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ADOLESCENTS’ LIFE SATISFACTION IN THE CONTEXT OF GENDER, AGE, AND ACADEMIC ACHIEVEMENT
No full textLife satisfaction (LS) represents the cognitive component of subjective well-being. It is commonly
recognized as an indicator of an individual’s perceived quality of life. Despite inconsistencies in
empirical findings, previous research has shown that LS is influenced by a range of individual and
contextual factors. The present study aimed to examine gender differences in LS among adolescents
and explore this construct’s associations with age and academic achievement. The sample
comprised 655 students (58% female) from five secondary schools in Belgrade. Participants’ mean
age was 16.46 years (SD = 1.17). LS was assessed using the Brief Multidimensional Life Satisfaction
Scale (BMLSS), which consists of six items measuring global LS and satisfaction with specific domains,
including family, friendships, school, self, and living environment. Responses were given on a
five-point Likert scale (1 = very dissatisfied to 5 = very satisfied). The scale demonstrated acceptable
internal consistency reliability (α = .77). The results revealed no gender differences in the overall
LS score and most domain-specific scores. The only exception was satisfaction with family, which
was higher among male adolescents (t(561.76) = 2.96, df = 561.76, p = .003). Age only showed a
positive correlation with satisfaction with school (r = .08, p = .042), whereas academic achievement
was significantly negatively associated with satisfaction with friendships (r = –.10, p = .043). These
findings highlight the need for further research exploring potential interactions between individual
and contextual determinants of adolescent life satisfaction
Bullying victimization and life satisfaction among high school students
No full textBullying reflects repetitive and intentional acts of aggression that aim at harming a peer who
is weaker or in a more vulnerable social position than the bullying perpetrator. Experiences
related to bullying victimization are associated with short- and long-term negative outcomes
for students, and there is some evidence that bullying victimization may be associated with low
life satisfaction in adolescents. To investigate the relationship between bullying victimization
and life satisfaction among adolescents, 243 students from two high schools in Belgrade
(76.5% female) aged 14–19 years (M = 16.5; SD = 1.1) completed paper questionnaires.
Bullying victimization was assessed using the Delaware Bullying Victimization Scale, a sixpoint
Likert scale with a total 16 items (α = .92) grouped into four subscales: Verbal, Physical,
Social/Relational and Cyberbullying. The total score is the sum of the three subscales - Verbal,
Physical and Social/Relational (it is recommended that the score for Cyberbullying is not
included in the total score), while separate scores were calculated for each subscale.
Adolescents’ life satisfaction was assessed using the Brief Multidimensional Students’ Life
Satisfaction Scale, a five-point Likert scale with 6 items (α = .77). The results indicate a weak
negative correlation between the experience of bullying victimization and life satisfaction,
meaning that high school students who are exposed to less bullying tend to have higher life
satisfaction (r (241) = -.15, p < .05). An examination of the forms of bullying shows that
exposure to social/relational (r (241) = -.18, p < .01) and physical bullying (r (241) = -.15, p <
.05) is negatively associated with life satisfaction, while no statistically significant correlation
was found between verbal (r (241) = -.08, p = .17) or cyberbullying (r (241) = -.08, p = .21)
and students’ life satisfaction. The obtained results emphasize the need for further research to
clarify the relationship between bullying victimization and adolescents’ life satisfaction by
including potential moderating or mediating variables. Additionally, they highlight the
importance of implementing appropriate interventions for students who are, or are at risk of
being, victimized to minimize negative effects such as life dissatisfaction.Knjiga rezimea: XXXI međunarodni naučni skup Empirijska istraživanja u psihologiji
28–30. mart 2025; Filozofski fakulte
The Economics and Business elective: teachers’ perspectiv
