Zeitschriftenartikel zum Thema „Experience of school inspectors“

Unquestionably, studies focusing on school leaders’ stress while managing schools have received extensive attention. However, there is still a lack of research focusing on deputies’ stress, even though deputies play an essential role in a school’s improvement process. Despite deputies’ dual roles, it is an accepted fact that deputies do experience stress while simultaneously dealing with their ‘superiors’, fulfilling their administrative tasks and helping teachers to work at their fullest capacity. Based on these two noteworthy premises, this mixed-methods study was designed to explore and address whether dealing with educational superiors causes stress to primary deputies. Regarding the sample, 120 deputies from across 45 primary public schools in two urban districts were selected as respondents for the study. Regarding the quantitative data, the non-parametric and descriptive statistics were employed in determining deputies’ views of their superiors. Further, eleven deputies were interviewed, and their anonymity was also protected to sustain the ethical considerations of the study. As expected, truculent attitudes and criticisms from school inspectors and parents were highlighted by deputies as contributing to their experiences of stress, with the levels of stress being classified as ‘moderate’ based on their demographic differences. Surprisingly, primary deputies revealed that they do not face much stress when working with their own head teachers; in fact, primary deputies informally revealed that their heads were quite open and understanding of their viewpoints and lenses.

Responses from 309 randomly sampled Hong Kong primary school music teachers to the shortened version of the Chinese Teacher Stress Questionnaire were subjected to a descriptive percentage analysis, one-way ANOVA and independent t test. Obtained results identify five key stressors: “changing education policy of the government”; “being observed by colleague, student teachers, college tutors, inspectors or parents”; “too much subject matter to teach”; “inclusive education”; and “additional administrative work”. An explanation is offered identifying stressor responses being underpinned by either global or contextual issues, while others by a combination of both. Unlike other studies that found relations between stressors and respondents’ individual characteristics, the results of this study uniquely display no significant statistical evidence to link music teachers’ stressor response levels with age, teaching experience, education, specialization or teaching-related workload. The evidence here supports the view that stressors are neutral and reported stressor response levels reflect global or contextual factors which can be intensified by a combination of both.

To determine the effects and interaction effects of teachers' characteristics on perceptions of pupils' learning and behavioural problems, the Devereux Elementary School Behaviour Rating Scale (DESB) was used in this study. The data obtained on the variables of teacher's sex, teaching experience and teacher's contact with inspectors of psychological services, were analysed by means of a three-way analysis of variance (ANOVA) for the unbalanced design. Results indicated significant interaction effects for Factors 4, 6, 10 and 11. These Factors are external blame, external reliance, creative initiative and need for closeness to the teacher, respectively. Non-significant interaction effects were recorded for Factors 1 (classroom disturbance), 2 (impatience), 5 (achievement anxiety), 8 (inattentive-withdrawn), 9 (irrelevant-responsiveness), and Nonfactor items 27 (inability to change from one task to another) and 41 (slow to complete work). The variables of sex, contact and experience had significant influence on perceptions of Factors 3 (disrespect-defiance), 7 (comprehension) and Nonfactor Item 40 (desire to quit or give up), respectively.

In Elementary Schooling and the Working Classes, 1860–1914, J. S. Hurt employs what has become a classic opening in works of social history. “Much of the history of education,” he declares, “has been written from the top, from the perspective of those who ran and provided the schools, be they civil servants or members of the religious societies that promoted the cause of popular education. Little has been written from the viewpoint of those who were the recipients of this semi-charitable endeavour, the parents who paid the weekly schoolpence and the children who sat in the schoolrooms of nineteenth-century England.”Hurt's point is well taken, but he leaves himself open to the retort that he also draws his information mainly from official sources. The parents rarely speak in his book, the children almost never. One could make the same criticism of Phil Gardner's The Lost Elementary Schools of Victorian England. Gardner claims that the so-called dame schools, the private venture schools that served a large fraction of the Victorian working class, were unfairly disparaged and suppressed by educational bureaucrats. But he too depends largely on bureaucratic reports to reconstruct the history of schools outside the state system. Neither Gardner nor Hurt quite succeeds in plumbing educational history to the very bottom: they do little to reconstruct the classroom experience from the viewpoint of the working-class child.What sources could we use to recover that history? There are, of course, the reports of school inspectors, but Gardner warns us that they had a vested interest in condemning dame shools.

<em>Teachers are one of the most important components in education system. Apart from teaching learning, teachers are directly involved towards mental, physical, moral, spiritual, and psycho-social development of the students. This study conducted in Jalpaiguri, a Sarva Shiksha Mission (SSM) district of West Bengal to evaluate and assess the level of achievement earned by the Elementary Teachers from the SSM. While the level of attitude of school teachers towards elementary education (Y) had been the dependent/predictor character (Y), the contributory factors had been Age (X₁), Education of teachers (X₂), Training Experience (X₃), Year of Experience (X₄), Engagement in other activity (X₅), Family Income (X₆), Social Participation (X₇), Interaction with Head Teacher (X₈), Interaction with School Inspectors (X₉), Interaction with SSM Personnel (X₁₀), Organizational Interfacing (X₁₁), Involvement in SSM activities (X₁₂), Value Judgement (X₁₃), Response about SSM activities (X₁₄), Use of TL Materials (X₁₅), Exposures to Media (X₁₆), and Opinion about present education system (X₁₇). The statistical analysis illustrated that while the variables: like (1) Education of teachers (X₂), Engagement in other activity (X₅), Family Income (X₆), Social Participation (X₇), Interaction with Head Teacher (X₈), Use of TL Materials (X₁₅) had wielded a substantive effect on the determining level of attitude of school teachers towards elementary education (Y) and (2) variables: like Year of Experience (X4),</em><em> Interaction with Head Teacher (X₈) have been found to exercise significant regressional effect on the level of attitude of school teachers towards elementary education (Y).</em>

Our study aims to highlight one of the most important aspects of the Elbasan Prefecture, the educational aspect during 1925-1928. In order to analyze the education during the mentioned years, the attention and tradition and educational environment of Elbasan had to be considered during the earlier periods since the Ottoman conquest. The historical educational experience culminated in the opening of the "Normal" School in 1909, the first high school that trained and prepared teachers' teachers for the Albanian language; experience and educational achievements of 1920-1924, years in which education was given priority on the basis of the principles of massivization, nationalization, secularization and unification. Given this educational tradition even during the years we have been studying, the Prefecture of Elbasan has taken important steps in Education. In the educational development of Elbasan, the intellectual elite and educated teachers in the West, Austria and Italy, etc., who together with their scientific formation brought together the Elbasan City and the educational experience of the countries of who came. Problems, the level of primary and secondary education, the difficulties in the education system, the lack of school buildings and funds for opening and maintaining them, the education of women in special schools by males, and the charitable activity of elbasanas in terms of education, the school of education of the children of the region are some of the aspects that we have included in our study. Through this paper, the educational aspect of 1925-1928, a little handled in the context of the local history of the Elbasan Prefecture, sheds light on. Keywords: education, school, inspector of education, general director of education, "normal" school, plotor, student

