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Littérature scientifique sur le sujet « Educational job »

Auteur : Grafiati

Publié le 9 mars 2023

Mis à jour le 10 mars 2023

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Articles de revues sur le sujet "Educational job"

Salinas-Jiménez, Maria del Mar, Joaquín Artés, and Javier Salinas-Jiménez. "Educational mismatch and job aspirations." International Journal of Manpower 37, no. 1 (2016): 115–34. http://dx.doi.org/10.1108/ijm-12-2014-0266.

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Purpose – The purpose of this paper is to analyze the relationship between education, job aspirations and subjective well-being. This analysis is done across the entire well-being distribution and taking account of educational mismatches that could condition individuals’ satisfaction if education generates certain aspirations which are not met by the individuals. Design/methodology/approach – Using data from the European Social Survey, a quantile regression model is estimated. This approach allows one to assess the impact of the education variables at different points of the happiness conditional distribution. Findings – The results are consistent with the hypothesis that the impact of education on subjective well-being varies across the distribution, with education effects lower at the top of the happiness distribution. It is also found that education generates certain aspirations among individuals in regard to the job they expect to hold and that people suffer a psychological cost when those aspirations are not met. This “aspiration mechanism” seems however to weaken as one moves along the distribution. Originality/value – The central contribution of this paper lies in the treatment of job aspirations through different variables of educational mismatch. Although rising aspirations have often been highlighted as the main mechanism that could explain the weak relationship between education and subjective well-being, this mechanism has barely been analyzed empirically. Moreover, the effects of educational mismatch on individual satisfaction have only been analyzed at the mean of the conditional distribution. The value of this study is therefore twofold, focussing on the analysis across the entire well-being distribution of the aspiration mechanism generated by education in regard to the job an individual expects to hold.

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Boccuzzo, Giovanna, Luigi Fabbris, and Omar Paccagnella. "Job-major match and job satisfaction in Italy." International Journal of Manpower 37, no. 1 (2016): 135–56. http://dx.doi.org/10.1108/ijm-03-2014-0083.

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Purpose – The purpose of this paper is to study how graduates’ jobs may be determined by their educational performances and social background. In particular, the authors investigate job-education mismatch and job satisfaction to evaluate whether time spent and effort exerted during university studies were compensated with a good job. Design/methodology/approach – Data on the occupational status of the graduates 36 months after graduation, collected by the Padua University on its graduates, are analysed by means of univariate and multivariate methodologies. In particular, the pathways from graduates’ social capital to job satisfaction are investigated through a structural equation modelling approach. Findings – The authors find that a minority of graduates can be considered as overeducated when considering the requirements of the labour market, but many graduates state that any degree would suffice for their job. Multivariate analyses show that graduates’ job quality is related to their university choice and outcome, high school choice and performance, social capital. Destiny is written from the beginning of the educational pathway, but students can affect their labour market future with an appropriate choice of university programme. Originality/value – The qualified point of this paper lies on the complexity of the model adopted for the analysis and its ability to highlight direct and indirect effects: two job outcomes (job-major match and job satisfaction) are the variables of interest, analysed within a structural model covering all educational stages of the Italian educational pathway, from parental social background to university degree.

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Afaq, Aneeqa, Qurrahtulain Khan, Adeel Arshad, Muhammad Sibt-e-Ali, and Areeba Athar Malik. "The Job Satisfaction of Academic Staff in Higher Educational Institutes." Journal of South Asian Studies 10, no. 1 (2022): 95–101. http://dx.doi.org/10.33687/jsas.010.01.4112.

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The purpose of this study is to find out the level of work satisfaction among academic staff at Pakistan's higher educational institutions. A quantitative study approach was employed to collect data from universities in Punjab and Azad Kashmir provinces using a questionnaire. To elicit a response from the sample under research, Lester (1987) Teachers' Job Satisfaction Questionnaire (TJSQ) was adopted to collect the data. The findings indicate that academic staff job satisfaction is positively and significantly connected to pay, job security, and working circumstances. Job security is the best predictor of teachers' job satisfaction, according to this study. It is also advised that instructors be encouraged and motivated to improve their performance in the learning process by giving improved advancement chances, stable jobs, and suitable working environments. This research study can aid policymakers in making informed decisions on teacher job satisfaction and retention. Additionally, it may benefit students' well-being and elevate instructors' prestige.

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Albert, Cecilia, and Maria A. Davia. "University-supported job search methods and educational mismatch in bachelor's and master's graduates." Education + Training 65, no. 10 (2023): 29–45. http://dx.doi.org/10.1108/et-04-2022-0144.