No full textПарадигма образовања, која је усмерена на развој кључних компетенција, утицала је на промене у националним курикулумима широм света, па и у Србији. У складу са овим образовним трендовима, школске 2020/21. године у гимназије je уведен изборни програм Економија и бизнис. Имајући у виду да свака образовна промена захтева праћење и процену, како би доносиоци одлука имали сазнања заснована на истраживачким подацима, у овом раду представљамо налазе квалитативне студије која је део ширег евалуационог миксметодског истраживања. Циљ је био да се дубље сагледају и разумеју мишљења и искуства наставника o одређеним карактеристикама овог изборног програма и његовој примени у настави трећег и четвртог разреда гимназија у Србији. Одржана су три групна полуструктурирана интервјуа са 19 наставника (55,6%) који су реализовали овај програм (6–8 учесника по групи). Примењена је квалитативна петофазна анализа дедуктивноиндуктивног карактера. Идентификоване су три теме у наративима наставника које се односе на искуство у реализацији изборног програма Економија и бизнис: 1) Садржај Програма доприноси квалитету образовања и живота младих; 2) Начин реализације Програма је динамичан, обухватан и пружа аутономију наставницима; 3) Изазови у припреми и реализацији Програма. Закључујемо да су садржаји изборног програма Економија и бизнис релевантни за образовање ученика гимназије из перспективе њихових наставника. Истраживачко-пројектни рад као дидактичко-методички избор пружио је, с једне стране, већу слободу и аутономију наставницима у организацији рада, а с друге стране, мотивисао је ученике да се у већој мери ангажују на часовима. Опажени изазови и тешкоће у реализацији програма углавном су организационе природе. Дате су препоруке за унапређивање датог програма.The education paradigm oriented towards key competence development has shaped national
curricula across the world, including Serbia. In line with this trend, the academic year of
2020/21 saw the introduction of the Economics and Business elective into grammar schools.
Considering that every educational change requires monitoring and evaluation to provide
decision-makers with information based on research data, this paper presents the findings of
a qualitative study conducted as part of a larger mixed-methods evaluative research project.
The study aimed to provide a deeper insight into teachers’ opinions and experiences regarding
certain characteristics of this elective program and its implementation in the third and fourth
grades of grammar school in Serbia. It encompassed three semi-structured group interviews
involving 19 teachers (55.6%) who taught this elective (six to eight respondents per group).
A five-phase inductive-deductive qualitative analysis was conducted. Based on teachers’
narratives, three themes were identified pertaining to experience with implementing the
Economics and Business elective: 1) Program Content Contributes to the Youth’s Quality of
Life and Education; 2) Program Implementation is Dynamic, Comprehensive, and Supportive
of Teacher Autonomy; 3) Challenges in Program Preparation and Implementation. Teachers
recognized the contents encompassed by the Economics and Business elective as relevant
to grammar school students’ education. Inquiry- and project-based learning constituted
a didactic-methodical solution that afforded teachers greater organizational freedom and
autonomy while simultaneously motivating students to be more engaged in class. The observed
challenges and difficulties in implementing the program were mostly organizational. The paper
features recommendations for further program improvement
The Serbian Short Version of the Mental Health Literacy Questionnaire for Young People (MHLq-yp): Validation with a Sample of Elementary School Students
No full textThe last few decades have brought an elaboration of the concept and the development of valid and reliable measures of mental health literacy (MHL) in adults, children, and adolescents. Nevertheless, most of the empirical evidence on MHL has come from developed, high income Western countries. The present study aimed to develop a Serbian short version of the Mental Health Literacy Questionnaire for Young People (MHLq-yp), suitable for application in elementary school settings. The original version of the MHLq-yp has been adapted into Serbian following the translation-back methodology and think-aloud procedure. This questionnaire was validated in a sample of 386 primary school students (52.2% girls), whose age ranged from 11 to 14 years (Mage=12.63, SDage=0.88). Based on exploratory factor analysis and internal consistency indices, a short version of the instrument was developed, which showed good internal and convergent validity.This paper contain: Table A1 Means, standard deviations, skewness, and kurtosis for all items: Table B1 Items of Serbian Short Version of Mental Health Literacy Questionnaire for Young People (MHLq_yp); Table C1 Recognizing mental health problems –Percentage of affirmative answers in additional questions of MHLq-yp