Our study aims to highlight one of the most important aspects of the Elbasan Prefecture, the educational aspect during 1925-1928. In order to analyze the education during the mentioned years, the attention and tradition and educational environment of Elbasan had to be considered during the earlier periods since the Ottoman conquest. The historical educational experience culminated in the opening of the "Normal" School in 1909, the first high school that trained and prepared teachers' teachers for the Albanian language; experience and educational achievements of 1920-1924, years in which education was given priority on the basis of the principles of massivization, nationalization, secularization and unification. Given this educational tradition even during the years we have been studying, the Prefecture of Elbasan has taken important steps in Education. In the educational development of Elbasan, the intellectual elite and educated teachers in the West, Austria and Italy, etc., who together with their scientific formation brought together the Elbasan City and the educational experience of the countries of who came. Problems, the level of primary and secondary education, the difficulties in the education system, the lack of school buildings and funds for opening and maintaining them, the education of women in special schools by males, and the charitable activity of elbasanas in terms of education, the school of education of the children of the region are some of the aspects that we have included in our study. Through this paper, the educational aspect of 1925-1928, a little handled in the context of the local history of the Elbasan Prefecture, sheds light on. Keywords: education, school, inspector of education, general director of education, "normal" school, plotor, student

Catherine Corbett was the second woman to gain a medical degree from the University of Manchester Medical School in 1905; however, little was known about her life or work, apart from the fact that she was a School Medical Inspector (SMI) and never married. The rediscovery of her Diary in Serbia (1916) has revealed her work for the Scottish Women's Hospitals (SWH) during the First World War in Serbia (1915–1916). Her time alongside her female colleagues was a good experience, however the harsh conditions, especially those she experienced during a further period working in Russia (1916–1917), left her exhausted and psychologically stressed. After the war, her job as a SMI in Burnley and her pursuit of rock climbing helped her adjust to a normal life and allowed her to promote her views on female education.

In this study, conducting the needs analysis which is the first phase of a school-based curriculum for teaching principles and methods course was aimed. The research was designed as a case study and the participants, 15 pre-service teachers, eight instructors, five class teachers and five education inspectors were chosen by sampling criteria. The interviews and document analysis data collection methods were used to collect the data. In conclusion, in this study it has been found that there should be given place for objectives regarding cognitive skills, cognitive and affective comprehension dimensions in teaching principles and methods course; the subjects which are functional in practice and have common usage area should be included within content dimension. Besides, it has been identified that during the learning-teaching process the knowledge should be presented and explained, the quality of teaching service should be increased, pre-service teachers should be provided with authentic learning experiences, student centered approach should be used as a base; and it has been asserted that this process should be rearranged aiming at enhancing the practice dimension of it. Moreover, it has been seen that a measurement -evaluation process is needed which includes use of process-based alternative assessment tools and gives feedback to all assessment results.

In this article author discusses different patterns of learners’ thinking learning mathematics. The main topic of this article is related to the different perceptions of each pupil, the ability to analyze and draw conclusions, therefore, the author proposes to change the organization of the study process and divide pupils into two groups, which will provide opportunities to acquire knowledge for each type of thinking in separate groups and at the appropriate pace and level. The aim of the article is to analyze the results of mathematical learning using different types of thinking and strategies. Student inspections, which were used as primary documents and questionnaires with open questions, were used to collect the data. The analysis of documents and the author's long-term work experience form the study. In the initial stage of the study, a case study analysis method was used for data processing.

Architects, whether they are researchers, practitioners or teachers need better and improved tools to enable them communicate more effectively, change power relationships, co-construct knowledge and engage in real life problems. It is this that stimulated us to develop our own tool in the form of a game to contribute to the debate. Architects should be able to use their creative potential to design innovative tools for evaluating architectural design, and its sustainable aspects. By using such tools they may also be able to put themselves in a teaching role and create a learning experience for participants. Our experience from testing the game internationally in two primary and one secondary school with pupils made us believe that games need serious attention and consideration as a useful alternative to traditional teaching and research tools.

Recent reforms in England and the USA give evidence that teaching methods and content can change rapidly, given a strong external pressure, for example through economic incentives, inspections, school choice, and public display of schools’ and pupils’ performances. Educational activities in the Scandinavian countries have increasingly become dominated by obligations regarding assessment and grading. A common thread is the demand for equal and just assessment and grading through clear criteria and transparent processes. Torrance states that clarity in assessment procedures, processes, and criteria has underpinned widespread use of coaching, practice, and provision of formative feedback to boost achievement, but that such transparency encourages instrumentalism. He concludes that the practice of assessment has moved from assessment of learning, through assessment for learning, to assessment as learning, with “assessment procedures and practices coming completely to dominate the learning experience” and “criteria compliance” replacing “learning”. Thus, formative assessment, in spite of its proven educational potential, threatens to be deformative. In this article we will explore to what extent and how this development is visible in two cases, presenting music education in one Norwegian and one Swedish compulsory school setting. Three thematic threads run through this exploration: quality, power, and instrumentalism.

The purpose of this study was to investigate and identify the problems faced by female head teachers in the management of primary schools in Marange area in Mutare district in Manicaland province. The mixed method research design was used which incorporate both qualitative and quantitative methods. The target population in this study were the female head teachers in Marange area in Mutare district, teachers and the Education Officer of Marange area in Mutare district. Marange area in Mutare district has 52 primary schools, of which seven (7) are headed by female head teachers. The researchers used questionnaires and interview guides for collection of data. The interview was targeted for female head teachers and Education Inspector of Marange area in Mutare district. The data that was obtained was both quantitative and qualitative. Majority of the teachers (75.0%) said that their perception towards their head teachers was good. Majority of the teachers (87.5%) noted that psychological traits do not bar the head teachers from performing school duties effectively. All of the teachers noted that the students accorded male and female teachers at the same level of respect. The following conclusions were drawn. Female head teachers are positively viewed by their teachers and students and are approachable since they encourage them to work to attain their goals in schools. Cultural and social barriers do interfere with the management of school affairs. Half (50%) of the head teachers said there was no role conflict between domestic and professional roles while 50% of head teachers felt that there was conflict. On the psychological factors influencing the head teachers’ performance, 87.5% of the teachers said that biological traits did not bar the head teachers from performing school duties. This was because they had a teaching experience, were assertive and aggressive. The study recommended that since female heads were positively viewed strongly by teachers, there is need for them to be given more posts of leadership in primary schools. Thus female head teachers are effective hence, they are able to achieve the goals of their respective institutions. Although cultural and social barriers may interfere with the management of school affairs, there is need for female heads to be encouraged to achieve leadership positions since they can manage the roles of leaders through mentorship.