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PurposeThis paper addresses the relevance of job search methods and strategies in determining vertical mismatch and the risk of underusing skills or knowledge in first jobs amongst graduates from bachelor's and master's programmes in Spain. Support from universities (via internships and career services) is compared to support from public institutions and informal strategies.Design/methodology/approachThe authors use the 2019 University Graduate Job Placement Survey. The dependent variables are estimated with a bivariate probit model with sample selection on a subsample of graduates who were not working at graduation.FindingsInternships and university career employment offices significantly improve the quality of first job matches. Job banks and public examinations also contribute to finding well-matched first positions, while for public employment services, results are mixed. When the job search is not supported by institutions, graduates generally do worse finding their first jobs, particularly when temporary employment agencies are involved. There are also large differences in mismatch risks across fields of study.Practical implicationsIf more graduates found their first jobs through internships and university job placement services, educational mismatch rates would decrease substantially. Further collaboration between universities and employers for the provision of high-quality internships may foster their conversion into regular, well-matched jobs. Industrial policies addressed to knowledge-based economic activities would enhance the creation of highly skilled positions. Further orientation towards STEM degrees is required to improve imbalances between supply and demand for graduate labour in Spain.Originality/valueEvidence about education mismatch among master's degree graduates is very scarce. This paper compares them to bachelor's degree graduates. It addresses two complementary types of education mismatch and takes into account potential self-selection into post-graduation job search.

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Yokotani, Kenji. "Educational Level Signals Unobserved Abilities of People with High Functioning Autism Spectrum Disorders." Psychological Reports 107, no. 1 (2010): 227–35. http://dx.doi.org/10.2466/11.13.15.pr0.107.4.227-235.

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The effect of educational level on employment of people with high functioning autism spectrum disorders (HFASD) was examined. If education augments natural abilities to accomplish tasks in people with HFASD, then those with more education would have comparative advantages in both obtaining and retaining jobs. In contrast, if education did not augment natural abilities and only signaled unobservable abilities, one would expect an advantage only in obtaining a job, but not in retention. 22 people with HFASD replied to questionnaires regarding their history of education and employment. Those with job experience had higher educational levels than those with no job experience, but educational level was not significantly different between groups with and without more than one year of job experience. Educational level seems to be associated with abilities, but probably the unobserved abilities underlie both educational attainment and employment history.

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Deželan, Tomaž, Danica Fink Hafner, and Mateja Melink. "First-job educational and skill match." International Journal of Manpower 35, no. 4 (2014): 553–75. http://dx.doi.org/10.1108/ijm-05-2013-0103.

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Purpose – The purpose of this paper is to examine the education-job match of political science graduates from Slovenia, as well as from selected EU countries, in the context of other disciplines. In the frame of contested theoretical approaches, the implications of matching the knowledge that is acquired during education to the skills that are needed on the job are also examined. Design/methodology/approach – Using the REFlex HEGESCO database, as well as other secondary data, the wider disciplinary and contextual environments are presented. Disciplinary and contextual mapping is followed by binary logistic regression of primary data collected from Slovene political science graduates. Based on the results, the authors determined the validity of certain theoretical premises of human capital, credentialist, and assignment approaches, specifically regarding education-job matching. Findings – In terms of graduate education-job match, the results indicate that the relevance of the sector of employment relates to educational as well as skill match. The results also indicate that matched candidates utilize the skills acquired during the education process to a greater degree, which adds weight to the assignment theory's presumption. The effect of formal credentials is relevant, because graduates with Bologna degrees, despite having attended programs with virtually identical curricula at the same institution, are significantly less matched when compared to non-Bologna graduates. Accordingly, the effect of the change to the structure of the system of higher education (HE), which is amplified by the period effect of the economic crisis, implies a serious change to graduates’ opportunity structure. Practical implications – The study should motivate a re-examination of the teleological purpose of the study by professional associations in the state. It should also motivate the adjustment of the study programs to the new conditions graduates face and strengthen the educator-employer relationship to make the latter cognizant about the study programs and the skills of graduates. In addition, the study should provide grounds for a critical discussion about the implications of governmental austerity measures on the public sector. Originality/value – The paper provides new insights into the early careers of political scientists and social scientists at large. It also offers early evidence on the effect of the Bologna's HE reform and indications about the early career achievements in a crisis-struck post-communist country.

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Dementev, D. V. "Interconnection of Educational and Professional Standards." Accounting. Analysis. Auditing 5, no. 3 (2018): 120–27. http://dx.doi.org/10.26794/2408-9303-2018-5-3-120-127.

