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

Detection of O-Linked-N-Acetylglucosamine Modification and Its Associated Enzymes in Human Degenerated Intervertebral Discs

Study DesignHuman herniated discs were obtained from discectomy specimens for the immunohistochemical detection of O-GlcNAc and O-GlcNAcase (OGA)/O-GlcNAc transferase (OGT).PurposeThis study aimed to quantify the extent of O-GlcNAcylation and its associated enzymes (OGT/OGA) in human degenerated intervertebral discs.Overview of LiteratureThe O-GlcNAcylation of nuclear, cytoplasmic, and mitochondrial proteins as well as the effects of such post-translational modifications are currently the focus of extensive research. O-GlcNAcylation is believed to contribute to the etiology of chronic illnesses by acting as a nutrient and stress sensor in the cellular environment. Mature intervertebral disc cells are chondrocyte-like cells, and O-GlcNAc has been shown to promote chondrocyte apoptosis in vitro. We believe that O-GlcNAcylation is a key regulator of disc degeneration.MethodsFifty-six specimens were fixed for 24 hours in a 10% solution of neutral-buffered formaldehyde, dehydrated, and embedded in paraffin. Tissue slices (4-µm-thick) were used for hematoxylin-eosin staining and immunohistochemistry.ResultsWe found that O-GlcNAcylation of cytoplasmic proteins was less than that of nuclear proteins in both single cells and cell clusters. Cytoplasmic O-GlcNAcylation occurs subsequent to nuclear O-GlcNAcylation and is directly proportional to disc degeneration. OGT and O-GlcNAc expression levels were identical in all specimens examined.ConclusionsO-GlcNAc and OGA/OGT expression is shown to correlate for the first time with intervertebral disc cell degeneration. Increasing disc degeneration is associated with increasing O-GlcNAcylation in both nuclear and cytoplasmic proteins in human disc cells

Secondary students' motivation, affect and performance: interactions with students' and teachers' motivation and affect in class level

The present study examined factors that influence the relationship between students’ motivation with their emotions and grades. Participants were 949 students from secondary schools located in northern Greece. Students belonged to 49 intact classes. The study also included 98 teachers who taught in those classrooms.With regard to students, we investigated the relationships between students’ achievement goals orientations, self-efficacy and emotion perception ability with the academic results (i.e., positive and negative affect, test anxiety and school performance). Also, we investigated the relationships between students’ achievement goals orientation with academic results in interaction with students' emotion perception ability. Similarly, concerning teachers, we investigated the relationships between teachers’ goal orientations in teaching, self-efficacy at work and perceived traits of emotional intelligence with positive and negative affect. Moreover, we investigated at class level the relationships of studied concepts between the two groups to determine whether teachers’ variables affect students’ variables. Specifically, we investigated the relationships between teachers' motivation at work and perceived traits of emotional intelligence with students’ motivation and academic outcomes. Αpart from that, we investigated the relationships between students’ motivation with their academic results, in interaction with students' emotion perception ability and teachers' perceived traits to use emotions.The results have shown that students’ performance approach associated with positive affect. The results of the interactions at individual level have shown that mastery orientation associated significantly with more positive affect, when students had higher emotion perception ability. Furthermore, teachers’ mastery orientation associated with negative affect, while teachers’ self-efficacy associated with positive affect. At class level the results showed that teachers’ performance approach is positively associated with students’ positive affect. Furthermore, teachers’ understanding of emotions is positively associated with students’ grades and mastery orientation. The results of the interactions at class level showed that the positive relationships between mastery goals and positive affect was strongest among students who had high levels of emotion perception ability and took classes where teachers reported high levels of use of emotion.This study contributes to the understanding of the role of emotional abilities in motivating students in the classroom.Η διατριβή εξέτασε παράγοντες που επηρεάζουν τη σχέση των κινήτρων μαθητών με το συναίσθημα και την επίδοσή τους. Στην έρευνα συμμετείχαν μαθητές και εκπαιδευτικοί Δευτεροβάθμιας Εκπαίδευσης. Συγκεκριμένα, συμμετείχαν 949 μαθητές, που προέρχονταν από 49 τμήματα και 98 εκπαιδευτικοί, που δίδασκαν στα ίδια τμήματα.Όσον αφορά στους μαθητές, διερευνήθηκε η σχέση μεταξύ του προσανατολισμού των στόχων επίτευξης, της αντίληψης της ακαδημαϊκής αυτοαποτελεσματικότητας και της αντικειμενικής ικανότητας αναγνώρισης των συναισθημάτων των άλλων με τα ακαδημαϊκά αποτελέσματα των μαθητών, δηλαδή το θετικό και αρνητικό συναίσθημα, το άγχος εξέτασης και τη σχολική τους επίδοση. Επιπλέον, διερευνήθηκαν οι συσχετίσεις των στόχων επίτευξης των μαθητών με τα ακαδημαϊκά τους αποτελέσματα, σε αλληλεπίδραση με την αντικειμενική ικανότητα των μαθητών αναγνώρισης των συναισθημάτων των άλλων. Παρόμοια, όσον αφορά στους εκπαιδευτικούς, διερευνήθηκε η σχέση μεταξύ των στόχων επίτευξης στη διδασκαλία, της αντίληψης της αυτοαποτελεσματικότητας στην εργασία και των αντιληπτών ικανοτήτων συναισθηματικής νοημοσύνης με το θετικό και αρνητικό τους συναίσθημα στην εργασία τους. Επιπλέον, διερευνήθηκε η σχέση των εξεταζόμενων εννοιών μεταξύ των δύο ομάδων για να ελεγχθεί αν οι μεταβλητές των εκπαιδευτικών επιδρούν στις μεταβλητές των μαθητών σε επίπεδο σχολικής τάξης. Συγκεκριμένα, διερευνήθηκαν οι σχέσεις των κινήτρων στην εργασία και των αντιληπτών ικανοτήτων της συναισθηματικής νοημοσύνης των εκπαιδευτικών με τα κίνητρα και τα ακαδημαϊκά αποτελέσματα των μαθητών. Επιπλέον, διερευνήθηκαν οι συσχετίσεις των κινήτρων των μαθητών με τα ακαδημαϊκά τους αποτελέσματα, σε αλληλεπίδραση με την αντικειμενική ικανότητα των μαθητών αναγνώρισης των συναισθημάτων των άλλων και την αντιληπτή ικανότητα των εκπαιδευτικών χρήσης των συναισθημάτων. Τα αποτελέσματα έδειξαν ότι οι αναφορές των μαθητών για τον προσανατολισμό στην προσέγγιση της επίδοσης συσχετίζονται με το θετικό τους συναίσθημα. Τα αποτελέσματα των αλληλεπιδράσεων σε ατομικό επίπεδο έδειξαν ότι όσο υψηλότερη αντικειμενική ικανότητα αναγνώρισης των συναισθημάτων των άλλων έχουν οι μαθητές, τόσο υψηλότερη θετική συσχέτιση υπάρχει μεταξύ του προσανατολισμού των στόχων στη μάθηση και του θετικού συναισθήματος. Επιπλέον, οι αναφορές των εκπαιδευτικών για τον προσανατολισμό στο έργο συσχετίζονται αρνητικά με το αρνητικό τους συναίσθημα, ενώ οι αντιλήψεις της αυτοαποτελεσματικότητάς τους συσχετίζονται θετικά με το θετικό τους συναίσθημα. Σε επίπεδο σχολικής τάξης, τα αποτελέσματα έδειξαν ότι ο προσανατολισμός των εκπαιδευτικών στην προσέγγιση της επίδοσης συσχετίζεται θετικά με το θετικό συναίσθημα των μαθητών. Επίσης, η ικανότητα των εκπαιδευτικών κατανόησης των συναισθημάτων του εαυτού συσχετίζεται θετικά με την επίδοση των μαθητών και τον προσανατολισμό τους στη μάθηση. Τα αποτελέσματα των αλληλεπιδράσεων σε επίπεδο σχολικής τάξης έδειξαν ότι η θετική σχέση μεταξύ του προσανατολισμού των στόχων στη μάθηση και του θετικού συναισθήματος ήταν ισχυρότερη μεταξύ των μαθητών που είχαν υψηλά επίπεδα αντικειμενικής ικανότητας αναγνώρισης των συναισθημάτων των άλλων και που ανήκαν σε τάξεις όπου οι εκπαιδευτικοί ανέφεραν υψηλά επίπεδα χρήσης των συναισθημάτων.Η διατριβή συμβάλλει στην κατανόηση του ρόλου των συναισθηματικών ικανοτήτων στην κινητοποίηση των μαθητών μέσα στη σχολική τάξη