The purpose of this study was to investigate and identify the problems faced by female head teachers in the management of primary schools in Marange area in Mutare district in Manicaland province. The mixed method research design was used which incorporate both qualitative and quantitative methods. The target population in this study were the female head teachers in Marange area in Mutare district, teachers and the Education Officer of Marange area in Mutare district. Marange area in Mutare district has 52 primary schools, of which seven (7) are headed by female head teachers. The researchers used questionnaires and interview guides for collection of data. The interview was targeted for female head teachers and Education Inspector of Marange area in Mutare district. The data that was obtained was both quantitative and qualitative. Majority of the teachers (75.0%) said that their perception towards their head teachers was good. Majority of the teachers (87.5%) noted that psychological traits do not bar the head teachers from performing school duties effectively. All of the teachers noted that the students accorded male and female teachers at the same level of respect. The following conclusions were drawn. Female head teachers are positively viewed by their teachers and students and are approachable since they encourage them to work to attain their goals in schools. Cultural and social barriers do interfere with the management of school affairs. Half (50%) of the head teachers said there was no role conflict between domestic and professional roles while 50% of head teachers felt that there was conflict. On the psychological factors influencing the head teachers’ performance, 87.5% of the teachers said that biological traits did not bar the head teachers from performing school duties. This was because they had a teaching experience, were assertive and aggressive. The study recommended that since female heads were positively viewed strongly by teachers, there is need for them to be given more posts of leadership in primary schools. Thus, female head teachers are effective hence, they are able to achieve the goals of their respective institutions. Although cultural and social barriers may interfere with the management of school affairs, there is need for female heads to be encouraged to achieve leadership positions since they can manage the roles of leaders through mentorship.

This study explored school foodservice directors’ (FSDs’) attitudes, influencers, knowledge about safe produce handling, and perceived challenges related to food safety training using Ajzen’s (1985) theory of planned behavior (TPB) as a theoretical underpinning. A web-based questionnaire was developed, pilot tested, and sent to all 864 public school districts in California. Demographic data, knowledge scores, attitudes, influencers, and challenges are reported using descriptive statistics and t-tests. Most respondent school FSDs (n=136, response rate of 16.4%) were female, between the ages of 35-64, with a least a bachelors’ degree, and more than 10 years of school foodservice experience. Most districts were self-operated, small, at least 50% free and reduced eligibility, and had conventional kitchens with speed-scratch preparation. School FSDs’ attitude towards offering food safety training had the highest level of agreement regarding maintaining department reputation. The health inspector was identified as having the greatest likelihood to think food safety training should be offered. The noted perceived challenge to providing food safety training was “employee scheduling availability.” Findings identified 84.4% (n= 108) of respondents had a Certified Food Safety Protection (CFPM) certification and12.6% (n= 16) attended USDA’s Produce Safety University (PSU) with no significant differences in knowledge scores based on either having attended USDA’s PSU or having CFPM certification. Regarding knowledge questions, 24.4% answered all six correctly (n= 125-127). School foodservice staff need adequate food safety training and safe produce handling practices as part of their food safety management plan. Produce safety training can be supported by state agencies and professional organizations.

Distance training or distance learning has experienced a boom in recent years in several regions of the world. It follows from this interest that the emergence of distance learning has been remarkably advocated by higher education institutions and less and less at the secondary and college levels where face-to-face training is becoming essential. However, during the period of health crisis due to Covid-19, distance education had established itself as a new alternative mode for face-to-face education for all levels of education, and for all subjects combined. Physical and sports education (PSE) is no exception to this change. In this context, the discipline EPS has sparked a debate on the modalities of engagement of teachers of EPS to participate in distance education given the almost practical nature of the subject. Faced with this problem, EPS teachers (high school and college) found themselves forced to formalize educational content and transmit it on various media. This study contributes to the identification of the degree of commitment of PE teachers to ensure the sustainability of learning and to determine the obstacles encountered in this operation qualified as urgent. This study saw the participation of 166 teachers in two levels of secondary and college education through three regional academies in Morocco. The results showed both the lack of communication between the inspectors of the EPS and the teachers of the subject, and the coordination between the teachers within the teaching units.

In the mid-1960s, a bitter dispute broke out between parents in the Atlee-Jenner School District in Southern Alberta Canada, and the Medicine Hat School Board over the bussing of children for the first time to a new school a long distance away. The move was precipitated by the consolidation of several smaller school districts and the subsequent closing of the local school. The parents’ argument was that the road by which the bus was to travel was in an unfinished state and was dangerous. However, the conflict is illustrative of a much deeper issue. An argument might be made that this dispute illuminated a much larger crisis in rural life on the prairies. It may represent, as a case study, the problems and difficulties involved in a shift from rural life, with its unique sorts of interpersonal relationships built on the strength of local community and co-operative spirit, to a much more urbanized and structured existence. As the Great Depression had shown, the myth that you could always go back to the farm for some measure of economic security had been dispelled. However, one’s control over the education of one’s children, and thus the inculcation of appropriate values and beliefs, after having been first of all, institutionalized with universal public schooling (both Protestant and Roman Catholic), had been, at least up to this point, largely a local concern, under a central authority (Ministry of Education). School divisions on the prairies had been relatively small and numerous, for practical reasons, such as transport and regular attendance. Gradually, these small divisions came to be replaced by larger administrative units, thus threatening the perceived control and familiarity of local communities. The other half of the equation in this dispute was the reaction of the Deputy Minister at the time, W.H. Swift. Swift could empathize with the basic issues in play, having strong rural roots himself. Deputy Minister of Education, W.H. Swift was also one of the last to hold that position rising up through the ranks of the education system, from teacher to school inspector to academic. Swift had earned a Ph.D. at an early age, and rose quickly through the ranks of the civil service, learning his job under the tutelage of G. F. McNally. Swift and McNally represented a tradition in the Department, having earned their positions through experience and hard work. As such, they might be viewed as self-made moral exemplars, leaders who could be viewed as role models by the rank and file. This article seeks not only to illustrate how Swift actually functioned in his role as Deputy Minister in times of crisis and high public visibility, but also to show how he reacted when confronted with moral decisions. The Atlee case, taking place between the years 1955 and 1965, serves as an example of the controversy which had developed in many areas as small rural schools were closed as a result of the divisional amalgamations begun by the Social Credit Government before the Second World War. On a wider scale the issues embodied in the dispute also reflect a changing rural landscape. Just as the small family farm was under corporate pressure, so it was with the local school. These economic and administrative transformations brought with them social and cultural changes as well. Although the case was one of the last examples of this kind, it was certainly one of the most bitterly contested.

