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All Journal Emerging Science Journal
Gabrhelová, Gabriela
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Environmental Science

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Gender Differences and Stereotypes in Teacher Resilience Research Barnová, Silvia; Vochozka, Marek; Krásna, Slávka; Gabrhelová, Gabriela; Barna, Denis
Emerging Science Journal Vol 8 (2024): Special Issue "Current Issues, Trends, and New Ideas in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2024-SIED1-011

Abstract

In the present study, the issues of teacher resilience and the persistent gender stereotypes in the field are discussed. The main objective of the conducted research study was to examine the presence of gender-stereotype-confirming behavior in coping with adversity in vocational school teachers. The Connor-Davidson Resilience Scale CDRISC-25SLOVAKwas selected as the most suitable research instrument, by means of which gender differences in the participants’ (N=474) responses in its subscales were studied. The results obtained confirmed the hypothesis presuming the existence of gender differences in the achieved scores in five of the seven dimensions of the scale, and also stereotype-confirming behaviors—according to which men are rational problem solvers while women tend to apply emotion-focused coping strategies—were reported. This knowledge can be the first step towards introducing measures with the aim to provide individuals of all genders with opportunities to broaden their scale of coping strategies and promote resilience in them. Since vocational school teachers are on the periphery of researchers’ interest and no available extensive study has been focused on gender differences in teacher resilience, the research findings aim to fill the gap in the existing knowledge, provide unique data for policymakers, and create a basis for further resilience research. Doi: 10.28991/ESJ-2024-SIED1-011 Full Text: PDF
Reducing the Incidence of Bullying in Secondary Schools Gabrhelová, Gabriela; Pasternáková, Lenka; Barnová, Silvia
Emerging Science Journal Vol 8 (2024): Special Issue "Current Issues, Trends, and New Ideas in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2024-SIED1-026

Abstract

The present study discusses the issues of bullying prevention in secondary schools with the objective of finding out about the efficiency of the experiential learning method in this context. Within a more extensive research study under realisation, the method of pedagogical experiment was applied to a sample of 100 vocational school students, and its partial results are presented. A set of experiential activities was prepared for teachers and used by them in the experimental group (50 students) within a 10-month bullying prevention program. In the control group (50 students), traditional methods of bullying prevention were used. To examine the effect of the intervention, the Olweus Bullying Questionnaire was administered to the participating students before and after the intervention (pre-test and post-test). The obtained research results suggest that the implementation of experiential learning activities contributed to a more positive school climate and favourable conditions for the realisation of bullying prevention in the participating school. Although given the limits of the research study, the present findings cannot be generalised to the entire population of vocational school students, the study brings unique data that fill the gap in current knowledge and create a basis for further research activities. Doi: 10.28991/ESJ-2024-SIED1-026 Full Text: PDF
Determinants of the Realization of Second Chance Education Pasternáková, Lenka; Barnová, Silvia; Zelina, Miron; Krásna, Slávka; Gabrhelová, Gabriela
Emerging Science Journal Vol. 7 (2023): Special Issue "Current Issues, Trends, and New Ideas in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2023-SIED2-015

Abstract

The aim of the study is to present a newly developed research instrument examining the determinants of second chance programmes' success or failure from the perspective of teachers. In the theoretical part of the study, the authors elaborate on the issues of second chance education and focus on factors having a direct impact on the results of its realization. Subsequently, the Second Chance Education Indicators Questionnaire developed by the authors, the results of the carried out internal factorial analysis, as well as the calculated correlations, are presented. Based on the gathered data from 1,038 teachers, seven factors – "Satisfying employers' needs in the field of education"; "Promoting the development of teachers' competencies for second chance education"; "Providing teachers with support in developing their professional skills in the field of second chance education"; "Funding schools providing second chance education"; "The system of dual VET in second chance education"; and "Potentials for increasing the quality of second chance education" – were identified, and the existence of an internal factorial structure was confirmed. Since there is no other available research tool for identifying these determinants, it can be assumed that the Second Chance Education Indicators Questionnaire is a unique research tool, which can be used for further research activities and can contribute to broadening the current knowledge in the field. Doi: 10.28991/ESJ-2023-SIED2-015 Full Text: PDF
Gender Differences and Stereotypes in Teacher Resilience Research Barnová, Silvia; Vochozka, Marek; Krásna, Slávka; Gabrhelová, Gabriela; Barna, Denis
Emerging Science Journal Vol. 8 (2024): Special Issue "Current Issues, Trends, and New Ideas in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2024-SIED1-011

Abstract

In the present study, the issues of teacher resilience and the persistent gender stereotypes in the field are discussed. The main objective of the conducted research study was to examine the presence of gender-stereotype-confirming behavior in coping with adversity in vocational school teachers. The Connor-Davidson Resilience Scale CDRISC-25SLOVAKwas selected as the most suitable research instrument, by means of which gender differences in the participants' (N=474) responses in its subscales were studied. The results obtained confirmed the hypothesis presuming the existence of gender differences in the achieved scores in five of the seven dimensions of the scale, and also stereotype-confirming behaviors”according to which men are rational problem solvers while women tend to apply emotion-focused coping strategies”were reported. This knowledge can be the first step towards introducing measures with the aim to provide individuals of all genders with opportunities to broaden their scale of coping strategies and promote resilience in them. Since vocational school teachers are on the periphery of researchers' interest and no available extensive study has been focused on gender differences in teacher resilience, the research findings aim to fill the gap in the existing knowledge, provide unique data for policymakers, and create a basis for further resilience research. Doi: 10.28991/ESJ-2024-SIED1-011 Full Text: PDF
Reducing the Incidence of Bullying in Secondary Schools Gabrhelová, Gabriela; Pasternáková, Lenka; Barnová, Silvia
Emerging Science Journal Vol. 8 (2024): Special Issue "Current Issues, Trends, and New Ideas in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2024-SIED1-026

Abstract

The present study discusses the issues of bullying prevention in secondary schools with the objective of finding out about the efficiency of the experiential learning method in this context. Within a more extensive research study under realisation, the method of pedagogical experiment was applied to a sample of 100 vocational school students, and its partial results are presented. A set of experiential activities was prepared for teachers and used by them in the experimental group (50 students) within a 10-month bullying prevention program. In the control group (50 students), traditional methods of bullying prevention were used. To examine the effect of the intervention, the Olweus Bullying Questionnaire was administered to the participating students before and after the intervention (pre-test and post-test). The obtained research results suggest that the implementation of experiential learning activities contributed to a more positive school climate and favourable conditions for the realisation of bullying prevention in the participating school. Although given the limits of the research study, the present findings cannot be generalised to the entire population of vocational school students, the study brings unique data that fill the gap in current knowledge and create a basis for further research activities. Doi: 10.28991/ESJ-2024-SIED1-026 Full Text: PDF
Co-Authors Barna, Denis Barnová, Silvia Krásna, Slávka Pasternáková, Lenka Vochozka, Marek Zelina, Miron