Enhancing Adolescents’ Potentials to Solve Problems Collaboratively: Development of a Scaffolding Tool
No full textCollaboration is often envisioned as a way of working where individuals rely on each other, leading to greater engagement and better outcomes than if they worked alone. This principle is fundamental to education, where collaboration fosters shared knowledge and collective values. Collaborative Problem Solving (CPS) has been widely recognized as more effective than individual or competitive approaches, benefiting both academic and social development (Eleftheriadou, 2022). Moreover, CPS skills are increasingly valued in modern workplaces (Hesse et al., 2015), positioning them as essential competencies for the 21st century. Despite these advantages, integrating CPS into education remains challenging (Le et al., 2018). CPS is not merely about solving problems—it encompasses both cognitive and social dimensions, requiring students to communicate, negotiate, and engage in critical thinking (Hesse et al., 2015). Effective collaboration fosters a dynamic learning environment where students actively build on each other's ideas, deepening their understanding and enhancing their problem-solving abilities. However, even though CPS is often associated with adults and adolescents (Veldman & Kostons, 2019), high school students frequently struggle with group tasks (National Research Council, 2012). Recognized as a key 21st-century skill (Sun et al., 2021), CPS has been emphasized in international education frameworks such as those developed by the OECD (OECD, 2017). While CPS is a widely endorsed educational goal, its implementation and assessment pose significant challenges, particularly in identifying the interactional dynamics that lead to productive collaboration. To address this gap, a measurement instrument for assessing productive interaction in CPS was developed based on findings from Baucal et al. (2023). The instrument is grounded in four key components that define productive collaboration: 1) Socio-Cognitive Engagement – The extent to which students contribute ideas, challenge reasoning, and build on each other’s thoughts, facilitating knowledge co-construction; 2) Socio-Emotional Regulation – The ability to manage emotions within the group, resolve conflicts constructively, and foster a supportive social climate and; 3) Task Regulation – The ability of group members to establish shared goals, plan strategies, and adapt approaches based on task demands; 4) Group Regulation – The extent to which a group collectively manages interactions, balances participation, and maintains a shared commitment to collaboration. These dimensions capture the interplay between cognitive, emotional, and regulatory processes that contribute to effective CPS. By quantifying these aspects, the instrument enables researchers and educators to examine how different collaborative behaviors impact problem-solving success.
The main aim of this study is to determine whether distinct patterns or groups of collaborative interaction can be identified based on this instrument, alongside the quality of the problem solution. To achieve this, we employ cluster analysis in order to identify interaction profiles. In this way we would deeper understand how students engage in CPS and the conditions under which collaboration leads to successful problem-solving.
Methodology, Methods, Research Instruments or Sources Used
Participants: The research was conducted with a sample of 120 second-grade students (aged 16) from six grammar schools and six vocational secondary schools in a metropolitan area. These students were organized into 42 subgroups, consisting of triads and dyads. The composition of student groups varied in terms of gender (female 72 %) and school type (vocational 50%).
Procedure: Tenth-grade students were invited to participate in the study through school counselors. Those who volunteered formed triads based on personal preference, with each triad consisting of same-gender classmates. All groups engaged in a CPS session, solving a complex scientific task. The tasks were adapted from OECD/PISA science literacy assessments (Pavlović Babić et al., 2009), selecting higher proficiency items and modifying them to require constructed responses and argumentation. Seven tasks were randomly assigned to triads, and measures were taken to prevent cross-group discussion within schools. Students used tablets with internet access and were encouraged to consult various resources. Each triad produced a written solution, later evaluated by independent coders. Their interactions were video recorded. Sessions took place during school hours, with an experimenter present to introduce tasks, monitor progress, and address technical issues.