Khristian Khristianovich Steven is a founder and first director of the Nikitsky Botanical Garden, a general inspector of sericulture and agriculture of South Russia (1826–1851). He was a known researcher of nature of XIX century, botanist, entomologist and horticulturist. On constant inspector tours he investigated the experience of sericulture, viticulture and horticulture, gathered collections of insects, herbariums. In 1808 he created a silk-mill near Bendery. In 1820–1821 Steven visited leading scientific and horticultural centres of Europe: he has been to Austria, Germany, Switzerland, France, Greece, Italy and Turkey. He took large collections of insects and plants out there. One collection of insects was destined for Moscow University, and another thing was by Ministry of State Property for agricultural school. The scientific heritage of Khristian Khristianovich Steven in the sphere of entomology consists of 11 published works, which are of faunistic character. He made an inventory of new insects too, in particular goldfish beetles. It has been indicated the possibilities of coating with putty of the vine’s lower part near ground to protect of it from grape scrub (Otiorhynchus asphaltinus Germ.). This putty was applied against other larvae of pest insects.

In the introduction, the problem of road safety is updated, and especially, accidents and injuries of minors due to violations of traffic rules. In this connection, the need to optimize the promotion of road safety by the traffic police of the Ministry of internal Affairs of Russia among minors is becoming more acute. The purpose of this article is to substantiate the positive experience of the divisions of the traffic police Department of the Ministry of internal Affairs of Russia in Vologda in promoting road safety among minors of primary school age through a pedagogical study. The main part of the article offers a solution to the problem under consideration by forming an attitude to road safety among minors of primary school age. Based on the identified violations of traffic rules committed by minors of this age category, pedagogical principles are identified and tools for promoting road safety are selected. The organization of the activities of the traffic police inspector of the Ministry of internal Affairs of Russia on the basis of these principles and the corresponding pedagogical tools contributes to the formation of minors ' attitudes to road safety. The results of the study showed a positive impact of the selected pedagogical tools on the promotion of road safety among minors of primary school age corresponding to modern pedagogical principles. The article concludes with a General conclusion and practical recommendations based on the results of the study.

This article presents a practical applicable model for teachers in all high school subjects who chose the teaching profession to educate future generations using activist teaching promoting active citizenship and a progressive liberal world view. The five-level model addressing the activist pedagogy practice developed in the 21st century, helps empower and develop teachers’ professional abilities operating in education as social change agents. The model was developed as part of broad research into the need to train teachers using the activist pedagogical approach. The study emphasizes the model's significant contribution to learning teaching skills to promote socio-political awareness in the activist approach developed in light of contemporary pedagogy promoting active citizenship. The article details all model stages and curriculum in high school film studies as a test case. Film studies began with seven film courses as a unique study system in 1992 and reached 400 courses in 2019, as part of mainstream studies in both the Arts and Social Division at the Israeli Ministry of Education, a meteoric growth of about 15 film courses per year. The article is based on interview analysis including an interview with a film study inspector who was among the founders of film studies in Israel, documents, literature review and researcher’s experience in the field. By revealing the practical and applicable model for teaching and learning using the activist pedagogical approach, the study proposes innovative theoretical conceptualization of a film educational program which has been in operation for thirty years.

One of the important components of mathematical competence is the ability to solve practical tasks. According to G. Hristova “... with the teaching of mathematics in elementary classes, the skills to learn, to handle information, to communicate, to work independently and to work in a team are formed in the students” [4]. K. Alexieva stresses in her publication that “key competences are interdependent and represent a set of knowledge, skills and relationships necessary for the individual's personal development throughout life, for building an active civic position and participation in social life as well as for the suitability for his/her realization on the labour market. Through learning in each of the subjects, key competence learning skills are acquired, which includes understanding the personal needs in the learning process and discovering the opportunities and abilities to overcome learning difficulties, both individually and in groups; critical thinking, problem solving and decision making, initiative, creativity, responsibility, teamwork, and other key competences specified in the curriculum [1]. The ability to solve practical tasks develops to a greater extent in group, teamwork on projects. Project work is one of the active learning methods. It is not widely accepted in modern mathematical education in Bulgaria. The reasons for this are many. One of them is the lack of methodological literature on the subject for elementary teachers. Many specialists organize project work with their students, including mathematics, but their experience remains unpopular. Project work is difficult to organize, involves serious planning, and often involves spending money to buy the necessary materials. To successfully integrate into project activities, it is necessary for the young students to have a certain degree of autonomy, organizational skills, communicative skills, teamwork skills, skills for individual search of information, presentation skills, and so on. Teachers with creative abilities and innovative ideas develop, organize, and work on projects in primary school but this is a matter of their goodwill and professional skills. Mathematics teaching specialists in primary schools are in debt to primary school teachers in terms of published methodological work and project activities, including mathematics. Teachers' books for mathematics curricula for primary classes should include developments of at least one class project. This is done in the Bulgarian mathematics training kits of Anubis Publishing House, where I am the author [2] [3]. In this article I will present a description of the project – Thematic Classroom “The Room of Mysteries” for the third grade. It would be good the lesson to be held at the end of the school year. It solves tasks from all of the learning content studied in mathematics in the third grade. The idea of the project is based on the so-called “Escape Room” – a place where participants have to solve a series of puzzles to leave the room. Students of the class will not be locked in their classroom, of course. They will find a locked suitcase in their room that they want to unlock to see what's in it. For better motivation students will be given the role of police inspectors, who will be divided into 6 teams to solve a series of challenges – tasks. The lesson is held in the presence of parents and relatives of the students. A team of “veteran investigators” is formed from the parents, who also have to solve puzzles. Solving each task will lead to the opening of a new puzzle, and so pupils and parents will have to deal with a series of challenges that will lead to the discovery of 7 keys, identical at first glance, only one of which unlocks the briefcase. The prize, hidden away from the students, may be their annual third-grade certificates, may be holiday books for the end of the year as well as small gifts. Materials required for the project are purchased in advance with funds collected from students' parents.