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The paper discusses some issues of existing norms and requirements to educational and professional activities. The required soft (non-technical), general professional and professional skills are prescribed by educational standards, job descriptions are regulated by professional standards. Higher education programs must provide quality professional skills. A mandatory assessment and monitoring of professional skills should become a powerful motivator for employees’ long-life learning and selfeducation. A criterion for assessing the quality of education is a graduate who works in the specialty and qualitatively fulfils the job responsibilities. The reference to the statistics in educational and budgeting spheres is used to raise the problem of practical compliance of educational standards and professional job functions. Educationalstandardsshouldspecifythejobsappropriateforthegraduate.The control over competence formation must ensure the qualitative qualification. The conclusion is made that an employer does not finds it beneficial to retrain a certified specialist. A graduate of higher educational institution should be able to immediately fulfill the duties stated in his job description. In all stages of their higher education program, students should learn by doing to enhance skills by action learning, which must be ensured by the educational institution. In this regard, internship curriculum should be constantly monitored and regularly updated. There is an urgent need for educators to take up part-time jobs with relevant non-educational organizations or to receive regular refresher training. As for engaging outside professionals from non-educational organizations, it could be considered only as exception. It is proposed to develop a separate educational standard for the training of lecturers of higher education, as teachers must master the methodology of teaching students. A standard to guide professional activities of lecturers should also be worked out and recommended for practical application. This standard should be an extension of the educational standard. The potential and viability of this study is proved by the draft educational standards that put educational skills in compliance with professional standards (job descriptions).The growing number of publications on harmonizing educational and professional standards is also an evidence of its topicality.

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Fu, Hsin-Wei, Hui-O. Yang, and Kuei-Lin Chu. "Correlations among Satisfaction with Educational Training, Job Performance, Job Characteristics, and Person-Job Fit." Anthropologist 17, no. 1 (2014): 65–74. http://dx.doi.org/10.1080/09720073.2014.11891415.

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Sam, Vichet. "Impacts of educational mismatches on job satisfaction." International Journal of Manpower 41, no. 1 (2019): 84–99. http://dx.doi.org/10.1108/ijm-07-2018-0229.

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Purpose Education-job mismatches, especially overeducation or vertical mismatch, are generally found to lower the worker’s job satisfaction, which may generate the counter-productive behaviors, such as high rates of absenteeism and turnover in developed countries. The purpose of this paper is to examine the impacts of educational mismatches from their both forms and dimensions (match, overeducation, horizontal mismatch and double mismatch) on the job satisfaction among university graduates in Cambodia. Design/methodology/approach To deal with the sample selection bias owing to the unobserved job satisfaction of unemployed graduates, this paper applies the Heckman probit model on a survey conducted with 19 higher education institutions in Cambodia. Findings Results indicate that a half of graduates suffer at least one type of educational mismatch and the both forms of mismatches adversely affect the job satisfaction with the strongest impact from the double mismatch case. Research limitations/implications The authors take into account the sample selection bias, but are not able to deal with the unobserved heterogeneity, such as individual competences and preferences. With the panel data, it would be possible to isolate those individual fixed effects. Practical implications The findings underline the importance of improvement in the quality of higher education in Cambodia that seems to play a main role in this education-job mismatch problem. Creating the occupational counseling for the high school students would be also helpful to orientate students to the majors strongly needed by the labor market. Originality/value This paper focuses on all forms and dimensions of mismatches and takes into account the sample selection bias in the context of a low-income country where the increasing rate of enrollment in higher education seems to be accompanied by an increasing rate of education-job mismatches. Previous research works focused mostly on overeducation and in developed countries.

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Thompson, D. A., and G. A. Leyden. "‘Gissa Job!’ Youth Unemployment and Educational Psychologists." Educational Psychology in Practice 1, no. 1 (1985): 1–9. http://dx.doi.org/10.1080/0266736850010102.

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Thèses sur le sujet "Educational job"

Curcio, Lea. "District Office Leadership Practices' Impact on Principal Job Satisfaction." Thesis, University of La Verne, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10810177.

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Problem. The demands of the principalship have become overwhelming for school principals and have contributed to job dissatisfaction. The expectations and pressure for schools to demonstrate positive learning outcomes require principals to be highly skilled and motivated. Since principal performance is directly affected by their job satisfaction, district offices would benefit from understanding how district directors’ leadership practices influence the job satisfaction of principals and which supports are the most impactful. Purpose. The purpose of this qualitative case study was to explore how district directors’ leadership behaviors, as aligned to Kouzes and Posner’s (2012) 5 practices of exemplary leadership, influence principals’ job satisfaction from the perspective of principals from small to midsized San Diego County school districts in kindergarten through 8th-grade Southern California schools. Methodology. This qualitative single case study focused on a semistructured interview and a public district document review to explore from the principal’s perspective district office directors’ leadership behaviors and practices that influence principal job satisfaction and identify impactful supports. Findings. The analysis of the findings resulted in 6 themes and 14 subthemes that described, from principals’ perspectives, leadership behaviors and practices of district office directors that align with Kouzes and Posner’s 5 practices of exemplary and what support provided positively influenced principal job satisfaction. Conclusions. When district office directors lead in a manner that is responsive, supportive, and encouraging, it fosters positive relationships and higher levels of job satisfaction among site principals. By improving working conditions of site principals, district leaders are minimizing principal turnover and increasing principals’ effectiveness. Recommendations. District directors should be available and responsive to principal needs engaging in collaboration and problem solving. They should create an environment that allows for frequent communication and input, and provide personalized coaching for principals on topics of their choice. Districts should create systems that formalize these supports.