Measure: For cluster analyses we used measures of quality of collaboration (CPS Observational Grid (CPS-OG) and quality of solution (CPS Product Assessment Protocol, CPS-PAP 2). CPS-OG was assessed based on video recordings of CPS sessions, with two independent reviewers assessing each session using a 20-item observational grid reflecting the four key CPS dimensions (Baucal et al., 2023). In addition to the items covering these four dimensions, CPS–OG also includes items related to group engagement, the quality of discussion, and the extent to which three types of dialogue were present during the group interaction. Each item was rated on a five-point Likert scale (0 = not at all to 4 = to a very large extent). Item-level intraclass correlation (ICC) indexes reached excellent values (Cicchetti, 1994), ranging from .82 to .91. Composite reliability indicated good internal consistency across all CPS-OG dimensions (SC = 0.94, SE = 0.90, TM = 0.87, GM=0.86). CPS-PAP 2 measured product quality by evaluating each group's written solution at the end of the session. Two independent raters scored each solution based on (1) accuracy (0–4 points) and (2) quality of argumentation (0–2 points), with total scores ranging from 0 to 6. The ICC for solution accuracy was excellent (.84), while the ICC for argumentation quality was good (.64).
Conclusions, Expected Outcomes or Findings
Our preliminary study indicates that groups engaged in solving this task can be classified based on collaboration quality. Cluster analysis (Ward’s method, Euclidean distance) was used to identify group patterns, revealing four distinct groups. These groups differ significantly in their scores across all four dimensions of collaboration. To better understand these differences, a nonparametric test (Independent Samples Kruskal-Wallis) was conducted.
The second group exhibits the highest scores in all four dimensions, whereas the fourth group has the lowest scores and shows minimal team member engagement. The third group demonstrates low scores on dimensions related to the social aspects of collaboration, specifically socio-emotional and group regulation aspects. The first group scores high across all four dimensions, though not as high as the second group.
Regarding the types of dialogue present in these groups, analyses indicate that disputational dialogue is more prevalent in the third group, while cumulative dialogue is most prominent in the fourth group. The solution proposed by the members of the second group is more accurate compared to the solutions of the other groups. Surprisingly, the groups do not differ in the quality of the proposed arguments. However, it is important to note that these groups were not homogeneous in terms of their members' initial competencies.
Additionally, we will examine whether the same group patterns emerge in a less structured task that involves discussing a broader everyday issue. Future analyses will incorporate qualitative insights from video-recorded collaborative processes to better understand differences and similarities between these groups and their relationship to performance.
The findings suggest that different groups may encounter distinct obstacles during the collaboration task, potentially reducing the effectiveness of this learning method. Therefore, teachers' feedback and scaffolding during collaborative problem-solving should be tailored to address the specific difficulties identified in each group
Компаративна анализа синтаксичког садржаја у наставним програмима за Српски и Енглески језик од 5. до 8. разреда
No full textDeveloping and enhancing language competence is one of the
fundamental goals of both mother tongue and foreign language teaching. Syntax,
as one of the subsystems of the overall language system, represents a complex and
rather challenging task – both from the perspective of teaching practice and from
that of curriculum designers. In this regard, the aim of this paper was to compare
and contrast how syntax is conceptualized, structured, and operationalized in
Serbian and English language teaching programs for upper primary grades. A
content analysis was applied. The corpus consisted of Serbian and English
language curricula for grades 5 through 8 of primary school in Serbia. The results
of this comparative analysis of the Serbian and English syntactic curricula for
upper primary grades (5 to 8) reveal distinct approaches in how syntax is conceptualized
and presented. Furthermore, the findings suggest that curricula should be
more strongly directed toward the mastery of basic skills, i.e., toward the acquisition
of key competencies – in this case, language competence. The pedagogical
