Empathic and Supportive Teachers, Key to Quality and Efficiency in Education

Authors

  • Speranţa Lavinia Tibu Scientifc researcher II, Institute of Educational Sciences, Bucharest, Romania
  • Irina Horga Scientifc researcher I, Institute of Educational Sciences, Bucharest, Romania

DOI:

https://doi.org/10.18662/rrem/80

Keywords:

early school leaving (ESL), educational policies on ESL, prevention and intervention measures at school level, teaching practices to reduce ESL,

Abstract

This article presents the results of a study developed by the Institute of Educational Sciences Bucharest which offers a general and updated image upon the early school leaving (ESL) in Romania. The phenomenon has been analysed from the policy perspective, as well as from the educational actors` perspective (teachers and students). The research methodology has been designed in European partnership, within the framework of the Erasmus+ EMPAQT project (EMPAQT, ***). and comprises policy analysis and a quantitative survey based on questionnaires applied to 73 students and 260 teachers from upper secondary schools situated in disadvantaged areas. The conclusions of the study highlighted the Romanian teachers` need to better develop their skills and competencies for working with children at risk of ESL: competencies for building learning situations which encourage equity and inclusion, competencies for developing resilience in children in order to be able to face and recover from adversity, guidance and counselling competencies in order not only to support children in their academic performance, but also to help them develop positive attitudes towards learning, education and their professional future.

References

Empathic and supportive teachers (EMPAQT). (n.d.). Erasmus+ Project Empathic and supportive teachers – key to quality and efficiency in education (564547-EPP-1-2015-1-BG-EPPKA3-PI-FORWARD). Retrieved from www.empaqt.eu

EUROSTAT. (2018). Early leavers from education and training. Retrieved from https://ec.europa.eu/eurostat/statistics-explained

Fartuşnic, C. (Coord.). (2012). Studiu naţional – România. Analiza situaţiei copiilor aflaţi în afara sistemului de educaţie în România [National study - Romania. Analyzing the situation of children outside the education system in Romania]. Buzău, Romania: Alpha MDN.

Ivan, C., & Rostas, I. (2013). Părăsirea timpurie a şcolii, cauze şi efecte. Raport de cercetare [Early school leaving, causes and effects. Research report]. Bucharest, Romania: Fundaţia Roma Educational Fund România.

Institutul de Ştiinţe ale Educaţiei. (2015). Analiza sistemului de învăţământ preuniversitar din România din perspectiva unor indicatori statistici. Politici educaţionale bazate pe date [The analysis of the pre-university education system in Romania from the perspective of some statistical indicators. Data-based education policies]. Bucharest, Romania: Universitară.

Jurcan, D. M. (2011). Studiu-diagnostic privind situaţia abandonului şcolar şi părăsirea timpurie a şcolii [Diagnostic study on the situation of school dropout and early school leaving]. Bucharest, Romania: Fundaţia Soros România.

Ministry of Education, & World Bank (2015). Strategia privind reducerea părăsirii timpurii a şcolii [Strategy to reduce early school dropout]. Retrieved from https://edu.ro/strategia-privind-reducerea-părăsirii-timpurii-şcolii-înromânia

Voicu, B. (Coord.) (2010). Renunţarea timpurie la educaţie: posibile căi de prevenire [Early renunciation of education: Possible ways to prevent]. Bucharest, Romania: Vanemonde

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Published

2018-12-21

How to Cite

Tibu, S. L., & Horga, I. (2018). Empathic and Supportive Teachers, Key to Quality and Efficiency in Education. Revista Romaneasca Pentru Educatie Multidimensionala, 10(4), 166-181. https://doi.org/10.18662/rrem/80

Issue

Vol. 10 No. 4 (2018): Revista Romaneasca pentru Educatie Multidimensionala

Section

Research Articles

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