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Foley, Virginia P. "Self-Efficacy and Teacher Retention: Perception of Novice Teachers on Job Preparation, Job Support, and Job Satisfaction." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5987.

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The purpose of this qualitative study was to examine the perceptions of novice teachers in 1 school district regarding their professional experiences. Novice teacher was defined as someone with 5 years or fewer in the teaching profession. The study was of an emergent design using phenomenological qualitative methods that included face-to-face interviews, triangulation of information, and analyzation with specific adherence given to understanding the social phenomena of the lived experience from the participants’ perspectives. Specifically, the study addressed possible relationships between novice teachers’ experiences and perceptions of success and self-efficacy that contribute to their choice of continuing in the profession of teaching. Participants in this study ranged from 23-55 years of age, represented male and female gender, encompassed all levels of grade configuration within the school district (elementary, middle, high school), and covered experiences within each of the 5 years of defined novice work. Information was collected through individual one-on-one interviews covering preparatory programs, individual school sites, district induction programs, and the relationships developed within each spiraled experience. This study identified reasons for retention in the population of novice teachers and possible obstacles that might cause a novice teacher to leave the profession during or at the end of the 5 year apprenticeship. Information collected revealed that age, timing of entrance into a teaching career and preparatory programs had an effect on novice efficacy and job success. In addition data suggested that job support, job fulfillment, as well as future career choice were influenced by experiences a novice lived through within a school culture including type of administrative support, peer mentoring, collegial socialization, district expectations, and induction involvement.

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Pund, Jamie Lynn. "Teacher Job Satisfaction in a Changing Educational Environment." Ashland University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1447272577.

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Stevens, Jessica Ann. "The relationship between job satisfaction and educational leadership among teachers in secondary education." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570213.

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The increase in teacher attrition rates within the state of California since 2000 is of concern to the California Department of Education and districts throughout the state because of a myriad of issues created by the loss of qualified teachers. The cost of replacing qualified teachers and recruiting and training new teachers to replace those who have left is a costly challenge. In California, 13% of new high school teachers leave the profession within the first two years of teaching and 22% leave within the first four years, even after successful completion of a teacher support program funded by the state (Reed, Reuben, & Barbour, 2006). Teacher attrition is a growing concern to both the state and the nation. In this quantitative correlational study, one public high school within San Diego Unified School District served as a sample reviewed for data relating to teacher job satisfaction and elements of educational leadership that work to promote teacher retention. Data were analyzed to formulate a conclusion regarding job satisfaction and the set of predictor variables including the general quality of administrative leadership within a teacher’s educational environment, problem-solving conducted by the leadership in place, professional respect demonstrated for the educator by school leadership, professional development opportunities for teachers, and projected length of employment of the teacher. A Bonferroni adjustment was performed on the original alpha level (α = .05) to reduce the likelihood of a type I error (false positive interpretation). Due to the application of the Bonferroni correction, the research study presented the finding that job satisfaction was not related teacher job satisfaction. Recommendations include the integration of relevant, focused professional development opportunities for teachers, with the ultimate goal in mind to retain dedicated, quality educators who seek to improve the lives of their students daily.

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Quinlan-Crandall, Erin Fleming. "Principals' Perceptions of Factors Leading to Job Retention in a Small Northeast State." Thesis, Johnson & Wales University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10285141.

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The retention of quality school leaders is critical to school success and improvement (Fuller, Orr, & Young, 2008; National Association of Elementary and Secondary Principals, 2013; School Leaders Network, 2015). It is unlikely that student achievement will improve in schools with rapid turnover of school principals (Mascall & Leithwood, 2010). Research contends that fifty percent of new principals will quit within three years of being hired and those that do stay often leave high poverty schools for less demanding leadership roles (Fuller et al., 2008; School Leaders Network, 2015). School change is more successfully implemented when a principal remains in the position for a minimum of three to five years (Fuller, Young, & Baker, 2007). Understanding what factors lead to principal job retention may provide insight to minimize principal turnover and increase student achievement. The purpose of this explanatory, sequential, mixed methods study was to investigate the factors that lead to principal job retention in traditional public elementary and secondary schools in a small northeast state. This study addressed the following research questions: 1. What factors do principals rate as important for job retention in their current position? 2. What is the relationship between principal identified factors related to job retention and the following demographic variables: gender, school urbanicity, school level, school enrollment, socio-economic status, priority school status, overall happiness in their current job, and principal tenure status? 3. How do principals describe the factors that influence their job retention? During the quantitative phase, a questionnaire was administered to elementary and secondary principals (N=270) to measure perceptions of the factors that contribute to their decisions to persist in their current positions. During the qualitative phase, interviews (n=6) were conducted to explore how principals describe the factors that contribute to job retention. Significant findings were found related to school level, priority school status, overall happiness, and principal tenure. Six prominent themes emerged from the qualitative data. Results from this study may benefit school superintendents and other educational leaders to help them better identify the conditions necessary to retain school leadership that may lead to student academic success and decrease principal turnover.