implications of this paper primarily concern the recommendations directed at
both educational policy makers and curriculum designers, as well as the teachers
implementing these programs in classroom settings.Развијање и унапређивање језичке компетенције представља
један од основних циљева како наставе матерњег тако и страног језика. Син-
такса, као један од подсистема општег језичког система, представља сложен
и прилично изазован задатак – и из угла наставне праксе и из угла аутора
наставних планова и програма. Циљ овог рада био је да упореди начине на
којe је синтакса концептуализована, структурисана и операционализована
у програмима наставе српског и енглеског језика за старије разреде основне
школе. Примењена је анализа садржаја. Корпус су чинили програми наста-
ве и учења за српски и енглески језик од петог до осмог разреда основне
школе у Србији. Резултати ове компаративне анализе програма указују на
различите приступе у начину на који је синтакса концептуализована и
представљена. Поред тога, налази сугеришу да би програми требало сна-
жније да буду усмерени ка овладавању основним вештинама, тј. стицању
кључних компетенција – у овом случају језичке компетенције. Педагошке
импликације овог рада првенствено се односе на препоруке усмерене како
ка доносиоцима образовних политика и креаторима наставних планова и
програма тако и ка наставницима који те програме реализују у учионици.Conference Proceedings Education Between Theory and Practice, Faculty of Education, Užice October 24, 2025 - Зборник радова са конференције Образовање Између теорије и праксе, Педагошки факултет, Ужице 24. октобар 2025
GROWING UP IN THE DARK: CHILDHOOD AND EDUCATION OF VISUALLY IMPAIRED CHILDREN IN SOCIALIST YUGOSLAVIA – A CASE STUDY
No full textTo understand the characteristics and development of education systems for visually impaired children,
it is crucial to explore the effects of various historical and social processes. This study applied
an interdisciplinary approach combining historical and social science theories and methodologies. It
aimed to explore the childhood and education of visually impaired individuals in socialist Yugoslavia
by combining historical sources and life narratives to understand how broader social, cultural, and
political contexts shaped their experiences and perceptions of disability. Firstly, the early childhood
period was examined to obtain insights into the educational practices and social relations in the
family and the wider community. Secondly, the study focused on the process of transition from the
family to the boarding school, which exemplified the segregated special education system. Thirdly,
the organization of and social relations within the special education system in socialist Yugoslavia
were investigated from the user perspective. The research was based on a qualitative methodology
employing interview techniques. The collected data were narratively analyzed. This research
sheds greater light on the lived experiences of visually impaired individuals during the late socialist
period in Yugoslavia by integrating archival sources and personal narratives. By focusing on early
childhood, family dynamics, institutional education, and societal attitudes, the study reveals how
social, political, and cultural factors shaped the opportunities, challenges, and identities of visually
impaired children. The findings highlight the crucial role of historically and socially constructed
perceptions of disability and suggest that these perceptions had long-term impacts on individuals’
life courses, access to education, and social inclusion
THE ROLE OF EPISTEMOLOGICAL BELIEFS, LEARNING GOALS, AND COGNITIVE AND METACOGNITIVE STRATEGIES IN PREDICTING ACADEMIC SUCCESS
No full textNumerous previous studies have shown that learning outcomes are affected by students’ approach
to learning and their beliefs about the nature of knowledge and the learning process. The present
research sought to determine whether university students’ epistemological beliefs, learning goals,
and use of cognitive and metacognitive strategies predict academic success. The empirical study
was conducted on a sample of 448 economics students enrolled in years one through four at the
University of Belgrade. The instruments used included the Epistemological Questionnaire (Schommer)
and the Instrument for Measuring Learning Goals and Strategies. In previous analyses, different
variables were grouped into seven second-order factors. We conducted a linear regression analysis
to measure these factors’ contributions to the prediction of academic success (Grade Point Average).
The results obtained showed that four factors significantly predicted students’ academic success.
