BACKGROUND: While research has documented negative social and academic consequences that occur when students experience peer exclusion, few studies have been conducted to investigate teachers' evaluations of peer exclusion. AIMS: This study investigated whether ethnic and gender biases enter teachers' evaluations of classroom peer exclusion that met criteria for bullying. SAMPLE: Teachers (N = 740; 77% female) of early and middle adolescents participated in the study. Participants were recruited from 118 elementary and secondary schools across the Czech Republic. METHODS: Using a between-subjects design, teachers evaluated a scenario of classroom peer exclusion initiated by majority ethnic (Czech) students. The scenarios varied contextual characteristics: target's ethnicity (majority Czech vs. minority Arab), target's gender, and excluders' gender. RESULTS: Analyses revealed several subtle contextual effects. Although teachers viewed exclusion as having a more negative impact for the fair treatment of Arab targets than for Czech targets, their reasoning about the wrongfulness of such exclusion was less focused on the moral concerns about fairness for Arab than for Czech targets. In contrast to girl targets, teachers were less concerned about the harmful impact on exclusion for boy targets when considering intervention. Excluders' gender had significant interactions with the target's gender on reasoning about wrongfulness of exclusion and the target's ethnicity for viewing exclusion as impairing the target's academic engagement. CONCLUSIONS: The findings of subtle ethnic and gender biases underscore the need for research on teacher perspectives on peer exclusion and for training teachers how to address peer exclusion in the classroom across various contexts.

• Klíčová slova
• adolescence, bullying, morality, peer exclusion, teachers,
• MeSH
• lidé MeSH
• mladiství MeSH
• šikana * MeSH
• školy MeSH
• studenti MeSH
• učitelé MeSH
• vyrovnaná skupina * MeSH
• Check Tag
• lidé MeSH
• mladiství MeSH
• mužské pohlaví MeSH
• ženské pohlaví MeSH
• Publikační typ
• časopisecké články MeSH

OBJECTIVE: Significant attention has been devoted to knowledge of and attitudes toward epilepsy among teachers, and the importance of their previous experience with epilepsy has been proved. However, no information about a specific group of homeroom teachers is available despite their importance in forming a positive climate in class and preventing related stigma. Thus, we aim to evaluate knowledge of and attitudes towards epilepsy in this group and compare the results with previously studied groups of 136 teachers in training and 123 primary school teachers not having, in most cases, experience with children with epilepsy. METHODS: One hundred and four homeroom teachers of children with epilepsy attending mainstream schools were involved in the study. They fulfilled an 18-item knowledge test, a 5-item questionnaire focusing on epilepsy-related self-confidence, and a 21-item Czech version of the Attitudes Towards People with Epilepsy scale. All instruments were used and validated in our previous research focusing on the other groups of teachers, making possible the direct comparison of the results. RESULTS: We found that homeroom teachers had significantly better knowledge of epilepsy (total score of 11.75 ± 2.29 points compared with 10.21 ± 2.08 points for primary school teachers and 9.60 ± 2.08 points for teachers in training) as well as more positive attitudes (30.81 ± 11.11 vs. 24.80 ± 11.01, and 25.81 ± 10.20, respectively). Regarding self-confidence, homeroom teachers were comparable with primary school teachers (total score of 18.31 ± 3.74 compared with 17.71 ± 3.86) but significantly better than teachers in training (16.37 ± 3.20). CONCLUSIONS: The results suggest that despite having a higher level of epilepsy-related knowledge, self-confidence, and attitudes, homeroom teachers still have significant shortages in some specific issues, especially regarding the ability to recognize the adverse effects of antiepileptic drugs. Tailored education interventions focusing on these groups and topics are thus highly needed.

• Klíčová slova
• Attitudes, Epilepsy, Homeroom teachers, Knowledge, Self-confidence,
• MeSH
• dítě MeSH
• epilepsie * MeSH
• lidé MeSH
• průzkumy a dotazníky MeSH
• školy MeSH
• učitelé MeSH
• zdraví - znalosti, postoje, praxe * MeSH
• Check Tag
• dítě MeSH
• lidé MeSH
• Publikační typ
• časopisecké články MeSH
• Geografické názvy
• Česká republika MeSH

