<?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%">Elnur Rustamov</style></author><author><style face="normal" font="default" size="100%">Matanat Aliyeva</style></author><author><style face="normal" font="default" size="100%">Narinj Rustamova</style></author><author><style face="normal" font="default" size="100%">Zalova-Nuriyeva, U.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ADAPTATION OF THE SCHOOL CLIMATE QUESTIONNAIRE: ITS ASSOCIATION WITH PSYCHOLOGICAL DISTRESS, ACADEMIC SELF-EFFICACY, AND MENTAL WELLBEING IN AZERBAIJAN</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 self-efficacy</style></keyword><keyword><style  face="normal" font="default" size="100%">educational psychology</style></keyword><keyword><style  face="normal" font="default" size="100%">mental wellbeing</style></keyword><keyword><style  face="normal" font="default" size="100%">psychological distress</style></keyword><keyword><style  face="normal" font="default" size="100%">quantitative research</style></keyword><keyword><style  face="normal" font="default" size="100%">school climate</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1691444201.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">81</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%">School climate is an important concept in the field of education. Therefore, the aim of this study was to adapt the School Climate Questionnaire for use with Azerbaijani adolescents and explore the relationships between school climate, psychological distress, academic self-efficacy, and mental wellbeing. Data were collected from 1204 adolescents in Azerbaijan using convenience sampling. During the adaptation process, confirmatory factor analysis, criterion-related validity, and reliability analyses were performed. Additionally, the relationships between school climate and psychological distress, academic self-efficacy, and mental wellbeing were examined using PROCESS mediational analysis. The results of the confirmatory factor analysis indicated that the scale consisted of 22 items, had a three-dimensional structure, and showed a good fit. Moreover, the results showed that school climate was negatively associated with depression, anxiety, and stress, and positively related to academic self-efficacy and mental well-being. Lastly, the results revealed that school climate had a mediating effect on mental well-being via psychological distress and academic self-efficacy. All of these results suggest that the Azerbaijani version of the School Climate Questionnaire has acceptable psychometric properties.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">517-530</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%">Maya Bitsadze</style></author><author><style face="normal" font="default" size="100%">Marine   Japaridze</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PERSONAL AND SOCIAL ASPECTS OF TEACHER BURNOUT IN GEORGIA</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%">locus of control</style></keyword><keyword><style  face="normal" font="default" size="100%">school climate</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher burnout</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420361738.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">59</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The study aimed to identify personal and social factors having impact on teacher burnout in Georgia. The survey was conducted on 373 Georgian school teachers. Teacher burnout phenomena was studied in connection with psychological factor such as locus of control and social factors - school climate dimensions: Principals' attitude to teachers, teachers' attitude to colleagues and to students. Qualitative and quantitative methods were used for the research. The highest teacher burnout was identified on Emotional Exhaustion subscale of burnout. Correlatios were confirmed between burnout and locus of control, school climate variables and burnout, teacher burnout and number of students. The research findings are important as teacher burnout identification and its prevention is closely connected to teacher well-being and health ultimately having impact on teaching quality.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">7-14</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%">Zita  Jenisová</style></author><author><style face="normal" font="default" size="100%">Martin  Bílek</style></author><author><style face="normal" font="default" size="100%">Mariana  Šranková</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PROJECT ORIENTED CHEMISTRY INSTRUCTION AT A SLOVAK BASIC SCHOOL: LEARNERS´, TEACHERS´AND SCHOOL VISITORS´OPINION</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%">opinions of learners</style></keyword><keyword><style  face="normal" font="default" size="100%">project oriented instruction</style></keyword><keyword><style  face="normal" font="default" size="100%">school climate</style></keyword><keyword><style  face="normal" font="default" size="100%">school project</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%">March/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1399917059.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The paper deals with an example of the project oriented instruction. The described school project &quot;Healthy and Non-healthy Nutrition&quot; ran at Basic School Jarok, Slovak Republic. In the first part of the article, authors analyze the theoretical background of the project instruction, its advantages, disadvantages, threads and limits. In the second part, the entire project is described. It is structured into two phases. The first one involves project work of pupils, i.e. searching, collecting, processing information on the topic; in the second phase results are introduced to other pupils, teachers and the public. The materials were presented in the form of workshop which was attended by both active participants (i.e. pupils working on the project and their teachers) and visitors (i.e. other pupils, teachers, parents and guests). The project covers five topics (Vitamins, Carbohydrates, Cereal products, Lipids, Drinks). Materials relating to each topic were presented by pupils in attractive ways at separate checkpoints, being supported by competitions and games. At the final checkpoint the feedback (participants´ opinion) was collected from all participants and visitors in the form of questionnaires. They aimed at three groups: pupils, teachers and visitors. Totally 186 pupils, 27 teachers and 67 visitors participated in the project or attended the workshop. The questionnaires monitored the attractiveness of the project instruction for pupils and teachers, evaluated the suitability of the project method for teaching Chemistry and other subjects, etc. Generally said, the topic and method were highly appreciated by the participants and visitors, they supported motivation and created positive image of the school. The project instruction was recognized to be suitable for extended application in the future. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">20-26</style></section></record></records></xml>