intelligence Games in Education." Participatory Educational Research 9, no. 6 (2022): 398–417. http://dx.doi.org/10.17275/per.22.145.9.6.

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Games, which are fun activities, have some benefits for learning environments when used educationally; they play an essential role in children’s physical, mental, social, emotional, and language development. Similarly, mind and intelligence games can improve the cognitive abilities of individuals by improving their basic reasoning and problem-solving skills. This qualitative case study examines preservice teachers' views on the use of mind and intelligence games in education and their effects on individuals. Researchers collected the data using a semi-structured interview guide they developed,

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Schneider, Daniela Ribeiro, Ana Paula Dias Pereira, Joselaine Ida Cruz, et al. "Evaluation of the Implementation of a Preventive Program for Children in Brazilian Schools." Psicologia: Ciência e Profissão 36, no. 3 (2016): 508–19. http://dx.doi.org/10.1590/1982-3703000592016.

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Abstract The article discusses the pilot implementation of the evidence-based preventive program Good Behavior Game (GBG) in public schools in four Brazilian cities. GBG is a method for classroom behavior management by teachers, which aims at developing sociability among elementary school students between 6 and 10 years old. The objective of this study was to evaluate the program implementation process, focusing on the acceptability and perceived results by the professionals involved. Mixed methods were used, and data analysis was conducted using triangulation, including questionnaires and sem

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Liu, Junsheng, Ying Zhou, and Dan Li. "School Adjustment and Internalizing Problems in Chinese Adolescents: Implications of Social Change." Social Behavior and Personality: an international journal 40, no. 4 (2012): 657–66. http://dx.doi.org/10.2224/sbp.2012.40.4.657.

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We examined the relationships between internalizing problems and school adjustment in 2 cohorts (1994 and 2008) of Chinese adolescents (N = 540 and 728, respectively; M age = 13 years). The 2 time points occurred during different phases of social and economic reform in Chinese society. Data were obtained from peers, teachers, and school records. The results indicated that whereas, in the 1994 cohort, internalizing problems was only slightly and negatively associated with sociability and academic achievement, and strongly associated with externalizing problems, internalizing problems was signif

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PONOMAREV, ALEXANDER V., and ANDREY A. LAPSHIN. "FORMATION OF SKILLS OF FUTURE ARCHITECTS: A PROGRAM-TARGET APPROACH." PRIMO ASPECTU, no. 4(60) (December 2024): 80–86. https://doi.org/10.35211/2500-2635-2024-4-60-80-86.

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Based on research, the article identifies the most important skills of the future necessary for the professional activity of architects in the opinion of students, teachers, employers and graduates working in the specialty: stress tolerance, creativity, sociability, project thinking, critical thinking. The analysis of traditional university activities for their impact on the formation of students' skills has been carried out in order to identify the most effective ones. Based on the data obtained, the target program "Formation of future skills" has been developed, consisting of three modules:

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SANTOS, Guilherme Mendes Tomaz dos. "INTERNACIONALIZAÇÃO EM CASA: REFLEXÕES PARA O CONTEXTO DA EDUCAÇÃO MATEMÁTICA EM TEMPOS DE PANDEMIA DA COVID-19." Boletim de Conjuntura (BOCA) 5, no. 14 (2021): 110–15. https://doi.org/10.5281/zenodo.4515130.

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The present study aimed to reflect on the potential of internationalization at home for the context of Mathematics Education in times of the pandemic of COVID-19. For this, it analyzes the internationalization of the curriculum and its aspect through internationalization at home. It brings didactic-pedagogical possibilities for teaching mathematics in different contexts in the light of digital technologies. It recognizes internationalization as a positive alternative for teaching-learning processes. Finally, he points out that it is a trend in the field of Mathematics Education and can enable

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Thi Bao Chau, Nguyen, та Phan Do Quynh Tram. "TRÍ TUỆ CẢM XÚC CỦA SINH VIÊN NGÀNH SƯ PHẠM TIẾNG ANH". TẠP CHÍ KHOA HỌC NGÔN NGỮ VÀ VĂN HÓA 7, № 1 (2023): 1–11. https://doi.org/10.63506/jilc.0701.70.