The study examined inspection practices in secondary schools in Western Uganda. Towards achieving this objective, a Concurrent Triangulation Mixed Methods Design, involving questionnaire survey and interview, with a total of 399 participants in the categories of teachers, head teachers, school inspectors from 36 secondary schools in four districts of Western Uganda, was adopted. Quantitative data to test the resultant hypothesis were analysed using Chi Square Goodness of Fit Test while qualitative data were analysed using Qualitative Content Analysis. The study revealed that inspection practices in secondary schools were perceived as largely ineffective. The study concluded that despite the value attached to school inspection in the theoretical, political, and institutional and policy debates, inspectors continue to think and act according to the traditional notions of school inspection as evidenced by practices hinged on control. The major implication of the study is that understanding the practices before, during and after school inspection will allow policy makers, inspectors, teachers and headteachers to design better practices and benefit from them. The study also proposes a theoretical model for effective school inspection that requires further research and measurement to determine its validity so that lessons can be learnt that can assist inspectors in the future.

The purpose of the research is to describe the problems in the program evaluation field according to curriculum'sfour different dimensions, to search if the problems differ significantly according to students’ class level andteachers’, administrators’/inspectors’ seniority. The research used one of the quantitative research methods, the fieldsurvey model, which is descriptive research. The population of the research is Samsun city, and the target populationof the research is middle-school students, teachers of Turkish and English branches, inspectors and administratorsworking at secondary schools in Samsun city’s districts Atakum, Bafra, Canik and İlkadım. The research sampleconsists of middle-school students, teachers of Turkish and English branches, inspectors and administrators workingat middle-schools in these districts, chosen with stratified sampling, a random sampling method. In the research,“Survey of Defining Problems about Curriculum Dimensions” is completed by the students, teachers andinspectors/administrators. When the participants’ problems about the curriculum dimensions are examined, it isrevealed that the most common problems they face is the lack of adequacy of functionality, flexibility, practicality,scientificness and actuality of the dimensions of curriculum. It is concluded that students’ issues with programevaluation differ according to their class levels whereas the inspectors’/administrators’ problems with programevaluation do not differ significantly according to their seniority.

What do the views of children, teachers and inspectors about the quality of a school's music provision have in common, or are they all different? A trained expert visited ten primary schools, and her judgements about the music provision for children aged 10–11 were compared with those of the teachers, the children's views about music at the school, and the judgements reported in the school's most recent published inspection report. It was the children, particularly the boys, who agreed most closely with the expert. The judgements of the expert and the inspectors were broadly consonant, but the generalisation in the inspection writing led to its requiring a careful read if weaknesses in some schools' provision for Year 6 were to be detected. While there was general agreement between the expert and the teachers over children's attainment in the more effective schools, the judgements of the teachers were seriously awry in schools that neglected an aspect of the National Curriculum, typically composing. At present, inspectors routinely survey the views of parents and carers, but not those of pupils. The Office for Standards in Education (OFSTED), the government department responsible for the inspection of schools in England, is currently considering some limited use of older secondary pupils' views as inspection evidence. The evidence of the research described in this paper is that younger children, in Year 6, could usefully be involved in providing inspection evidence. Indeed, it is possible that they may prove to be rather better ‘inspectors’ than older children, and also than some of their teachers.

<p class="Default"><em>The problem in this research was related to the effectiveness of supervision programs implemented by the school superintendent and formulated by: 1) What were the steps supervision was conducted by a school supervisor? 2) How were the results of supervision for teachers in improving the quality of education? 3) What were the constraints and any supporting factors faced by school inspectors in carrying out its duties and functions? This study used a study document on the results of previous studies. The data collected by searching through Google Scholar journal. From the search results obtained by 26 then selected to obtain 9 journals which fill in criteria needed. From </em><em>these</em><em> 9 journals then conducted a meta-analysis. The results related to measures of supervision performed by school inspectors programmed, structured attention to the vision, mission and goals of partner schools and their regulations: include academic supervision carried out by applying the techniques of individuals and groups. Evaluation results were obtained surveillance program varies, ranging from moderate to attribute positive results. Evaluation of the implementation of supervision was ranged from the low category to very well performance. The evaluations toward the result supervision were also varying from low category, moderate to perform effectively. Constraints faced by school inspectors in carrying out their duties and functions to be involved in external conditions and internal inspectors concerned.</em></p>

As part of the annual meeting of the American Society for Microbiology (ASM), David L. Huxsoll and Raymond A. Zilinskas convened a roundtable of biological weapons inspectors who have served in recent United Nations inspections in Iraq. The roundtable was presented over a three-hour period on May 22, 1995. To give the audience a “feel” for what inspectors do and the conditions under which they work, the roundtable session opened with a 35 mm slide presentation. The photos were taken by Zilinskas in the course of two 1994 inspections of Iraqi biological research and production facilities.

Summary Psychosocial factors (PSF) are leading among the new risks and modern challenges in providing safe and healthy conditions at work. Due to the high mental strain, inspectors are at highest risk for stress at work. The aim of the present study was to make a comparative analysis of PSFs in control activities, rate them and investigate subjective perception of stress at work. Two exhaustive cross-sectional studies were conducted consecutively, involving 338 and 355 inspectors, respectively, working at two organizations with control activities. The inspectors were men and women aged from 24 to 70. The statistical processing of data utilized the SPSS software version 17, at a significance level of p<0.05. A number of common characteristics were found in the activities, the composition and structure of different groups of government staff: the number of women was greater (58% и 62.6%), with people over 40 years of age prevailing (67.3% и 70.9%), and the group with specialized work experience of 6 to 10 years comprised the greatest number of people. We found reliable differences in the answers concerning task requirements and activity organization. Rating PSF, one of the groups of inspectors placed “insufficient time to perform the check-up” in the first place, whereas the other one reported “conflicts while performing the check-up”. PSFs exert an influence on the cognitive functions of inspectors, change their behaviour and emotional reactions and result in more frequent complaints of health deterioration. We found difference in the subjective stress perception depending on gender, age and duration of work experience as an inspector.

