Academic CentreSupport for teachers to reduce early school leaving [PDF]
Kristīne Liepiņa1, Lūcija Rutka2
1 State Education Quality Service, Latvia
2 RISEBA University of Applied Science, Latvia
Abstract: The early school leaving is an important topic in many countries. High early school leaving rates have many costs to individuals and society as a whole (Andrei et al., 2011). State Education Quality Service in Latvia implements European Social Fund Project No. 8.3.4.0/16/I/001 “Support for reducing early school leaving” to reduce the number of children and young people leaving school. The project promotes the creation of a sustainable cooperation system between the municipality, school, educators and parents to identify children and young people at risk of early school leaving and provide them with personalized support.
Teacher has great influence on students’ educational decisions (Dunn et al., 2004). The way teachers see themselves as professionals and how they compose their identities in schools is important factor in preventing early school leaving. In order for the teachers to feel confident in their contribution and possible positive solution to the problem, they must have knowledge of the problem and effective solutions. According to the Project teachers are given the opportunity to professionally develop and strengthen their skills for working with young people.
The aim of the study is to study the role of a teacher in reducing early school leaving and to reveal the necessary forms of support for the performance of pedagogical activity. Data for this study came from a survey and focus group discussion. 815 teachers participated in the study. Analysis of the data reveals that there are several dimensions in the role of the teacher in reducing early school leaving: creating a favorable and safe learning environment, promoting cooperation with parents and colleagues, improving one’s pedagogical competence, helping students to identify and solve learning and interpersonal problems, and revealing their mental and physical potential. The research results show main areas of professional development of teachers: sharing experience with colleagues and learning from each other, learning student’s individuality at a greater extent, diversification of teaching methods, promoting personal development.
Keywords: early school leaving, learning environment, prevention, professional development of teacher, teacher efficacy.
https://doi.org/10.22364/htqe.2021.39
In: Human, Technologies and Quality of Education, 2021 = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2021
Rīga, University of Latvia, 2021. 1148 p. Ed. L. Daniela
https://doi.org/10.22364/htqe.2021
ISBN 978-9934-18-735-3