Suchergebnisse

This study explores the relationship between topic work, as a teaching and learning method based on the philosophy of open classrooms and pupil's motivation. Topic work, as a methodology emerged in our school after 1990's, to support democratization in the relationship between teacher and pupils. Topic work had a stretch in Elbasan's schools for more than 8 years, while this methodology has a long story and has been adopted across European and American schools. In these countries, the method continues to grow in its popularity. In the beginning, this paper will describe the principles of topic work based on literature about this theme, and the role of motivation in the attitude of children towards school. The motivation, likewise is analyzed based on recent findings in the educational psychology field. Comparing the principles of topic work, with elements of motivation especially of intrinsic motivation, it will be concluded that topic work as methodology includes a lot of elements of intrinsic motivation. With the changing of curriculum demands, teachers can rely on this methodology to motivate pupils, to be closer to their needs and closer to recent developments in education policy. DOI:10.5901/ajis.2013.v2n8p311

This research paper intends to elucidate and ascertain prevailing leadership styles that principals of elementary education employ, along with their influence on the overall degree of motivation and teachers' job satisfaction. Quantitative method has been used in order to describe the relationship among the leadership style, motivation and job satisfaction. This study has been conducted with 700 elementary-school teachers respectively in the districts of Tirana, Durrës and Elbasan in Albania. In the findings of this study, the passive leadership style and the active leadership style dominate in the same values in the teachers' perception as the most widely used styles of their headmasters/principals in the basic education. From the regression analysis, it turned out that the active and passive styles are statistically valid predictors of satisfaction and motivation of teachers at work. There is a positive moderate relation between the active style (transformational/ contingent reward) and job satisfaction. The findings of this paper will facilitate additional studies that must be conducted in the quest for broadening the leader's responsibilities and approaches to enhance working conditions, cultivate greater teacher motivation, and foster satisfaction within the environment they operate.

Received: 12 April 2023 / Accepted: 11 June 2023 / Published: 5 July 2023