Η Συναισθηματική Νοημοσύνη σε σχέση με την επαγγελματική εξουθένωση και απόδοση των εκπαιδευτικών

Σκοπός της παρούσας μελέτης ήταν η διερεύνηση της επίδρασης της συναισθηματικής νοημοσύνης στην επαγγελματική εξουθένωση των εκπαιδευτικών στις δύο βαθμίδες εκπαίδευσης (πρωτοβάθμιας και δευτεροβάθμιας). Επιπλέον, επιμέρους στόχος της έρευνας αποτέλεσε η επίδραση των δημογραφικών χαρακτηριστικών (φύλο, ηλικία, χρόνος προϋπηρεσίας, σπουδές, ειδικότητα και επίπεδο σπουδών) στη ΣΝ και στο σύνδρομο της επαγγελματικής εξουθένωσης. Στην έρευνα συμμετείχαν διακόσιοι δεκαοκτώ (218) εκπαιδευτικοί πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης δημοσίων και ιδιωτικών σχολείων από διάφορες περιοχές της Ελλάδας. Όλοι οι συμμετέχοντες συμπλήρωσαν τα εξής εργαλεία: α) το ερωτηματολόγιο Συναισθηματικής Νοημοσύνης (Τrait Εmotional Ιnteligence Questionnaire-Short Form, ΤΕΙQue-SF) για την αξιολόγηση της ΣΝ και β) την Κλίμακα Επαγγελματικής Εξουθένωσης της Μaslach (Maslach Burnout Inventory - Educators Survey, M.B.I.-E.S), των Maslach et al. (1996) για τη διερεύνηση του συνδρόμου της επαγγελματικής εξουθένωσης των εκπαιδευτικών πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης. Τα αποτελέσματα της έρευνας ανέδειξαν την ύπαρξη στατιστικά σημαντικών διαφορών και συσχετίσεων μεταξύ των μεταβλητών. Συγκεκριμένα, σύμφωνα με τα αποτελέσματα της ανάλυσης πολλαπλής παλινδρόμησης διαπιστώνεται ότι η συναισθηματική νοημοσύνη των εκπαιδευτικών πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης έχει την ικανότητα να προβλέπει όλες τις διαστάσεις της επαγγελματικής εξουθένωσης. Μάλιστα οι εκπαιδευτικοί που σημείωσαν υψηλή συναισθηματική νοημοσύνη φαίνεται ότι βίωναν χαμηλά επίπεδα επαγγελματικής εξουθένωσης, διαπίστωση που απορρέει από τις αναλύσεις των συσχετίσεων. Από τα παραπάνω, γίνεται αντιληπτό ότι προκύπτει η ανάγκη ύπαρξης και πραγματοποίησης συγκεκριμένων παρεμβάσεων και προγραμμάτων για την ενδυνάμωση της συναισθηματικής νοημοσύνης και την πρόληψη εμφάνισης συμπτωμάτων εξουθένωσης με απώτερο σκοπό την επίτευξη της ψυχοκοινωνικής ισορροπίας και αποτελεσματικότητας των εκπαιδευτικών στο εργασιακό τους περιβάλλον.The purpose of the present study was to investigate the effect of the emotional intelligence on teachers’ burnout incidents. An additional, yet separate goal of the research was to study how the amount demographic characteristics (such as gender, age, work experience, studies, specialty and level of studies) affect both emotional intelligence rates and burnout syndrome phenomena. Two hundred eighteen (218) teachers have been examined during the execution of this survey. The examinees taken into consideration were from both state and private schools, including primary as well as secondary educational units, located in different regions across Greece. Two questionnaires (Τrait Εmotional Ιnteligence Questionnaire-Short Form, ΤΕΙQue-SF - Maslach Burnout Inventory - Educators Survey, M.B.I.-E.S) have been completed by the participants, on the grounds of evaluating emotional intelligence and burnout syndrome rates. The results revealed that emotional intelligence plays a significantly predictive role in all dimensions of burnout phenomena, through multiple regression techniques. Moreover, correlational analysis showed that teachers with high emotional intelligence measurements experienced low burnout rates. Therefore, it is imperative that specific interventions and programs are implemented in order to enhance teachers’ emotional intelligence, prevent burnout symptoms and achieve psychosocial balance and teachers’ effectiveness in their work environment

EpideMiology and control measures of outBreaks due to Antibiotic-Resistant orGanisms in EurOpe (EMBARGO): a systematic review protocol

Improving our understanding of outbreaks due to antibiotic-resistant bacteria (ARB) and their control is critical in the current public health scenario. The threat of outbreaks due to ARB requires multifaceted efforts. However, a global overview of epidemiological characteristics of outbreaks due to ARB and effective infection control measures is missing. In this paper, we describe the protocol of a systematic review aimed at mapping and characterising the epidemiological aspects of outbreaks due to ARB and infection control measures in European countries

Does COVID-19 Vaccination Warrant the Classical Principle " ofelein i mi vlaptin"?