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Emotional intelligence (EI) is considered one of the most important factors that predicts individual success. This paper reports a study on EI of a group of 73 EFL pre-service teachers at Hue University of Foreign Languages and International Studies and its relationship with their academic achievement. Using the survey built on TEIQue-SF, the result of the study shows that students perceived they had moderate EI, with relatively high well-being but with low self-control and sociability. Also, the relationship between EI and academic achievement is not very significant in this study. The paper

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Баліка, Людмила, та Філоненко Руслана. "ПЕДАГОГІЧНА БІБЛІОТЕРАПІЯ У ПРОФЕСІЙНІЙ ПІДГОТОВЦІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ". Інноватика у вихованні, № 20 (24 листопада 2024): 36–44. http://dx.doi.org/10.35619/iiu.v1i20.641.

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The article emphasizes the importance of improving the professional training of future primary school teachers, who will be able to qualitatively implement new technologies, methods, forms, and tools in their professional activities. Pedagogical bibliotherapy is analyzed as a component of professional training of future primary school teachers. In psychological and pedagogical science, pedagogical bibliotherapy is considered as a field of knowledge that contributes to the creation of a psychologically comfortable educational environment in which an optimistic attitude towards the world is form

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SÖZER BOZ, Esra, Derya AKBAŞ, and Nilüfer KAHRAMAN. "Modeling unobserved heterogeneity using person-centered approaches: Latent profiles of preservice teachers' emotional awareness." International Journal of Assessment Tools in Education 10, no. 1 (2023): 129–44. http://dx.doi.org/10.21449/ijate.1148460.

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Latent Class and Latent Profile Models are widely used in psychological assessment settings, especially when individual differences are suspected to be related to unobserved class memberships, such as different personality types. This paper provides an easy-to-follow introduction and application of the methodology to the data collected as part of more extensive educational research investigating social-emotional competency profiles of preservice teachers (n=184) who responded to an Emotional Awareness Questionnaire. Suspected that there would be two or more latent emotional awareness sub-group

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Ibrahim, Abdel-Sattar. "Social Reinforcement Orientation Approach to Personality." Psychological Reports 56, no. 3 (1985): 743–50. http://dx.doi.org/10.2466/pr0.1985.56.3.743.

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Using the new Social Reinforcement Orientation Checklist, this paper reviewed data collected from four different cultures to verify the validity of the hypothesis that orientation toward use of social reinforcing actions in dealing with others can be regarded as a consistent personality tendency. The checklist has 50 items such as smiling broadly, shaking hands with others, etc., to be rated by a respondent on a 3-point scale to indicate the extent of using each item in daily social interactions. The checklist has satisfactory reliability, identifying consistent and stable personality differen

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Savchenkov, Alexey Viktorovich, and Natalia Viktorovna Uvarina. "Motivational and value-based component of future teachers’ readiness for moral education: Concept clarification." Science for Education Today 11, no. 2 (2021): 55–79. http://dx.doi.org/10.15293/2658-6762.2102.03.

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Introduction. The article is devoted to future teachers’ professional values as a regulatory basis for enhancing their readiness for moral education provision which includes integrated personal and professional values, beliefs and attitudes, commitment to moral education and self-motivation. The article reviews and analyzes international and Russian studies on teacher education in order to clarify the content of the motivational and value-based component of future teachers readiness for moral education. Materials and Methods. The study adopts systematic, axiological, contextual, nuclear and pe

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Chekhratova, Olena. "Determining the level of learner autonomy of pre-service English teachers." Bulletin of Luhansk Taras Shevchenko National University, no. 1 (355) (2023): 62–69. http://dx.doi.org/10.12958/2227-2844-2023-1(355)-62-69.

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The article discusses the importance of promoting learner autonomy and life-long learning in the modern education system. In Ukraine, there is a significant challenge in implementing learner autonomy at all levels of education, as students are required to comprehend the relevance, application, and potential outcomes of knowledge rather than just acquiring it. Monitoring tools are becoming essential in assessing educational outcomes and adapting to current educational requirements. Constructing a factor-criterion model of pre-service English teachers, the article identifies factors affecting le

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BANIT, Olga, and Olena MERZLIAKOVA. "Identification the key strategies of resilience of Ukrainian teachers in the conditions of war." EUROPEAN HUMANITIES STUDIES: State and Society, no. 1 (February 28, 2023): 4–23. http://dx.doi.org/10.38014/ehs-ss.2023.1.01.