Educational conditions reflect society’s cultural traditions and political system, in turn affecting society’s development. The development of the younger generation is guided by way of education, for which reason working out educational policy requires the participation of society’s various interest groups. This article analyses changes in the teaching of history in the transitional period from the Soviet era to restored independent statehood. The development of subject content, the complicated role of the history teacher, the training of history teachers, and the start of the renewal of textbooks and educational literature are examined. The aim is to ascertain in retrospect the developments that took place prior to the restoration of Estonia’s independence, in other words the first steps that laid the foundation for today’s educational system. Legislation, documents, publications, and media reports preserved in the archives of the Ministry of Education and Research and the Archival Museum of Estonian Pedagogics were drawn upon in writing this article, along with the recollections of teachers who worked in schools in that complicated period. These recollections were gathered by way of interviews (10) and questionnaires (127). Electronic correspondence has been conducted with key persons who participated in changes in education in order to clarify information, facts, conditions and circumstances. The discussion in education began with a congress of teachers in 1987, where the excessive regulation of education was criticised, along with school subjects with outdated content, and the curriculum that was in effect for the entire Soviet Union. The resolution of the congress presented the task of building a national and independent Estonian school system. The congress provided an impetus for increasing social activeness. An abundance of associations and unions of teachers and schools emerged in the course of the educational reform of the subsequent years. After the congress, the Minister of Education, Elsa Gretškina, initiated a series of expert consultations at the Republic-wide Institute for In-service Training of Teachers (VÕT) for reorganising general education. The pedagogical experience of Estonia and other countries was analysed, new curricula were drawn up and evaluated, and new programmes were designed for school subjects. The solution was seen in democratising education: in shaping the distinctive character of schools, taking into account specific local peculiarities, establishing alternative schools, differentiating study, increasing awareness and the relative proportion of humanities subjects and foreign language study, better integrating school subjects, and ethical upbringing. The problems of schools where Russian was the language of instruction were also discussed. The Ministry of Education announced a competition for school programmes in 1988 to find innovative ideas for carrying out educational reform. The winning programme prescribed compulsory basic education until the end of the 9th grade, and opportunities for specialisation starting in the second year of study in secondary school, that is starting in the 11th grade. Additionally, the programme prescribed a transition to a 12-grade system of study. Schools where Russian was the language of instruction were to operate separately, but were obliged to teach the Estonian language and Estonian literature, history, music and other subjects. Hitherto devised innovative ideas for developing Estonian education were summed up in the education platform, which is a consensual document that was approved at the end of 1988 at the conference of Estonian educators and in 1989 by the board of the ESSR State Education Committee. The constant reorganisation of institutions hindered development in educational conditions. The activity of the Education Committee, which had been formed in 1988 and brought together different spheres of educational policy, was terminated at the end of 1989, when the tasks of the committee were once again transferred to the Ministry of Education. The Republic-wide Institute for In-service Training of Teachers, the ESSR Scientific-Methodical Cabinet for Higher and Secondary Education, the ESSR Teaching Methodology Cabinet, the ESSR Preschool Upbringing Methodology Cabinet, and the ESSR Vocational Education Teaching and Methodology Cabinet were all closed down in 1989. The Estonian Centre for the Development of Education was formed in July of 1989 in place of the institutions that were closed down. The Institute for Pedagogical Research was founded on 1 April 1991 as a structural subunit of the Tallinn Pedagogical Institute, and was given the task of developing study programmes for general education schools. The Institute for the Scientific Research of Pedagogy (PTUI) was also closed down as part of the same reorganisation. The work of history and social studies teachers was considered particularly complicated and responsible in that period. The salary rate of history teachers working in secondary schools was raised in 1988 by 15% over that of teachers of other subjects, since their workload was greater than that of teachers of other subjects – the renewal of teaching materials did not catch up with the changes that were taking place in society and teachers themselves had to draw up pertinent teaching materials in place of Soviet era textbooks. Articles published in the press, newer viewpoints found in the media, published collections of documents, national radio broadcasts, historical literature and school textbooks from before the Second World War, and writings of notable historians, including those that were published in the press throughout the Soviet Union, were used for this purpose. Teachers had extensive freedom in deciding on the content of their subject matter, since initially there were no definite arrangements in that regard. A history programme group consisting of volunteer enthusiasts took shape at a brainstorming session held after the teachers’ congress. This group started renewing subject matter content and working out a new programme. The PTUI had already launched developmental work. There in the PTUI, Silvia Õispuu coordinated the development of history subject matter content (this work continued until 1993, when this activity became the task of the National Bureau of Schools). The curriculum for 1988 still remained based on history programmes that were in effect throughout the Soviet Union. The greatest change was the teaching of history as a unified course in world history together with themes from the history of the Estonian SSR. The first new curriculum was approved in the spring of 1989, according to which the academic year was divided up into three trimesters. The school week was already a five-day week by then, which ensured 175 days of study per year. The teaching of history began in the 5th grade and it was taught two hours per week until the end of basic school (grades 5 – 9). Compulsory teaching of history was specified for everyone in the 10th grade in secondary school, so-called basic education for two hours a week. The general and humanities educational branches had to study history three hours a week while the sciences branch only had to study history for two hours a week. Students were left to decide on optional subjects and elective subjects based on their own preferences and on what the school was able to offer. The new conception of teaching history envisaged that students learn to know the past through teaching both in the form of a general overview as well as on the basis of events and phenomena that most characterise the particular era under consideration. The teacher was responsible for choosing how in-depth the treatment of the subject matter would be. The new programmes were implemented in their entirety in the academic year of 1990/1991. At the same time, work continued on improving subject programmes. After ideological treatments were discarded, the aim became to make teaching practice learner-oriented. The new curriculum was optional for schools where the language of instruction was Russian. Recommendations for working with renewed subject content regarding Estonian themes in particular were conveyed by way of translated materials. These schools mostly continued to work on the basis of the structure and subject content that was in effect in the Soviet Union, teaching only the history of the Soviet Union and general history. Certain themes from Estonian history were considered in parallel with and on the basis of the course on the history of the Soviet Union. The number of lessons teaching the national official language (Estonian) was increased in the academic year of 1989/1990 and a year later, subjects from the Estonian curriculum started being taught, including Estonian history. The national curriculum for Estonian basic education and secondary education was finally unified once and for all in Estonia’s educational system in 1996. During the Soviet era, the authorities attempted to make the teaching profession attractive by offering long summer breaks, pension insurance, subsidised heating and electricity for teachers in the countryside, and apartments free of charge. This did not compensate the lack of professional freedom – teachers worked under the supervision of inspectors since the Soviet system required history teachers to justify Soviet ideology. The effectiveness of each teacher’s work was assessed on the basis of social activeness and the grades of their students. The content and form of Sovietera teacher training were the object of criticism. They were assessed as not meeting the requirements of the times and the needs of schools. Changes took place in the curricula of teacher training in 1990/1991. Teachers had to reassess and expand their knowledge of history during the transitional period. Participation in social movements such as the cultural heritage preservation movement also shaped their mentality. The key question was educational literature. The government launched competitions and scholarships in order to speed up the completion of educational literature. A teaching aid for secondary school Estonian history was published in 1989 with the participation of 18 authors. Its aim was set as the presentation of historical facts that are as truthful as possible from the standpoint of the Estonian people. Eesti ajalugu (The History of Estonia) is more of a teacher’s handbook filled with facts that lacks a methodical part, and does not include maps, explanations of terms or illustrations meant for students. The compendious treatment of Estonian history Kodulugu I and II (History of our Homeland) by Mart Laar, Lauri Vahtre and Heiki Valk that was published in the Loomingu Raamatukogu series was also used as a textbook in 1989. It was not possible to publish all planned textbooks during the transitional period. The first round of textbooks with renewed content reached schools by 1994. Since the authors had no prior experience and it was difficult to obtain original material, the authors of the first textbooks were primarily academic historians and the textbooks had a scholarly slant. They were voluminous and filled with facts, and their wording was complicated, which their weak methodical part did not compensate. Here and there the effect of the Soviet era could still be felt in both assessments and the use of terminology. There were also problems with textbook design and their printing quality. Changes in education did not take place overnight. Both Soviet era tradition that had become ingrained over decades as well as innovative ideas could be encountered simultaneously in the transitional period. The problem that the teaching of history faced in the period that has been analysed here was the wording of the focus and objectives of teaching the subject, and the balancing of knowledge of history, skills, values and attitudes in the subject syllabus. First of all, Soviet rhetoric and the viewpoint centring on the Soviet Union were abandoned. The so-called blank gaps in Estonian history were restored in the content of teaching history since it was not possible to study the history of the independent Republic of Estonia during the Soviet era or to gain an overview of deportations and the different regimes that occupied Estonia. Subject content initially occupied a central position, yet numerous principles that have remained topical to this day made their way into the subject syllabus, such as the development of critical thinking in students and other such principles. It is noteworthy that programmes for teaching history changed before the restoration of Estonia’s independence, when society, including education, still operated according to Soviet laws. A great deal of work was done over the course of a couple of years. The subsequent development of the teaching of history has been affected by social processes as well as by the didactic development of the teaching of the subject. The school reform that was implemented in 1987–1989 achieved relative independence from the Soviet Union’s educational institutions, and the opportunity emerged for self-determination on the basis of curricula and the organisation of education.

