<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ludvík Eger</style></author><author><style face="normal" font="default" size="100%">Michaela Prášilová</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE RELATION BETWEEN SCHOOL CULTURE SUB-CATEGORIES AND EXPECTED RESULTS OF LEARNING PROCESS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">culture gaps</style></keyword><keyword><style  face="normal" font="default" size="100%">school culture</style></keyword><keyword><style  face="normal" font="default" size="100%">school culture inventory</style></keyword><keyword><style  face="normal" font="default" size="100%">shaping school culture</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/457-1581494788.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The aim of the research was to find out what factors of school culture affect the expected results of teaching and learning processes in basic schools. The research evaluated current and desired school culture in selected basic schools to identify culture gaps. Research using School Culture Inventory explored relations among selected sub-categories, namely between the sub-categories focused on shared objectives, trust in school leadership, and on managerial approach and the important sub-categories focused on innovation process and expected results of teaching and learning processes. The independent evaluators were final year students of the Faculties of Education from two universities in the Czech Republic who assessed schools after one month of their position at the selected schools (the research sample included 182 basic schools). The findings provided the evidence of current culture gaps and of a positive association between higher positive evaluations in the sub-category leadership and management and the sub-category expected results of teaching and learning processes. The results brought by the research will help school leaders when they plan to shape or change the culture of the schools they manage.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">48-60</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mzia Tsereteli</style></author><author><style face="normal" font="default" size="100%">Khatuna  Martskvishvili</style></author><author><style face="normal" font="default" size="100%">Ia  Aptarashvili</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE IMPACT OF PUBLIC HIGH SCHOOL MANAGEMENT SYSTEM ON ACADEMIC ACHIEVEMENT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">academic achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">school culture</style></keyword><keyword><style  face="normal" font="default" size="100%">school management</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1406541769.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">32</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The goal of present study is to investigate the impact of school culture on academic achievement level. Specifically, the influence of school management system on students' performance. The study represents the part of the National Assessment in Math. 234 public schools principals were administered with the questionnaire for school principals. The questionnaire consisted of several blocks: the new style of school management; evaluation of effectiveness of teachers' work; evaluation of effectiveness of various school boards; participation of teachers and students in professional trainings, conferences and scientific competitions; various events for students as well as for parents. Result showed that school management system predicts level of students' academic achievement. Specifically, among the best predictors are following variables: democratic strategies of class management, school board effectiveness, popular-scientific meetings, and teachers' democratic approach to students. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">121-128</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mzia Tsereteli</style></author><author><style face="normal" font="default" size="100%">Khatuna  Martskvishvili</style></author><author><style face="normal" font="default" size="100%">Ia  Aptarashvili</style></author><author><style face="normal" font="default" size="100%">Tamta  Darsavelidze</style></author><author><style face="normal" font="default" size="100%">Shorena Sadzaglishvili</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PREDICTING STUDENT'S SELF-COMPETENCE USING SCHOOL CULTURE FACTORS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">school culture</style></keyword><keyword><style  face="normal" font="default" size="100%">self-competence</style></keyword><keyword><style  face="normal" font="default" size="100%">sense of happiness</style></keyword><keyword><style  face="normal" font="default" size="100%">sense of success</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1400136188.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">21</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Numerous studies in educational psychology field investigate academic achievement as well as factors influencing it. Generally, these studies are addressed to cognitive factors but non-cognitive factors, also play an important role in academic success. Presented paper deals with identification the factors associated to students’ self-competence, specifically, sense of success and happiness. 224 public schools 9th grade (age 15-16) 5385 students (2655 girls and 2683 boys) were administered with the questionnaire consisted of several blocks: parents involvement in school life, class climate and school culture. Result shows that the best predictors for sense of success in school environment are: parent involvement in academic life, parent learning attitudes, their belief of child’s success coping with academic problems, teaching style of teacher, specifically, problem based teaching. The best predictors for student sense of happiness are: student’s self-perception of dealing with problem and involvement in learning processes. The study has implication for school teachers and experts of educational psychology. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">163-169</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ineta Daiktere</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CREATING, FOSTERING, AND SUSTAINING SCHOOL CULTURE IN LATVIA: COMMUNICATION WITH STAKEHOLDERS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">principal</style></keyword><keyword><style  face="normal" font="default" size="100%">school culture</style></keyword><keyword><style  face="normal" font="default" size="100%">school culture implementation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1393266809.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The primary purpose of this study was to explore communication process in schools provided by principals and the degree of stakeholders’ involvement in the process of development of the desirable school culture. 357 principals, 152 teachers and 78 technical staff members anonymously completed specially developed questionnaires about school culture. It was revealed that the main target groups for principals are teachers, parents, community and pupils. There is still an opportunity to develop better communication with assistant staff members. Communication in schools is still realized in more traditional ways i.e. in oral form of communication with different size of groups and in written form as leaflets distributed in the staff rooms. This study demonstrates that electronic communication was rarely used in a respondent group or at least was not used systematically in the assistant staff group.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">30-35</style></section></record></records></xml>