PURPOSE: The present study aimed at measuring the smoothed and non-smoothed cepstral peak prominence (CPPS and CPP) in teachers who considered themselves to have normal voice but some of them had laryngeal pathology. The changes of CPP, CPPS, sound pressure level (SPL) and perceptual ratings with different voice tasks were investigated and the influence of vocal pathology on these measures was studied. METHOD: Eighty-four Finnish female primary school teachers volunteered as participants. Laryngoscopically, 52.4% of these had laryngeal changes (39.3% mild, 13.1% disordered). Sound recordings were made for phonations of comfortable sustained vowel, comfortable speech, and speech produced at increased loudness level as used during teaching. CPP, CPPS and SPL values were extracted using Praat software for all three voice samples. Sound samples were also perceptually evaluated by five voice experts for overall voice quality (10 point scale from poor to excellent) and vocal firmness (10 point scale from breathy to pressed, with normal in the middle). RESULTS: The CPP, CPPS and SPL values were significantly higher for vowels than for comfortable speech and for loud speech compared to comfortable speech (P < 0.001). Significant correlations were found between SPL and cepstral measures. The loud speech was perceived to be firmer and have a better voice quality than comfortable speech. No significant relationships of the laryngeal pathology status with cepstral values, perceptual ratings, or voice SPLs were found (P > 0.05). CONCLUSION: Neither the acoustic measures (CPP, CPPS, and SPL) nor the perceptual evaluations could clearly distinguish teachers with laryngeal changes from laryngeally healthy teachers. Considering no vocal complaints of the subjects, the data could be considered representative of teachers with functionally healthy voice.

• Klíčová slova
• CPP, CPPS, Laryngeal pathologies, Perceptual evaluation, Teachers’ voice, Voice SPL,
• MeSH
• akustika řeči * MeSH
• akustika * MeSH
• dospělí MeSH
• hygiena práce MeSH
• kvalita hlasu * MeSH
• laryngoskopie MeSH
• larynx patologie   patofyziologie   MeSH
• lidé středního věku MeSH
• lidé MeSH
• měření tvorby řeči * MeSH
• nemoci z povolání diagnóza   patofyziologie   MeSH
• poruchy hlasu diagnóza   patofyziologie   MeSH
• prediktivní hodnota testů MeSH
• učitelé * MeSH
• Check Tag
• dospělí MeSH
• lidé středního věku MeSH
• lidé MeSH
• ženské pohlaví MeSH
• Publikační typ
• časopisecké články MeSH
• Geografické názvy
• Finsko MeSH

PURPOSE: Teachers are professional voice users, always at high risk of developing voice disorders due to high vocal demand and unfavorable environmental conditions. This study aimed at identifying possible correlations between teachers' voice symptoms and their perception of noise, the location of schools, as well as the location and conditions of their classrooms. METHOD: One hundred forty teachers (ages 21-56) from schools in Upper Egypt participated in this study. They filled out a questionnaire including questions about the severity and frequency of their voice symptoms, noise perception, and the location and conditions of their schools and classrooms. Questionnaire responses were statistically analyzed to identify possible correlations. RESULTS: There were significant correlations (P < 0.05) between voice symptoms, teachers' noise perception, and noise resulting from the location and conditions of schools and classrooms. Teachers experienced severe dysphonia, neck pain, and increased vocal effort with weekly or daily recurrence. Among the teachers who participated in the study, 24.2% felt they were always in a noisy environment, with 51.4% of the total participants reporting having to raise their voices. The most common sources of noise were from student activities and talking in the teachers' own classrooms (61.4%), noise from adjacent classrooms (52.9%), and road traffic (40.7%). CONCLUSIONS: Adverse effect on teachers' voices due to noise from poor school and classroom conditions necessitates solutions for the future improvement of conditions in Egyptian schools. This study may help future studies that focus on developing guidelines for the better planning of Egyptian schools in terms of improved infrastructure and architecture, thus considering the general and vocal health of teachers.

• Klíčová slova
• Classroom conditions, Noise, School and classroom location, Teachers, Voice symptoms,
• MeSH
• dospělí MeSH
• hluk škodlivé účinky   MeSH
• lidé středního věku MeSH
• lidé MeSH
• mladý dospělý MeSH
• nemoci z povolání epidemiologie   etiologie   MeSH
• poruchy hlasu epidemiologie   etiologie   MeSH
• školy statistika a číselné údaje   MeSH
• učitelé statistika a číselné údaje   MeSH
• Check Tag
• dospělí MeSH
• lidé středního věku MeSH
• lidé MeSH
• mladý dospělý MeSH
• mužské pohlaví MeSH
• ženské pohlaví MeSH
• Publikační typ
• časopisecké články MeSH
• Geografické názvy
• Egypt epidemiologie   MeSH

Maintaining and promoting teachers' work ability is essential for increasing productivity and preventing early exit from the teaching profession. This study aimed to identify the predictors of work ability among upper-secondary school teachers and examine the mediating role of burnout. A large and diverse group of Czech upper-secondary school teachers was surveyed to address this goal. The sample comprised 531 upper-secondary school teachers (50.0 ± 9.94 years, 19.9 ± 10.62 in the teaching profession, 57.6% females). Relatively greater empirical support was found for the effects of burnout, sense of coherence, work-life balance, and perceived relationships in the school environment on work ability than for the impact of age, homeroom teacher duties, workload, and caring for elderly relatives. Furthermore, burnout served as an important mediator of the relationship between sense of coherence and work ability. Teachers with a higher sense of coherence are thus better able to cope with adverse work circumstances and identify and mobilize internal and external resources to prevent professional exhaustion and the subsequent decline in work ability. The study can guide interventions on the work ability of teachers.

