Empathic and Supportive Teachers, Key to Quality and Efficiency in Education
DOI:
https://doi.org/10.18662/rrem/80Keywords:
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
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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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