Specifically, university students’ academic success was positively affected by a deep approach
to learning, planning, and organizing the learning process, awareness and orientation towards integration,
and the absence of a surface approach to learning oriented towards self-confirmation. In
terms of implications for university teaching, the findings indicate that the teaching process should
promote constructivist views of learning, an orientation towards understanding and integration,
awareness, and the ability to plan and organize the learning process. This highlights the importance
of a student-oriented teaching process, at both the university level and earlier education stages
Teachers’ practices in encouraging students’ reading motivation
No full textПроучавање мотивације ученика за читање обухвата различите чиниоце и њихове односе са ангажовањем током читања и са разумевањем прочитаног. На млађем основношколском узрасту развој читалачких компетенција је
веома интензиван, а проналажење ефикасних приступа у мотивисању ученика да
читају представља изазов за наставнике. У овом раду испитивано је на који начин
и којим поступцима учитељи подстичу мотивацију ученика за читање. Извршене
су секундарне анализе података добијених путем Упитника за учитеље и Упитника за ученике у истраживању PIRLS 2021 у Србији, на узорку од 226 учитеља
и 4037 ученика четвртог разреда основне школе. Поступци учитеља се односе на
организовање различитих облика рада и подстицање разговора о прочитаном,
разумевања и интерпретације прочитаног. Према добијеним резултатима, настава читања више је усмерена на фронтални и самостални рад ученика, а мање
на групни рад. Учитељи најчешће подстичу ученике да дискутују и да продубе
разумевање текста, да одговарају на питања и да препричавају прочитано. Мотивација за читање повезана је са ученичким опажањима поступака учитеља. Ученици који су више мотивисани изјављују да су им интересантни садржаји које им
учитељи задају да читају. Резултати указују да је потребно примењивати различите облике рада у настави којима се подстичу читалачка интересовања, уживање
у читању и веће ангажовање ученика. Тиме се омогућава развијање мотивације,
читалачких навика и читалачких компетенција.The studying of students’ motivation for reading includes various factors
and their relationships with engagement during reading and reading comprehension. At
the primary school level (from 1st to 4th grade), the development of students’ reading
competencies is very intensive and finding effective approaches to motivate students to
read is a challenge for teachers. In this paper we investigated how teachers encourage
students’ motivation to read. Secondary analyses of data obtained through the Teacher
Questionnaire and the Student Questionnaire in the PIRLS 2021 study in Serbia on a
sample of 226 teachers and 4037 students of the 4th grade of primary school were
performed. The teachers’ practices are related to organizing different forms of work
and encouraging discussion, understanding and interpretation of what has been read.
According to the obtained results, the teaching of reading is more focused on the whole
class and independent work of students and less on group work. Teachers most frequently
encourage students to discuss and deepen their understanding of the text, to answer
questions and retell what they read. Reading motivation is related to students’ perceptions
of the teacher’s practices. More motivated students find the content that their teachers
assign them to read interesting. The findings suggest that different forms of work should
be used in classrooms to promote students’ reading interests, enjoyment and engagement.
This allows the development of motivation, habits and competencies for reading.Зборник радова /Електронски извор: Међународни научни скуп Уметност васпитања и
образовања у свету који се мења,1. јун 2024., Београ
Zadovoljstvo poslom učitelja u Srbiji: podaci iz istraživanja TIMSS 2023
No full textЗадовољство послом значајно утиче на мотивацију и спремност наставника да се ангажују
у раду са ученицима, па је испитивање ове варијабле, као важног услова квалитета наставе,
део бројних међународних истраживачких студија, међу којима је и истраживање TIMSS. Циљ
наше анализе је да испитамо задовољство послом учитеља у Србији, као и које димензије овог