Public secondary school education is rapidly growing in Nigeria, requiring huge investments by government. To justify the level of investments and improve the quality of education in the secondary schools, there is need for proper monitoring and evaluation through inspection. This paper examines the extent to which inspectors complied with inspection principles of independence, impartiality, transparency and mutual respect in public secondary schools in Ekiti state, Nigeria. This is with the view to improving the quality of education in the state. A multi-stage sampling technique was used to select 147 respondents, comprising 120 teachers, 12 principals, and 15 inspectors. Data were collected using survey questionnaires complemented with interview guide. Data were analysed with the use of frequency counts, percentage and means. Results showed that 46.7% of the inspectors indicated compliance with the inspection principles of independence, 40% with impartiality and transparency, and 53.3% with mutual respect. On the average, about 47% of the inspectors indicated compliance with all the inspection principles. The study concluded that inspectors’ compliance with inspection principles is low and therefore, intensifying their compliance with inspection principles is imperative to improving the standard of education in public secondary schools.

Introduction. In the course of their professional activities, traffic police inspectors of State Road Safety Inspectorate (SRSI) are exposed to harmful working conditions. The aim of study is to provide scientific justification for the periods of service of inspectors that are important for the diagnosis of early signs of professionally caused diseases. Materials and methods. The study was carried out in a group of traffic police inspectors of the traffic police in accordance with the ethical standards set forth in the Declaration of Helsinki, 1975 (with additions, 1983), a positive conclusion of the ethical committee. The age of the traffic police officers was 24-50 years old, the experience was 1-19 years (average values 34±0.46 and 8.21±0.40 years). Results. In the course of the study, a class of working conditions was determined-3.4. low-level traffic police officers showed signs of disadaptation, a high risk of morbidity with temporary disability and professionally caused pathology of the cardiovascular, musculoskeletal, nervous, endocrine, and digestive systems. Conclusions. It is advisable to conduct an in-depth preventive medical examination of inspectors after 1-2 years of service. The first 4 years of service are important for preventive measures.

The article is devoted to the prevention of juvenile delinquency and the role of preventive inspectors in the family, school and society. In addition, the author conducts a theoretical analysis of existing problems in this area and ways to solve them.

ABSTRACTThe concept of regulatory capture is multidimensional according to data from Australian nursing home inspectors. There are three empirically distinct forms of capture: identification with the industry, sympathy with the particular problems that regulated firms confront in meeting standards, and absence of toughness. Inspectors who have prior senior management experience in the industry tend to be less tough in their attitudes to regulatory enforcement. For the other two types of capture, it is not coming in the revolving door (from an industry job), but aspirations to go out of the revolving door (to an industry job) that predicts capture. Captured regulatory attitudes and revolving door variables have little power, however, in explaining the toughness of actual enforcement practices. We do find that over time tougher inspectors are more likely to leave the regulatory agency than softer inspectors. These data are used to inform a policy analysis of capture and corruption. It is concluded that there is limited analytical merit in a conception of capture as an enduring unitary character trait that is structurally determined by a history of interest group affiliations. Capture, we attempt to show, is instead a situational problem that requires situational solutions. Constraining the free movement of the revolving door by restricting regulatory appointments from or to the regulated industry is an example of a flawed policy grounded in an overdrawn structural determinism.

The article deals with the description of the peculiarities of pedagogical experiment concerning the assessment of the readiness formation of junior inspectors of the border guard service for professional activity at international border crossing points on the basis of grounded criteria, indicators and levels of their formation. Based on the analysis of scientific and pedagogical and methodological literature, study of practice and generalization of their own professional experience, the authors found out that the criteria for readiness formation of junior inspectors of the border guard service for professional activity at international border crossing points are motivational, psychological and activity ones. It was defined that the pedagogical conditions of the readiness formation of junior inspectors of the border guard service for professional activities at international border crossing points, which were developed by the authors and implemented in the process of training at the Main Personnel Training Center of the State Border Guard Service (SBGS) of Ukraine in general positively influenced their level of readiness formation for professional activity at international border crossing points.