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Background. The problem of individual resilience is becoming especially relevant today, when Ukraine is at war. The issue of preserving physical and mental health of Ukrainians is especially important. No one here was not ready to live and work in war conditions. At the same time, we are able to form an optimal response to these events with the help of resilience. The purpose of the article is to identify the key resilience strategies of Ukrainian teachers in war conditions based on the analysis of the results of the research conducted by the authors. Methods. This research is a part of wider

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Романюк, Вікторія. "МОНІТОРИНГ СТАНУ СФОРМОВАНОСТІ СОЦІОКУЛЬТУРНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ВЧИТЕЛІВ АНГЛІЙСЬКОЇ МОВИ (КОНСТАТУВАЛЬНИЙ ЕТАП ПЕДАГОГІЧНОГО ЕКСПЕРИМЕНТУ)". Педагогічні науки: теорія, історія, інноваційні технології 4, № 138 (2024): 112–23. http://dx.doi.org/10.24139/2312-5993/2024.04/112-123.

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The article describes the monitoring of the state of formation of sociocultural competence of future foreign language teachers of higher education institutions of Ukraine. The socio-cultural competence of foreign language teachers was divided according to 12 indicators which we will combine into 3 groups: 1) motivational and value criterion: the level of motivation to carry out socio-cultural activities; the level of intrapersonal need for the formation of sociocultural competence; the level of attitude towards the cultural realities of native and foreign-speaking countries; 2) informational a

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Lebedyk, Lesya, and Oleksandr Blokha. "FORMATION OF LEADERSHIP QUALITIES OF FUTURE TEACHERS OF EXTRA-SCHOOL EDUCATION INSTITUTIONS BY MEANS OF STUDENT SELF- GOVERNMENT." Theory and practice of social systems management, no. 4 (January 10, 2025): 122–43. https://doi.org/10.20998/2078-7782.2024.4.09.

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The article is devoted to the actual problem of forming the leadership qualities of future teachers of out-of-school education institutions by means of student self-government. The authors reasonably prove that the effectiveness of the researched process ensures the observance and implementation of the main six pedagogical conditions identified by them. The study revealed significant obstacles to the growth of the role of student self-government in the professional training of future teachers of extracurricular education institutions: insufficient level of formation of important leadership qua

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Brytskyi, Oleksandr. "MULTICOMPONENT STRUCTURE OF FUTURE TEACHERS’ PROFESSIONAL READINESS IN THE CONTEXT OF MODERN EDUCATION." Problems of Modern Teacher Training, no. 1(31) (May 28, 2025): 23–30. https://doi.org/10.31499/2307-4914.1(31).2025.333777.

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The article is devoted to the study of future teachers’ professional readiness as a multi component structure. The article deals with the essence of teachers’ professional readiness, its main components and factors influencing its formation. The purpose of the study is to define and analyze the multi component structure of future teachers’ professional readiness, identify the main components and factors influencing its formation. The research methods include theoretical analysis of scientific literature on the professional readiness of teachers, systematic analysis to identify the components o

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Perren, Sonja, Fabio Sticca, Barbara Weiss-Hanselmann, and Carine Burkhardt Bossi. "Let us play together! Can play tutoring stimulate children’s social pretend play level?" Journal of Early Childhood Research 17, no. 3 (2019): 205–19. http://dx.doi.org/10.1177/1476718x19849248.

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Social pretend play may have a positive impact on children’s social development because it involves positive peer interactions and challenges their social-cognitive abilities. The current study aimed to investigate whether variations in play tutors’ active support and play management are associated with variations in children’s social pretend play level in the context of a pretend play tutoring intervention. Moreover, the moderating role of children’s social skills (cooperative behaviour and sociability) was examined. In total, 50 children from eight playgroups participated in the study (50% f

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Ashwini., C. Ashwath. "TEACHING SOFT SKILLS - A NECESSITY IN MODERN ERA." Shanlax International Journal of Arts, Science and Humanities 6, S2 (2019): 1–7. https://doi.org/10.5281/zenodo.2573747.