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Persch, Andrew Charles. "The Model of Systematic Job Matching." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405612722.

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Mayes, Hailey. "That's My Job? Educational Assistants Role within the Classroom." Thesis, Minot State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13420613.

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This study is a replication of Janet Jabs’ “What’s my job? Perspectives on Paraeducators Roles” completed in 2000. This study focused on the perceived role of educational assistants held by teachers and educational assistants themselves. Participants included teachers and educational assistants employed by the Saskatoon Public School Board in Saskatoon, Saskatchewan. Each participant completed a 24-question survey. Overall results revealed that there were some discrepancies and agreements between teachers and EAs as to what tasks an EA is responsible for within the classroom.

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Downing, Pamela Risner. "Effects of Teacher Evaluation on Teacher Job Satisfaction in Ohio." University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1461861842.

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Schluntz, Michele. "Developing Collective Teacher Efficacy through Job-embedded Professional Development in Elementary Teachers." Thesis, Northern Illinois University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10829679.

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ABSTRACT DEVELOPING COLLECTIVE TEACHER EFFICACY THROUGH JOB-EMBEDDED PROFESSIONAL DEVELOPMENT IN ELEMENTARY TEACHERS Michele Schluntz, Ed.D. Department of Curriculum and Instruction Northern Illinois University, 2018 Elizabeth Wilkins, Director The purpose of this mixed-method study was to explore the outcomes of a Job-Embedded Professional Development (JEPD) approach on Collective Teacher Efficacy (CTE). Teachers volunteered to participate in one of three literacy teams designed for the study. At the opening of the study, teachers completed the Collective Teacher Efficacy Belief Scale (CTEBS) to determine the level of CTE present prior to engaging in the JEPD sessions. During the three JEPD sessions, teachers engaged in meaningful conversations about situated problems of practice and potential changes to address such concerns. At the conclusion of each JEPD session, teachers completed individual reflection journals documenting their experiences. Upon completion of the final JEPD session, teachers again completed the CTEBS. The study concluded with the completion of one-on-one interviews to provide a deeper understanding to the responses provided through the individual reflection journals. Three major findings were identified in this study. First, it was concluded that a JEPD approach to the professional development of teachers may play a role in influencing CTE. Second, this study supported the Social Cognitive Theory framework of human agency and Triadic Reciprocal Causation. And third, meaningful conversations about situated learning in authentic problems of practice contributed to the development of CTE. As a result of these findings, this study supports a sociocultural approach to the professional development of teachers. Embedded in Vygotsky?s (1978) Socio-cultural Theory, there are five principles that encompass a sociocultural approach to teacher professional development. Teachers in this study experience four out of the five: teacher agency, situational appropriate, dialogical practice, and systemic in view. Utilizing these findings, recommendations for professional development and future research are also discussed.

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Hedley, Harold Hastings. "The relationship of job preview to absenteeism, turnover, and job satisfaction of public school teachers." W&M ScholarWorks, 1985. https://scholarworks.wm.edu/etd/1539618849.

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The relationship between the job preview and the job related behaviors of absenteeism, turnover, and job satisfaction was investigated. The objective of the study was to attempt to determine if a job preview booklet that contained information about teaching would have a statistically significant effect on the three job-related behaviors of absenteeism, turnover, and job satisfaction. Data were gathered by examining absenteeism and turnover information from 103 newly hired teachers in the seven school divisions participating in the study. Job satisfaction of control and experimental groups was measured by administering the Job Descriptive Index and the Job in General measure. Results of the multiple analysis of variance indicated that none of the eight control variables were statistically significant. Several possible limitations of the present study were discussed. Future job preview studies might include video-tapes of actual work settings. to avoid contamination problems, entire school divisions could be matched with comparable samples, with each being entirely control or experimental. The job preview could be provided after the interview, but before the contract was signed. The potential benefits of reduction in absenteeism and turnover, and improved satisfaction might justify additional job preview research.

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Livres sur le sujet "Educational job"

Gronouski, John Austin. East Austin survey: Educational attainment, job skills, employment status, and job opportunities : a report. Lyndon B. Johnson School of Public Affairs, University of Texas at Austin, 1987.

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1944-, Upton Graham, and Varma Ved P, eds. Stresses in special educational needs teachers. Arena, 1996.

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Educational assistant teachers: Job hunting, a pracitcal manual for job-hunters and career-changers. [Emereo Pub.], 2012.

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Supervision in educational, social and medical services professions. Cambridge Scholars Publishing, 2013.

