Parental involvement in secondary education schools: The views of parents in Greece

The present study explores Greek parents' views on parental educational involvement and its impact on adolescent scholastic and social development. Specifically, aspects of parental involvement such as the achieved objectives of current parent-school communication, the psychological climate dominating teacher-parent interactions and parents' suggestions for improvement of current policies and practices are examined. Four hundred and seventy-five parents participated in the study. Findings showed that family-school communication is believed to be insufficient in Greece, despite the fact that parents tend to: (1) regard their cooperation with teachers as determinative of adolescent academic and psychosocial development; (2) consider teachers to be friendly and caring; and (3) believe that secondary school provides some opportunities for constructive parental involvement. These paradoxes are discussed and explained as a result of radical changes in current social and educational values, principles and objectives. © 2011 Taylor & Francis

Training adults' trainers in Greece: Efforts for innovation

In the last few years a systemic approach to lifelong learning has been developing in Greece. It involves legislative acts, buildings, technological infrastructure, administrative structures of lifelong education and training, financing sources, cooperation among stakeholders, quality provision, professionalization of the field. This article focuses on presenting the national lifelong learning strategy regarding the trainers and staff, as they are depicted in relevant reforms and educational programmes and researches and reflects on further steps for the developments on the field. It particularly presents innovative, for Greece, training programmes of trainers which were designed in 2009 and are expected to be completed by 2013, by presenting those programmes' content, objectives, implementation and scientific support. © Common Ground, Constantinos Tsamadias, Konstantina Koutrouba, Maria Theodosopoulou, All Rights Reserved

A phenomenological investigation of the interplay among professional worth appraisal, self-esteem and self-perception in nurses: The revelation of an internal and external criteria system

Nurses' professional self-concept is strongly associated with professional worth appraisal, which encompasses their feelings and perceptions regarding their task efficacy and value of input to clinical outcomes. Professional self-concept and professional worth appraisal are incorporated in one's overall professional role perception. Data show that the way nurses think and feel about themselves personally and professionally, is associated with their well-being, the quality of provided patient care, their job satisfaction and retention. Although researchers indicate that professional self-concept is a different entity from personal self-concept, however, a clear differentiation and possible interaction between these constructs has not been yet adequately described in nursing literature. Personal self-concept mirrors the way people interpret them-selves, incorporating their self-awareness and personal effectiveness. Following purposeful sampling and informed consent, a phenomenological approach based on Munhall's methodology was employed to explore the living experience of professional role perception in 16 critical and emergency nurses, with special focus on their perceptions and feelings about personal and professional-role worth appraisal. Data and theoretical saturation criteria were implemented, along with all nine Munhall's criteria for the rigor and trustworthiness of phenomenological studies. The participants' narratives suggested a possible interaction between professional attitude and personality traits, illuminating as the core theme an interplay among self-perception, personal and professional worth appraisal process. Additionally, the present study emphasized the way self-evaluation criteria system may be associated with the personal and professional self-concept in nurses. In particular, it was highlighted that the way nurses think and feel about themselves is associated with the way they experience their professional role and vice versa, and that professional role-based self-concept and professional worth perception can be linked with their well-being. Furthermore, positive feelings about the self and personal competencies seemed to enhance the perception of effectiveness in clinical settings and adequacy of professional skills, resulting in empowered professional identity and vice versa. Overall, the present findings are discussed in relation to nurses' experience of work-related stressors and relevant interventions. Further exploration of the effectiveness of interventions for facilitating adaptive personal and professional self-appraisal are suggested. © 2018 Karanikola, Doulougeri, Koutrouba, Giannakopoulou and Papathanassoglou