THE EFFECT OF TEACHERS’ COLLABORATIVE NETWORKS ON INNOVATIVE SCHOOL CLIMATE AND THEIR INDIVIDUAL INNOVATIVENESS

The main purpose of the study is to investigate the possible effect of school teachers’ collaborative networks on their individual innovativeness and the innovative school climate. In addition, 174 Greek primary school teachers’ views were explored about their collaboration networks (three collaboration types), their perceived individual innovativeness, the possible existence of innovative school climate, and the support they received in order to promote and/or produce new ideas and practices. Results showed that most of the participant school teachers belong to two categories of the five in the individual innovativeness scale, the early adopters and the early majority, although 20% belongs to innovators. Teachers’ collaboration network types affect innovative school climate and their individual innovativeness, but there were not found correlation between innovative school climate and perceived teachers’ innovativeness. However, collaborative networks within school have a higher effect on teachers’ innovativeness, and innovative school climate can be predicted by the network within school and among schools, as well as by the support that school teachers receive. Article visualizations

ISTRAŽIVANJE MOGUĆEG ODNOSA IZMEĐU SAMOEFIKASNOSTI UČITELJA OSNOVNIH ŠKOLA U GRČKOJ I OTVORENOSTI ZA NOVE IDEJE I PRAKSU

Openness to new ideas and practices could be characterized as a primary condition that leads teachers to innovation and it is also a key component of schools that foster teachers’ and students’ learning. However, there are not many studies that examine teachers’ openness and factors related to it, while the relationship between self-efficacy and innovation has been identified. The study aimed to investigate the possible relationship between teachers’ self-efficacy and openness to new ideas and practices. Using a quantitative approach 182 primary school teachers completed a self-reported questionnaire consisted of a self-efficacy scale and one subscale that refers to openness. The statistical analysis of the primary data showed that teachers express themselves clearly positively both in terms of their self-efficacy and their openness to new ideas, while a weak correlation was found between the two variables. The results partially confirm the findings of similar studies and demonstrate the necessity of further investigation of this specific topic and the search for organizational factors that may influence these variables.Otvorenost za nove ideje i prakse može se okarakterisati kao primarni uslov koji nastavnike vodi ka inovacijama, a takođe je i ključna komponenta škola koje podržavaju učenje nastavnika i učenika. Međutim, nema mnogo studija koje ispituju otvorenost nastavnika za nove ideje i praksu i faktore koji na nju utiču, dok  je identifikovan odnos između samoefikasnosti i inovativnosti. Studija je imala za cilj da istraži moguću vezu između samoefikasnosti nastavnika i otvorenosti za nove ideje i prakse. Koristeći kvantitativnu metodu, 182 nastavnika osnovnih škola popunilo je upitnik koji se sastoji od skale samoefikasnosti i podskale koja se odnosi na otvorenost. Statistička analiza primarnih podataka pokazala je da se nastavnici izražavaju pozitivno kako u pogledu svoje samoefikasnosti, tako i u pogledu otvorenosti za nove ideje, dok je između ove dve varijable utvrđena slaba korelacija. Rezultati delimično potvrđuju nalaze sličnih studija i pokazuju neophodnost daljeg istraživanja ove specifične teme i traženja organizacionih faktora koji mogu uticati na ove varijable

MEĐUSOBNA PODRŠKA KAO KARAKTERISTIKA „ŠKOLE KAO ORGANIZACIJE ZA UČENJE” I NJEN EFEKAT NA DIMENZIJE ZADOVOLJSTVA NASTAVNIKA POSLOM

School as learning organization is a multi-level and multi-dimensional concept, incorporating characteristics of emotional climate such as trust, mutual support and respect, benefits to teachers and contributes to their job satisfaction. Given that the literature examines perceived support in the workplace and its relationship with job satisfaction, the current study focuses on teachers’ mutual support and its effect to their job satisfaction. 304 primary school teachers from Greece completed a self-reported questionnaire consisted of two scales. Mutual support was examined by 11 items from two research tools (School Success Profile Learning Organization Questionnaire; Bowen et al., 2007; Sleegers et al., 2013). Also, two research tools (Bellingham, 2004; 11 items; Liu & Ramsey, 2008; 9 items) were used to examine teachers’ job satisfaction. The factor analysis indicated 3 factors (positive work environment, positive emotion and personal time). The results revealed that teachers expressed positive perceptions about mutual support in their school, as well as in terms of their job satisfaction dimensions. Path analysis revealed that support among teachers has direct and indirect effects on their job satisfaction. Results indicate that schools need to invest in teachers’ mutual support in several ways, as it seems to have positive effects on their work outcomes and their professional learning.Koncept škole kao organizacije koja uči je multidimenzionalan, uključuje karakteristike emocionalne klime kao što su poverenje, međusobna podrška i poštovanje, koristi nastavnicima i doprinosi njihovom zadovoljstvu poslom. Imajući u vidu to da su se dosadašnja istraživanja bavila ispitivanjem i sagledavanjem podrške na radnom mestu i njene povezanosti sa zadovoljstvom poslom, ova studija fokusirala se na međusobnu podršku nastavnika i njen uticaj na njihovo zadovoljstvo poslom. Uzorak istraživanja činila su 304 nastavnika osnovnih škola u Grčkoj koji su popunjavali upitnik sastavljen od dve skale. Međusobna podrška ispitivana je pomoću 11 ajtema iz dva istraživačka alata (School Success Profile Learning Organization Questionnaire;; Boven et al., 2007; Sleegers et al., 2013). Za ispitivanje zadovoljstva nastavnika poslom korišćena su dva istraživačka alata (Bellingham, 2004; 11 zadataka; Liu & Ramsei, 2008; 9 zadataka). Faktorskom analizom izdvojena su tri faktora – dobro radno okruženje, pozitivne emocije i lično vreme. Takođe, analiza puta je otkrila da podrška među nastavnicima ima direktne i indirektne efekte na njihovo zadovoljstvo poslom. Rezultati su pokazali da nastavnici izražavaju pozitivne percepcije o međusobnoj podršci u školi, uključujući i dimenziju zadovoljstva poslom, kao i da  škole treba da ulažu u međusobnu podršku nastavnika na više načina, jer se čini da to pozitivno utiče na njihov rad i njihovo profesionalno učenje

Implementation of physical activity into routine clinical practice in rheumatic musculoskeletal disease: The IMPACT-RMD study protocol and rationale

Physical activity is an important intervention for improving disease-related symptoms and systemic manifestations in rheumatic and musculoskeletal disease (RMDs). However, studies suggest that RMD patients report that the lack of individualized and consistent information about physical activity from managing doctors and healthcare professionals, acts as a barrier for engagement. On the other hand, managing doctors and healthcare professionals report lack of knowledge in this area and thus lack of confidence to educate and advise RMD patients about the beneficial effects of physical activity. The aim of the present study therefore, is to develop two e-Learning courses for RMD doctors and health professionals: a) the first one to provide consistent information about the collective benefits of physical activity in RMDs and b) the second on how to implement physical activity advice in routine clinical practice. Methods: An international collaboration of seven countries, consisting of one academic institution and one patient organization from each country, will co-develop the two e-Learning courses. The final e-Learning courses will primarily target to improve – through physical activity advice – RMD symptoms which are important for patients. Discussion: The main result of this study will be to co-develop two e-Learning courses that can be used by managing RMD doctors and healthcare professionals to be made aware of the overall benefits of physical activity in RMDs as well as how to implement physical activity advise within their practic