A Multilevel Analysis of Relationships Between Leaders' and Subordinates' Emotional Intelligence and Emotional Outcomes

The present study examined relationships between leaders' emotional intelligence (EI) and subordinates' emotion and work attitudes and between leaders' and subordinates' EI and work outcomes. School directors and educators completed measures of EI, affect at work, job satisfaction, and burnout. A series of multilevel analyses found that leaders' use of emotion was positively related to subordinates' work emotionality and attitudes, whereas leaders' emotion regulation and selfemotion appraisal were negatively related to subordinates' emotion and work attitudes. Leaders' and subordinates' own EI was positively related to their own work emotionality and job satisfaction. These findings support a social interactionist perspective on emotions at work and a multilevel understanding of the effects of leaders' emotions intrapersonally and interpersonally.j asp_750 1121..1144 Do leaders' emotion-related skills influence employees' emotions and psychological states, and if so, via what processes? Despite voices of skepticism (e.g.

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

Spontaneous spondylodiscitis: presentation, risk factors, diagnosis, management, and outcome

Background: Spontaneous spondylodiscitis is an uncommon disease, which may result in serious complications with potentially high morbidity and mortality. We conducted a prospective case study over a 2-year period in order to analyze the clinical features, approaches to management, and outcome of spondytodiscitis. Methods: Eight consecutive patients (four men, four women; age range 53-82 years) suffering from spondylodiscitis were identified during the study period. Parameters recorded included: demographics, past medical history, predisposing factors, presenting signs and symptoms, spinal level and extension of the infection, Laboratory indices of inflammation, microbiological testing, radiological assessment, kind and duration of treatment, follow-up magnetic resonance imaging (MRI) studies, and outcome. Results: Duration of symptoms varied from 14 to 90 days. All patients had back pain; fever >= 38 degrees C was present in 5/8 (62.5%) and neurological findings in 6/8 (75%). Diabetes mellitus was identified in six (75%). Most of the patients had elevated laboratory markers of inflammation. At the initial MRI, 12 anatomical Levels were found. The microorganism was identified in 7/8 by blood or bone marrow cultures (50% Stophylococcus aureus). None of the patients underwent surgical intervention. Seven patients (87.5%) recovered to full activity; follow-up MRI study results were not always in parallel with the clinical improvement of patients. Conclusions: Spontaneous spondylodiscitis should be considered in every patient with back pain accompanied by fever and laboratory markers of inflammation. The major predisposing risk factor seems to be uncontrolled diabetes. MRI appears to be the method of choice for confirming diagnosis. Timely and accurate diagnosis along with prompt administration of antibiotics appears mandatory for a favorable outcome and avoidance of surgical intervention. (C) 2008 International Society for Infectious Diseases. Published by Elsevier Ltd. All rights reserved