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Kyoyuk kwa il ŭi sahoehak: Netʻŭ wŏkʻŭ ironjŏk chŏpkŭn. Hakchisa, 1997.

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Labram, Alan L. Writing job descriptions for senior educational psychologists: A process consultation approach. PEL, 1991.

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Grimm, Matthias Alexander. Kognitive Landschaften von Lehrern: Berufszufriedenheit und Ursachenzuschreibungen angenehmer und belastender Unterrichtssituationen. 2nd ed. P. Lang, 1996.

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Grimm, Matthias Alexander. Kognitive Landschaften von Lehrern: Berufszufriedenheit und Ursachenzuschreibungen angenehmer und belastender Unterrichtssituationen. P. Lang, 1993.

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Dēmētropoulos, Eustathios G. Hoi ekpaideutikoi kai to epangelma tous: Symvolē stēn anaptyxē mias epangelmatikēs psychologias tou Hellēna ekpaideutikou. Ekdoseis Grēgorē, 1998.

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Daresh, John C. Marketing your educational leadership skills: How to land the job you want. 2nd ed. Rowman & Littlefield Education, 2011.

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Chapitres de livres sur le sujet "Educational job"

Hill, Kirsten Lee, and Laura M. Desimone. "Job-embedded Learning." In The Wiley Handbook of Educational Supervision. John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119128304.ch5.

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Nghiem, Thanh Thi, Loc Thi My Nguyen, Thuan Van Pham, Hang Thi Thu Nguyen, Khuyen Thi Mai, and Khuyen Thi Mai. "Competency Improvement for Functional Department Managers in Universities Satisfying Job Description Requirements." In Educational Innovation in Vietnam. Routledge, 2022. http://dx.doi.org/10.4324/9781003202424-6.

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Boynton, Kimberly A. "Understanding Speech-Language Pathology Practice in the Educational Setting." In Job Satisfaction of School-Based Speech-Language Pathologists. Routledge, 2021. http://dx.doi.org/10.4324/9781003098492-2.

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Cordella, Barbara, Francesca Greco, Paolo Meoli, Vittorio Palermo, and Massimo Grasso. "Educational Culture and Job Market: A Text Mining Approach." In Studies in Classification, Data Analysis, and Knowledge Organization. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52680-1_23.

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Chopra, Ashok, and Satish Menon. "Is Job Shadowing a Panacea for Educational Drop Outs?" In The Importance of New Technologies and Entrepreneurship in Business Development: In The Context of Economic Diversity in Developing Countries. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69221-6_142.

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Johnson, Holly, and Patricia Watson. "The Right Tools for the Job: What’s the Role of Literacy in STEM Initiatives?" In Secondary STEM Educational Reform. Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9781137002228_5.

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Khobreh, Marjan, Fazel Ansari, Mareike Dornhöfer, Réka Vas, and Madjid Fathi. "Med-Assess System for Evaluating and Enhancing Nursing Job Knowledge and Performance." In Open Learning and Teaching in Educational Communities. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11200-8_49.

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Wild, Fridolin, Peter Scott, Jaakko Karjalainen, Kaj Helin, Salla Lind-Kohvakka, and Ambjoern Naeve. "An Augmented Reality Job Performance Aid for Kinaesthetic Learning in Manufacturing Work Places." In Open Learning and Teaching in Educational Communities. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11200-8_44.

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Båtevik, Finn Ove. "Work for Life? Former Students with Special Educational Needs in the Job Market." In Life Course of Special Educational Needs Students. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-24247-2_9.

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Boffo, Vanna. "Employability and Transitions: Fostering the Future of Young Adult Graduates." In Employability & Competences. Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.19.

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Starting from questions inspired by the tremendous changes taking place in the worlds of education and employment, this research focuses on the role of employability in the building of new skills in higher education contexts. This longitudinal survey conducted on a sample of 52 graduates from the Educational Science sector found certain key characteristics in the transitions to the world of work, allowing reflection on those educational activities whose impact is more favourable to develop job placement

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Actes de conférences sur le sujet "Educational job"

Walter, Sonja, and Jeong-Dong Lee. "Human capital depreciation and job tasks." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13078.

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This research aims to investigate the link between human capital depreciation and job tasks, with an emphasis on potential differences between education levels. We estimate an extended Mincer equation based on Neumann and Weiss’s (1995) model using data from the German Socio-Economic Panel. The results show that human capital gained from higher education levels depreciates at a faster rate than other human capital. Moreover, the productivity-enhancing value of education diminishes faster in jobs with a high share of non-routine analytical, non-routine manual, and routine cognitive tasks. These jobs are characterized by more frequent changes in core-skill or technology-skill requirements. The key implication of this research is that education should focus on equipping workers with more general skills in all education levels. With ongoing technological advances, work environments, and with it, skill demands will change, increasing the importance to provide educational and lifelong learning policies to counteract the depreciation of skills. The study contributes by incorporating a task perspective based on the classification used in works on job polarization. This allows a comparison with studies on job obsolescence due to labor-replacing technologies and enables combined education and labor market policies to address the challenges imposed by the Fourth Industrial Revolution.