The current severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) pandemic warrants an imperative necessity for effective and safe vaccination, to restrain Coronavirus disease 2019 (COVID-19) including transmissibility, morbidity, and mortality. In this regard, intensive medical and biological research leading to the development of an arsenal of vaccines, albeit incomplete preconditioned evaluation, due to emergency. The subsequent scientific gap raises some concerns in the medical community and the general public. More specifically, the accelerated vaccine development downgraded the value of necessary pre-clinical studies to elicit medium- and long-term beneficial or harmful consequences. Previous experience and pathophysiological background of coronaviruses' infections and vaccine technologies, combined with the global vaccines' application, underlined the obligation of a cautious and qualitative approach, to illuminate potential vaccination-related adverse events. Moreover, the high SARS-CoV-2 mutation potential and the already aggregated genetical alterations provoke a rational vagueness and uncertainty concerning vaccines' efficacy against dominant strains and the respective clinical immunity. This review critically summarizes existing evidence and queries regarding SARS-CoV-2 vaccines, to motivate scientists' and clinicians' interest for an optimal, individualized, and holistic management of this unprecedented pandemic

Surveillance Systems from Public Health Institutions and Scientific Societies for Antimicrobial Resistance and Healthcare-Associated Infections in Europe (SUSPIRE): protocol for a systematic review.

INTRODUCTION: The worldwide spread of antimicrobial resistance is now recognised as a global public health threat. Owing to the geographical heterogeneity, complexity and continuously evolving dynamics of resistant organisms and genes, surveillance is a key tool for understanding, measuring and informing actions in the fight against this problem. To date there is no harmonisation of key indicators or of methodologies used to obtain them. METHODS AND ANALYSIS: The main objective of this project is to systematically review and analyse the current publicly available surveillance activities on antimicrobial resistance and healthcare-associated infections in Europe. Eligible activities are those endorsed by regional, national or transnational health organisations and scientific societies providing data on a periodic basis. Grey and peer-reviewed literature will be searched with no language restrictions. Three independent reviewers will perform a two-step selection process using a previously piloted, tailored electronic data extraction form. Descriptive summaries and tables of all relevant findings will be performed and reported according to PRISMA guidelines. ETHICS AND DISSEMINATION: We did not seek ethical approval for this study because the data to be collected are not linked to individuals. Data will be presented at international conferences and published in peer-reviewed journals. TRIAL REGISTRATION NUMBER: CRD42016033867

Instructional leadership in centralised systems: evidence from Greek high-performing secondary schools

This paper examines the enactment of instructional leadership (IL) in high-performing secondary schools (HPSS), and the relationship between leadership and learning in raising student outcomes and encouraging teachers’ professional learning in the highly centralised context of Greece. It reports part of a comparative research study focused on whether, and to what extent, IL has been embraced by Greek school leaders. The study is exploratory, using a qualitative multiple case design to examine two HPSS in Athens. The research design involved a qualitative approach using several different methods, including semi-structured interviews with school principals, deputy heads, subject teachers and subject advisers, plus observation of leadership practice and meetings and scrutiny of relevant policy documents. The findings show that IL is conceptualised as an informal collaborative leadership practice, interwoven with the official multi-dimension role of Greek principals and their ‘semi-IL’ role. In the absence of official IL ‘actors’, teachers’ leadership has been expanding

Creative learning environments in education-A systematic literature review

This paper reports on a systematic review of 210 pieces of educational research, policy and professional literature relating to creative environments for learning in schools, commissioned by Learning and Teaching Scotland (LTS). Despite the volume of academic literature in this field, the team of six reviewers found comparatively few empirical studies published in the period 2005–2011 providing findings addressing the review objectives. There was, however a reasonable weight of research evidence to support the importance of the following factors in supporting creative skills development in children and young people: flexible use of space and time; availability of appropriate materials; working outside the classroom/school; ‘playful’ or ‘games-bases’ approaches with a degree of learner autonomy; respectful relationships between teachers and learners; opportunities for peer collaboration; partnerships with outside agencies; awareness of learners’ needs; and non-prescriptive planning. The review also found evidence for impact of creative environments on pupil attainment and the development of teacher professionalism. LTS intend to use the review as a basis for recommendations to Scottish schools in promoting creativity within Curriculum for Excellence. However, the findings of the review and methodological gaps in the reviewed studies have implications for policy, practice and research internationally