• Klíčová slova
• aging teachers, burnout, sense of coherence, work ability, workload,
• MeSH
• dospělí MeSH
• lidé středního věku MeSH
• lidé MeSH
• posuzování zdravotní způsobilosti MeSH
• profesionální vyhoření * epidemiologie   MeSH
• rizikové faktory MeSH
• učitelé * statistika a číselné údaje   MeSH
• životní smysluplnost * MeSH
• životní styl * MeSH
• Check Tag
• dospělí MeSH
• lidé středního věku MeSH
• lidé MeSH
• mužské pohlaví MeSH
• ženské pohlaví MeSH
• Publikační typ
• časopisecké články MeSH
• práce podpořená grantem MeSH
• Geografické názvy
• Česká republika epidemiologie   MeSH

BACKGROUND Burnout is a state of vital exhaustion that is manifested on physical, cognitive, and emotional levels. Teachers work in a field where they are exposed daily to high job-related stressors, which can result in job change, a higher rate of unhappiness, and even earlier retirement. This study explored the relationship between job stressors, lifestyle, and burnout. MATERIAL AND METHODS Descriptive statistics were used to explore the burnout levels, together with t tests to compare between men and women, and regression analysis was performed to explore the relationship between the rates of burnout and lifestyle. RESULTS The overall sample size was 2394 teachers from primary schools. While males had higher emotional burnout, females reported higher physical burnout rates. We found that higher income was associated with less burnout, and a healthier lifestyle is associated with lower burnout rates. Teachers who take time for family and personal interests have significantly lower rates of burnout than those that do not. CONCLUSIONS Based on our results, we propose that teachers should be informed about the risk of burnout. We found that some teachers reported they do not know what burnout syndrome is. The primary aim should be to increase awareness. In fact, burnout is a major threat to those who are perfectionists and who tend to work overtime.

• MeSH
• dospělí MeSH
• duševní vyhoření psychologie   MeSH
• lidé středního věku MeSH
• lidé MeSH
• mladiství MeSH
• mladý dospělý MeSH
• regresní analýza MeSH
• senioři MeSH
• syndrom MeSH
• učitelé psychologie   MeSH
• životní styl * MeSH
• Check Tag
• dospělí MeSH
• lidé středního věku MeSH
• lidé MeSH
• mladiství MeSH
• mladý dospělý MeSH
• mužské pohlaví MeSH
• senioři MeSH
• ženské pohlaví MeSH
• Publikační typ
• časopisecké články MeSH
• Geografické názvy
• Česká republika MeSH

BACKGROUND: Research has shown that 20% of Czech teachers suffer with burnout symptoms and 65% are at risk of burning out, which suggests that it is essential to continue addressing the issue of stress in Czech teachers. The main objective of this study was to evaluate a self-compassion and mindfulness-based professional development program for primary school teachers in the Czech Republic. METHODS: Five schools were recruited, two as intervention schools (n of teachers = 47) and three as controls (n of teachers = 57). Teachers completed questionnaires at three time points: pre-test in September 2018, post-test in November 2018, and a follow-up in April 2019. RESULTS: The results at post-test indicated that teachers in the intervention group scored significantly higher (p < 0.05) in self-efficacy and self-compassion, and significantly lower in depression, anxiety and emotional exhaustion, compared to the controls. The intervention teachers were marginally lower (p < 0.10) in perceived stress and marginally higher in subjective well-being, compared to the controls. At follow-up, teachers' subjective well-being in the control group significantly worsened compared to the baseline. However, the intervention group did not show significant changes over time, which suggests a "protective effect" on the intervention group against worsening during the school year. CONCLUSIONS: The study suggests that providing teachers with self-compassion and mindfulness practices can lead to beneficial effects on several outcome variables. Further studies need to investigate if these benefits can be sustained and if they affect teachers' physical health, their relationships with students, and the students' outcomes.