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Pasaribu, Eva Solita, Benyamin Situmorang, and Zainuddin. "The Effect of Sources of Job Stress on Job Satisfaction of Educative Workers." In The 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201124.101.

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Exter, Marisa. "Comparing educational experiences and on-the-job needs of educational software designers." In the 45th ACM technical symposium. ACM Press, 2014. http://dx.doi.org/10.1145/2538862.2538970.

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Kaseorg, Merike, and Krista Uibu. "Factors Influencing Job Satisfaction of Estonian Primary School Teachers." In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.9.

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Cubukcu Cerasi, Ceren, and Yavuz Selim Balcioglu. "Understanding Society 5.0 Jobs for Improving Education 4.0 – an Analysis in Python." In Challenges in Economics and Business in the Post-COVID Times. University of Maribor Press, 2022. http://dx.doi.org/10.18690/um.epf.5.2022.17.

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Developments in science and industry have a direct impact on human life by contributing to development of societies throughout human history. Developments in information, internet technologies and Industry 4.0 accelerated the digital transformation of the industry. As a result, factories have been equipped with ‘smart’ technologies and new skills are needed to use these smart technologies. These skills have changed job descriptions and new graduates now start to work in jobs that never existed in the past. After the transformation from an industrial society to an information society with Industry 4.0, the aim is to reach Society 5.0 as a new level of social development. Therefore, graduates will need to have new skills to adjust to Society 5.0. In this study, International Standard Classification of Education 2020 data were analysed according to gender, age and educational level using machine learning in Python. The types of jobs that are most in demand were identified. Consequently, the sector and job preferences of new graduates were determined according to their educational levels. This study fills a gap in existing literature by analysing the trendiest positions in the industry so universities can prepare their students for these positions within the Education 4.0 framework.

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Darie, Alexandru, Roxana Postelnicu, and Cezar Scarlat. "THE IMPACT OF E-LEARNING ON THE FUTURE JOB MARKET – PREDICTING A NEW EDUCATIONAL TYPE OF LEARNING STYLE FOR THE NEXT GENERATIONS." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-064.

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This paper aims to present a theoretical analysis of a new educational type of learning styles for next generations. We are in a new era of technological breakthrough regarding Artificial Intelligence and Robotics that will change the jobs as we know them and will create others. In the next decades, machines and robots are expected to perform more current tasks than humans and there will be a need of new skilled workers that could program, design and handle the Artificial Intelligence. What happens with the ones that will be left out ? It will be a critical issue for the business to take a proactive role in supporting their existing employees through reconverting to new areas of competencies and the educational institutes to create an environment that facilitates workforce transformation. The change in the educational paradigm should have two key components: soft skills and technical skills. Soft skills are the key abilities for the ones that will reconvert from jobs that will disappear and technical skills are key abilities for the jobs that aren't created yet. The best scenario is the combination of the two skill sets and the challenge to combine them in a new educational platform for students and reconverting education for adults and elders. The studies show us that we are not proactive on the issue of preparing the workforce that will fill the job market in the future. This article will review a series of predictions regarding jobs that will be created based on the digitization of old industries, new technological areas and a modern way of education.

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Sozykin, Andrey, Anton Koshelev, Alexander Bersenev, Denis Shadrin, Alexander Aksenov, and Evgeniy Kuklin. "Developing Educational Programs Using Russian IT Job Market Analysis." In 2021 IEEE Ural Symposium on Biomedical Engineering, Radioelectronics and Information Technology (USBEREIT). IEEE, 2021. http://dx.doi.org/10.1109/usbereit51232.2021.9454998.

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Haqni, Mirsha Ulfatul, Sri Gunani Partiwi, and Budi Santosa. "Job Rotation Model Considering Ergonomic Factors in Educational Institutions." In APCORISE 2021: 4th Asia Pacific Conference on Research in Industrial and Systems Engineering 2021. ACM, 2021. http://dx.doi.org/10.1145/3468013.3468669.

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Supriadi, Didi, and Muhyadi. "The Antecedent of Job Engagement towards the Job Embeddedness and Performance of Educational Staff in University." In Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/iccie-18.2019.24.

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Mohamed, Zulaikha, Martin Valcke, and Bram De Wever. "Can mastery of Teacher Competences Determine Student Teachers’ Readiness for the Job?" In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.39.

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Rapports d'organisations sur le sujet "Educational job"

Cory, Charles H., Paul P. Foley, and Stephanie Booth-Kewley. Relationship of Mental and Educational Levels of Navy Male Enlisted Personnel to Job Outcome Criteria. Defense Technical Information Center, 1991. http://dx.doi.org/10.21236/ada383974.