AbstractThe criteria recommended for the performance of internal assessment are the ones included in the national model for school inspection applied by the inspectors in the school inspectorate or the Ministry of Education (with subsequent names) who carry out internal assessments. Educational establishments can also decide on certain additional criteria - in line with the specific needs. All educational establishments must perform the annual assessment of activity, regarding school development, educational programs, curricular and extracurricular activities, quality of the teaching-learning process, human resources development, relations with the community and European dimension in the education offered. A tricky problem is represented by the specific assessment of Children Centres and Clubs that carry out non-formal activity, without school programs and handbooks approved by the Ministry of Education. Carrying out an analysis of the manner of assessing formal and non-formal educational units, the need to readjust the internal and external assessment was identified. At the level of school inspectorates, school inspection is carried out by a team consisting of specialised inspectors who know the specificity of those educational units. The main problem is represented by the external assessment carried out by ARACIP with the help of standard specific means: fields, indicators, reference descriptors and specific descriptors. Through the study performed, a series of proposals on the beneficial amendments for the quality assessment within Children Centres and Clubs is identified.

AbstractThe criteria recommended for the performance of internal assessment are the ones included in the national model for school inspection applied by the inspectors in the school inspectorate or the Ministry of Education (with subsequent names) who carry out internal assessments. Educational establishments can also decide on certain additional criteria - in line with the specific needs. All educational establishments must perform the annual assessment of activity, regarding school development, educational programs, curricular and extracurricular activities, quality of the teaching-learning process, human resources development, relations with the community and European dimension in the education offered. A tricky problem is represented by the specific assessment of Children Centres and Clubs that carry out non-formal activity, without school programs and handbooks approved by the Ministry of Education. Carrying out an analysis of the manner of assessing formal and non-formal educational units, the need to readjust the internal and external assessment was identified. At the level of school inspectorates, school inspection is carried out by a team consisting of specialised inspectors who know the specificity of those educational units. The main problem is represented by the external assessment carried out by ARACIP with the help of standard specific means: fields, indicators, reference descriptors and specific descriptors. Through the study performed, a series of proposals on the beneficial amendments for the quality assessment within Children Centres and Clubs is identified.

Back pain is one of the most common causes of temporary disability (TD) and medical aid appealability. Pain syndrome of lumbosacral localization is typical for the class of diseases of the musculoskeletal system (DMSS). The factors of workload be the cause of the development of occupationally determined DMSS. Given the possibility of the impact of same factors on traffic policemen, it seems relevant to study the risk of developing DMSS in this group workers.The aim of study based on the study of working conditions of traffic police inspectors and the prevalence of BCMS among THEM to assess the degree of professional conditioning of the analyzed diseases.The assessment of working conditions of inspectors of traffic police with measurement of levels of influence of professional factors was carried out. Retrospective analysis of health status was carried out according to the data of outpatient cards (431 cards) and sick leaves (568 sheets for 369 people), as well as subjectively according to the results of a survey (117 questionnaires) in different age and age groups. Nonparametric and parametric methods of variational statistics were used to establish the reliability of the differences.Working conditions of traffic police inspectors-harmful fourth degree (class 3.4), limiting factors were the microclimate (3.3), tension (3.3) and the severity of work (3.2). Predicted index of occupational diseases — 0,5–1,0 — very high (intolerable) occupational risk. BCMS ranked 1st in the structure of morbidity and amounted to 37.12±2.3 cases per 100 workers–2.8 times higher than the average. The linear character of the increase in the cases of BKMS with experience was observed (approximation coefficient R2=0.98; p<0.001). The increase in the number of cases of BCMS in the group with experience of 10 years or more compared to the group up to 5 years is statistically significant: χ2=29.79 (p<0.001).The linear nature of the dependence of the increase in the number of diseases with experience was revealed. Professional conditionality of development of BKMS in group of inspectors of traffic police traffic police is statistically proved. The level of relative occupational risk in the BCMS class is high.

The Inspectorate of Education in Spain was created in 1849. During the second half of the nineteenth century, the supervision of schools was for the first time in the hands of professional officials that used uniform education criteria for all schools. As delegates of the government, these helped to consolidate the school system, which, after the enactment of the Public Education Act of 1857, was gradually but very significantly implemented throughout the nation. The article describes the operation of the first provincial inspectors in Teruel, a rural province in the interior of Spain, which had high rates of illiteracy and serious problems with school attendance, teacher remuneration, and lack of schools, especially for girls. This article describes the work of the provincial inspectors, who, through their association with the Provincial Board of Education, managed to improve all aspects related to the working and living conditions of teachers: state exams, pay, classification for promotion or regulation of promotions, transfers and substitutions. It also studies the inspection visits to schools, and their contribution to both the improvement in school organization and the teaching methodology used by teachers in one-room schools.

The article presents the author’s position of studying organizational trust in customs service and specific experience of workplace stress that influences its formation. The study sample involved 77 customs officers in the following categories of customs personnel: customs inspectors and passenger inspectors. The scientific value of this study lies in establishing the empirical referents of the relationship between organizational trust and relief of organizational stress in customs officers at different organizational levels. The article proves that the empirical referents of the interrelation of organizational trust and experience of workplace stress in the customs group 3 are at the mezzo-level of organizational trust (concern from management, supported by indicators of organizational culture in the field of communication and management) and at the micro-level (increasing organizational stress in the forms of activity and productivity, the flexibility of behaviour, acceptance of others’ values and indicators of job satisfaction due to the expressed emotional commitment of these employees to their organization). The practical value of the obtained results allows one to understand the nature and the impact of organizational stress and the level of organizational trust on the effectiveness of customs officers’ professional activities. It also makes it possible to develop a further programme of psychological support for this professional group to improve psychological safety and well-being in the workplace.

Teacher attrition has become a challenge in many educational systems worldwide. Many studies have focused onteachers' perspectives, while attempting to identify the factors that motivated teachers' decision to leave theprofession. The present study aimed to explore teacher attrition from the point of view of school leaders - principalsand inspectors. Using qualitative and quantitative methods, the results indicate that school and district leadersperceived teacher attrition via two-dimensional structure, including explicit and implicit dimensions. The explicitdimension refers to the act of leaving. The participants indicated that the main reasons that motivate teachers'decision to leave the profession are related to the stressful working environment and poor job conditions. Theimplicit dimension presents a hidden attrition. Based on cost-benefit theory the study highlights the complexstructure of teacher attrition.

In a simulation of industrial quality control inspection, performance was tracked over a period of three months using target conditions which had previously been shown to produce performance decrements with multiple flaws. Feedback on performance was supplied to inspectors at the end of each day's work. Results showed that by the end of the period, multiple fault inspection performance was equal to or slightly better, in both accuracy and latency, than previous data obtained with single fault conditions. This finding raises concerns over previous studies which have attempted to address the issue of the supposed performance decrement associated with increasing the size of the target set.