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<em>The purpose of education is to make good human beings with skills and expertise, and enlightened human beings can be created by teachers. Similarly, it is applicable to other fields also because one can be successful when one’s modus operandi is systematic with skills and prowess. In fact, there is a lot of difference between skilled work and unskilled work. When something is done without any planning and the proper use of skills, it cannot be finished successfully. That is what unskilled work achieves. Due to technological advancements, skilled people get more opportunities now-a-da

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Russell, Alan, Craig H. Hart, Clyde C. Robinson, and Susanne F. Olsen. "Children's sociable and aggressive behaviour with peers: A comparison of the US and Australia, and contributions of temperament and parenting styles." International Journal of Behavioral Development 27, no. 1 (2003): 74–86. http://dx.doi.org/10.1080/01650250244000038.

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Links between both temperament and parenting, and children's sociable and aggressive behaviour with peers (physical and relational), were examined. The research was undertaken in two Western cultures (the United States and Australia) assumed to be similar in socialisation practices and emphases. The moderating effects of parent sex and child sex were also examined. Parents completed questionnaires on parenting styles and child temperament. Preschool teachers rated children's aggressive and sociable behaviour. US children were rated higher on both types of aggression by teachers and on sociabil

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Kashuba, Anatolii. "PREPARATION OF FUTURE TEACHERS OF PHYSICAL CULTURE FOR THE ORGANIZATION OF COMPETITIVE ACTIVITIES OF SCHOOL STUDENTS FROM SPORTS GAMES." Social work and social education, no. 1(12) (April 30, 2024): 232–42. http://dx.doi.org/10.31499/2618-0715.1(12).2024.305355.

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The article analyzes the state of training of future teachers of physical culture in general and the organization of competitive activities of schoolchildren in sports games in various higher education institutions in the process of studying professional disciplines aimed at mastering the necessary skills in the plane of both psychological and pedagogical and special / professional training.The author found out that the conditions of the modern school determine the need for professional training of future physical culture teachers of a new profile. A certain level of developed qualities is nec

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Mijatović, Luka, and Nevena Strižak. "Emotional intelligence as a personality trait and burnout among preschool teachers." Nastava i vaspitanje 72, no. 2 (2023): 153–68. http://dx.doi.org/10.5937/nasvas2302153m.

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Research in the field of education is increasingly recognizing the importance of emotional intelligence (EI). This paper analyses the connection between EI traits and burnout among preschool teachers, as well as the relationship between these constructs and the length of their work experience. Participants in the research were preschool teachers (N = 64) employed in the preschool education system in Belgrade, Serbia. Data on the EI trait were obtained through the Trait Emotional Intelligence Questionnaire (TEIQue), which provides insight into certain factors of this construct, namely: Well-Bei

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Bilous, O. "SOFT SKILLS DEVELOPMENT OF PRIMARY SCHOOL TEACHER OF THE NEW UKRAINIAN SCHOOL: METHODOLOGICAL GUIDELINES." Aesthetics and Ethics of Pedagogical Action, no. 29 (June 14, 2024): 63–75. http://dx.doi.org/10.33989/2226-4051.2024.29.306136.

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The review article characterizes the priorities for primary school teachers’ soft skills development, taking into account the conditions of the New Ukrainian School. According to the results of the survey based on the method of ranking primary school teachers in Kyiv, who implement the concept of the NUS in modern conditions, we have found that practicing teachers unevenly ranked the main soft skills in terms of importance in their professional activities, which requires finding forms and methods of their improvement and development in the conditions of formal, non-formal and informal educatio

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Koishigulova, L. E., and А. Kisamedenova. "PSYCHOLOGICAL AND PEDAGOGICAL FEATURES OF FORMING LEADER QUALITIES IN FUTURE PSYCHOLOGISTS." BULLETIN Series of Pedagogical Sciences 65, no. 1 (2020): 147–51. http://dx.doi.org/10.51889/2020-1.1728-5496.26.

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This article discusses the psychological and pedagogical features of the formation of leadership qualities in future teachers-psychologists. Requirements for leadership qualities are provided by a combination of personality qualities, which allows future professionals to effectively carry out professional activities. In modern conditions, the future specialist must possess not only professional knowledge, skills, but also a certain set of leadership qualities that allow him to successfully realize his creative potential in practical activities. The psychological and pedagogical features of the

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