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Савченко, Лариса Олексіївна. Characteristic of the future specialists professional preparation to the quality educational assessment. Педагогічна думка, 2015. http://dx.doi.org/10.31812/0564/365.

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To consider the characteristics of the levels of formation of professional readiness of future specialists to pedagogical diagnostics of quality of education. Diagnostics of levels of formation of professional training of future teachers is realized through a number of research methods: observation, testing, interview, analysis of the results. The basis of the diagnostic systems research on three-level assessment scale, supplemented by «high level», which allows to adapt to local conditions and to enrich the features of a particular region. Analysis of modern works on the organization of control of educational achievements of students; the log books of progress and attendance of students in classes, conversations with teachers and our own observations have proved that in educational practice there are different models of the organization of control of educational achievements of students in pedagogical disciplines and professional subject training, validation should be carried out using various schemes and scales of evaluation present different approaches to the calculation of rating of students (in some cases even within the same University) and others. The analysis proved that the existing complex control tasks and tasks for independent work is only seventy percent of jobs differentiated by professional orientation, the rest of the job for the overall development of pedagogical competence of students. In our opinion, well developed task, that is, those that consist mainly of problems of professional and pedagogical orientation that enhance future teachers ‘ motivation to learn pedagogical disciplines. The quality of education becomes the main reference point that determines the credibility and competitiveness of educational institutions on regional, national level and international arena.

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Alcaíno, Manuel, Analia Jaimovich, Carolina Méndez, and Diana Vásquez. Open configuration options Government fragmentation and educational outcomes: evidence on the creation of municipalities in Chile. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0003977.

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We explore how government fragmentation affects public education provision by examining the case of Chile, which created 11 municipalities between 1994 and 2004. Using territories that sought, but failed to, achieve independence as controls, we find that schools in newly created municipalities, on average, experienced a standard deviation decline of 0.2 in elementary school mathematics performance. In addition, fragmentation led to a high turnover and increased job insecurity of classroom teachers and school management teams in newly created municipalities. In contrast, we found that reducing the size of the original municipalities school networks does not impact student outcomes or school personnel. Overall, our findings point to specific unintended educational effects of policies that seek to enhance horizontal decentralization.

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Branson, Robert K., Lois Wilson, and Beatrice J. Farr. Job Skills Education Program. Defense Technical Information Center, 1985. http://dx.doi.org/10.21236/ada162897.

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Tinsley, Brian, Sarah Cacicio, Zohal Shah, Daniel Parker, Odelia Younge, and Christina Luke Luna. Micro-credentials for Social Mobility in Rural Postsecondary Communities: A Landscape Report. Digital Promise, 2022. http://dx.doi.org/10.51388/20.500.12265/151.

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This landscape report explores the impact of earning micro-credentials on the social mobility of rural learners. Through four in-depth case studies, we show how earning micro-credentials may lead to credential attainment, workforce entry, promotions, and/or economic improvements (e.g., salary increase, prioritizing learners impacted by poverty), particularly for Black, Latino, and Indigenous populations, as well as women. All of the initiatives emphasize the need for strong regional partnerships across educational sectors and deeper efforts to engage communities of color to lead to greater impact. Preliminary research indicates that micro-credentials can—and in some cases, do—lead to job promotions, higher wages, and an increase in self-confidence for rural learners.

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Raei, Lamia. A Pathway to Youth Employment: Youth internships programme in Jordan. Oxfam IBIS, 2021. http://dx.doi.org/10.21201/2021.7956.

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As part of the Youth Participation and Employment (YPE) programme, Oxfam’s partner INJAZ works to bridge the skills gap between the educational system and the changing needs of the labour market in Jordan. Oxfam supports the INJAZ internship programme, which aims to integrate young people into private-sector companies in order to help inform their future career choices. For many young people who participate in the programme, their internship is a stepping-stone to full employment. This case study presents examples of young people who enrolled in the scheme, enhanced their skills, and found a job. Though the uncertainty caused by COVID-19 has affected the pace of recruitment, Oxfam and INJAZ are still working tirelessly to achieve the programme’s mission.

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Wenger, J. W., D. D. Lien, and L. C. Cavalluzzo. Does Education Reform Improve Job Performance. Defense Technical Information Center, 2003. http://dx.doi.org/10.21236/ada418876.

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Dick, David W. The Job Skills Education Program. Extended Tryout. Defense Technical Information Center, 1988. http://dx.doi.org/10.21236/ada199496.

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Peterson, Gary W., and Beatrice J. Farr. Job Skills Education Program: The Evaluation Plan. Defense Technical Information Center, 1985. http://dx.doi.org/10.21236/ada163183.

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Kinnison, William E. Job Skills Education Program TRADOC Test Plan. Defense Technical Information Center, 1990. http://dx.doi.org/10.21236/ada236057.

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