феномена учитељи истичу у својим одговорима. Додатно је испитано како се задовољство
послом мењало кроз последња три циклуса истраживања TIMSS. У студији TIMSS 2023 у
упитнику за учитеље четворостепена скала, која мери њихово задовољство послом, састоји
се од шест тврдњи које осликавају различите димензије ове варијабле. Узорак чине одговори
учитеља повезаних са идентификационим подацима за ученике (NTIMSS 2015=4036; NTIMSS 2019=4380;
NTIMSS 2023=4349). Коришћена је дескриптивна, параметријска (АNOVA) и непараметријска
статистика (хи-квадрат), као и корелационе анализе. Имајући у виду граничне вредности скале
која мери задовољство послом у истраживању TIMSS 2023, може се закључити да су учитељи
из Србије донекле задовољни својим послом (M=10,5; SD=1,8). Највећи проценат ученика има
учитеље који наглашавају да је њихов посао значајан и да има сврху (79,5%), те да осећају понос
због посла који обављају (70%). С друге стране, статистички значајно мањи проценат ученика
има учитеље који истичу осећај одушевљења (51%) и надахнутости послом који обављају (53%),
који осећају задовољство својом професијом (60%) и који уживају у изазовима подучавања
(67%). Као што је то био случај и у истраживању TIMSS из 2019. године (M=10,5; SD=1,5), и у
овом циклусу приметан је тренд опадања задовољства послом учитеља у Србији, у поређењу
са подацима из 2015. године (M=10,6; SD=1,8). Задовољство послом је значајно повезано са
академском усмереношћу свих актера (r=0.42), као и са осећајем да је школа сигурно и уређено
место (r=0.41). Добијени подаци указују на потребу да се преиспитају услови у којима учитељи
раде, као и подстицаји и подршка које добијају у оквиру школе и образовног система. При томе
би требало имати у виду механизме подељеног вођства, које карактеришу заједнички циљеви,
јасно дефинисане улоге, подељена одговорност и осећај колективне ефикасности.Zadovoljstvo poslom značajno utiče na motivaciju i spremnost nastavnika da se angažuju u radu sa učenicima, pa je ispitivanje ove varijable, kao važnog uslova kvaliteta nastave, deo brojnih međunarodnih istraživačkih studija, među kojima je i istraživanje TIMSS. Cilj naše analize je da ispitamo zadovoljstvo poslom učitelja u Srbiji, kao i koje dimenzije ovog fenomena učitelji ističu u svojim odgovorima. Dodatno je ispitano kako se zadovoljstvo poslom menjalo kroz poslednja tri ciklusa istraživanja TIMSS. U studiji TIMSS 2023 u upitniku za učitelje četvorostepena skala, koja meri njihovo zadovoljstvo poslom, sastoji se od šest tvrdnji koje oslikavaju različite dimenzije ove varijable. Uzorak čine odgovori učitelja povezanih sa identifikacionim podacima za učenike (NTIMSS 2015=4036; NTIMSS 2019=4380; NTIMSS 2023=4349). Korišćena je deskriptivna, parametrijska (ANOVA) i neparametrijska statistika (hi-kvadrat), kao i korelacione analize. Imajući u vidu granične vrednosti skale koja meri zadovoljstvo poslom u istraživanju TIMSS 2023, može se zaključiti da su učitelji iz Srbije donekle zadovoljni svojim poslom (M=10,5; SD=1,8). Najveći procenat učenika ima učitelje koji naglašavaju da je njihov posao značajan i da ima svrhu (79,5%), te da osećaju ponos zbog posla koji obavljaju (70%). S druge strane, statistički značajno manji procenat učenika ima učitelje koji ističu osećaj oduševljenja (51%) i nadahnutosti poslom koji obavljaju (53%), koji osećaju zadovoljstvo svojom profesijom (60%) i koji uživaju u izazovima podučavanja (67%). Kao što je to bio slučaj i u istraživanju TIMSS iz 2019. godine (M=10,5; SD=1,5), i u ovom ciklusu primetan je trend opadanja zadovoljstva poslom učitelja u Srbiji, u poređenju sa podacima iz 2015. godine (M=10,6; SD=1,8). Zadovoljstvo poslom je značajno povezano sa akademskom usmerenošću svih aktera (r=0.42), kao i sa osećajem da je škola sigurno i uređeno mesto (r=0.41). Dobijeni podaci ukazuju na potrebu da se preispitaju uslovi u kojima učitelji rade, kao i podsticaji i podrška koje dobijaju u okviru škole i obrazovnog sistema. Pri tome bi trebalo imati u vidu mehanizme podeljenog vođstva, koje karakterišu zajednički ciljevi, jasno definisane uloge, podeljena odgovornost i osećaj kolektivne efikasnosti.TIMSS 2023: резултати и импликације : књига резимеа / 32. Научна конференција “Педагошка истраживања и школска пракса