• Klíčová slova
• compassion, mindfulness, primary school teachers, stress management techniques, well-being,
• MeSH
• dospělí MeSH
• lidé středního věku MeSH
• lidé MeSH
• profesionální vyhoření prevence a kontrola   MeSH
• průzkumy a dotazníky MeSH
• psychický stres MeSH
• školy MeSH
• učitelé * psychologie   MeSH
• všímavost * MeSH
• Check Tag
• dospělí MeSH
• lidé středního věku MeSH
• lidé MeSH
• mužské pohlaví MeSH
• ženské pohlaví MeSH
• Publikační typ
• časopisecké články MeSH
• Geografické názvy
• Česká republika MeSH

BACKGROUND: elementary schoolteachers play a central role in shaping their students' beliefs, attitudes, and behaviours related to health and oral hygiene. This study was designed to evaluate Turkish schoolteachers' levels of oral health knowledge, attitudes, and behaviours. METHODS: A cross-sectional survey-based study was conducted among elementary schoolteachers in Istanbul using a validated self-administered questionnaire. The questionnaire was composed of 36 multiple-choice items categorised into six sections, and the participants were recruited using convenience sampling. (3) Results: A total of 385 elementary schoolteachers participated in this study. The majority were female (62.2%), qualified with a licensure degree (81.3%) and working in public schools (86.5%). Female gender and greater work experience were found to be promoters for oral health knowledge and positive attitudes. The correlation between their perceived knowledge and actual knowledge was very weak, thus suggesting that the teachers are inclined to overestimate their knowledge. CONCLUSIONS: The Turkish elementary schoolteachers showed satisfactory oral health knowledge and attitudes toward oral health education. The teachers' knowledge about dental trauma management was inadequate, necessitating urgent educational interventions, especially for physical education teachers, who are at the greatest risk of encountering such events during their work. The oral hygiene behaviours were not associated with teachers' oral health knowledge, attitudes, or practice, thus requiring further investigation.

• Klíčová slova
• attitude to health, behavior, oral health, oral hygiene, schoolteachers, turkey, wounds and injuries,
• MeSH
• lidé MeSH
• orální zdraví MeSH
• průřezové studie MeSH
• průzkumy a dotazníky MeSH
• učitelé * MeSH
• zdraví - znalosti, postoje, praxe * MeSH
• zdravotní výchova zubní MeSH
• Check Tag
• lidé MeSH
• mužské pohlaví MeSH
• ženské pohlaví MeSH
• Publikační typ
• časopisecké články MeSH
• práce podpořená grantem MeSH

A growing body of research has been focusing recently on the life and well-being of students with attention-deficit/hyperactivity disorder (ADHD) and also on the well-being of their teachers. However, there is a need for in-depth, qualitative insights into ADHD issues from the teachers' perspectives. Therefore, the main aim of this qualitative study was to use thematic analysis to explore how teachers perceive the relationship with students with ADHD and the factors that influence the quality of this relationship. Sixteen teachers working with adolescent ADHD students were interviewed for this purpose. The results indicate that the quality of the teacher-ADHD student relationship is associated with the ADHD students related behaviours, ambivalent emotions of the teacher, the teacher's beliefs about ADHD and the beliefs about the determinants of the behaviour of the students with ADHD and the teacher's approaches and methods of work in the classroom. Furthermore, the results suggest that increasing the quality of the teachers' well-being is associated with knowledge of ADHD determinants, regulation of ambivalent emotions, empathy, teachers' ability to perceive positive qualities and the potentials of the students with ADHD and their motivation to teach ADHD students.

• Klíčová slova
• ADHD, factors, relationship quality, student, teacher,
• MeSH
• emoce MeSH
• hyperkinetická porucha * psychologie   MeSH
• lidé MeSH
• mladiství MeSH
• motivace MeSH
• studenti psychologie   MeSH
• učitelé psychologie   MeSH
• Check Tag
• lidé MeSH
• mladiství MeSH
• Publikační typ
• časopisecké články MeSH

This paper investigates the relationship between teacher efficacy and socio-demographic factors, work engagement, and social support among Chinese special education school teachers. The sample comprised 1,027 special education school teachers in mainland China. The Teachers' Sense of Efficacy Scale, the Multi-Dimensional Scale of Perceived Social Support, and the Utrecht Work Engagement Scale were used for data collection. Correlation analysis revealed that social support, work engagement, and teacher efficacy were significantly correlated with each other. Additionally, gender, years of experience, and monthly salary were significant predictors of teacher efficacy. Furthermore, structural equation modeling analysis showed that social support exerted its indirect effect on teacher efficacy through the mediation of work engagement. The findings of this study provide a new perspective on the complex association between social support and teacher efficacy. The explanations and limitations of these findings are discussed.

• Klíčová slova
• Chinese special education school teachers, social support, teacher efficacy, work engagement,
• Publikační typ
• časopisecké články MeSH