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The Interest Level Assessment in Attending Training Programs among Romanian Teachers: Econometric Approach

Author

Listed:
  • Silviu Nate

    (Department of International Relations, Political Science and Security Studies, Lucian Blaga University of Sibiu, 550024 Sibiu, Romania)

  • Daniel Mara

    (Department of International Relations, Political Science and Security Studies, Lucian Blaga University of Sibiu, 550024 Sibiu, Romania)

  • Alin Croitoru

    (Department of International Relations, Political Science and Security Studies, Lucian Blaga University of Sibiu, 550024 Sibiu, Romania)

  • Felicia Morândau

    (Department of International Relations, Political Science and Security Studies, Lucian Blaga University of Sibiu, 550024 Sibiu, Romania)

  • Andriy Stavytskyy

    (Department of Economic Cybernetics, Faculty of Economics, Taras Shevchenko National University of Kyiv, 01601 Kyiv, Ukraine)

  • Ganna Kharlamova

    (Department of Economic Cybernetics, Faculty of Economics, Taras Shevchenko National University of Kyiv, 01601 Kyiv, Ukraine)

Abstract

The article explores the determinants of Romanian in-service teachers’ willingness to participate in a national training program focused on mentoring in education. A multidimensional analytical model and survey data collected from a large sample of Romanian teachers (N > 5000) revealed a specific profile of those teachers who are interested in joining this type of training in education. It is found that individuals’ interest in joining the training program is positively affected by a higher level of education, prior experiences of attending training programs, and higher awareness of the role of mentoring in education. At the same time, individuals’ self-assessed needs for training and more challenges faced in online/blended teaching during the pandemic period also increase the teachers’ chances to be interested in joining the training program. However, a negative relationship is found between age and the willingness to enroll in the training program. Based on these general findings, the article advances the comparisons between three subsamples of teachers depending on their teaching level (primary education, lower-secondary education, and upper-secondary education). The study is designed to contribute to the general debate on reforming education systems through mentoring in education, and its findings can inform policymakers and stakeholders in the field.

Suggested Citation

  • Silviu Nate & Daniel Mara & Alin Croitoru & Felicia Morândau & Andriy Stavytskyy & Ganna Kharlamova, 2022. "The Interest Level Assessment in Attending Training Programs among Romanian Teachers: Econometric Approach," Sustainability, MDPI, vol. 14(24), pages 1-16, December.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:24:p:16335-:d:995996
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    References listed on IDEAS

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    1. Eleftherios K. Soleas & Mary A. Code, 2020. "Practice Teaching to Teaching Practice: An Autoethnography of Early Autonomy and Relatedness in New Teachers," SAGE Open, , vol. 10(2), pages 21582440209, June.
    2. Jason S. Bergtold & Elizabeth A. Yeager & Allen M. Featherstone, 2018. "Inferences from logistic regression models in the presence of small samples, rare events, nonlinearity, and multicollinearity with observational data," Journal of Applied Statistics, Taylor & Francis Journals, vol. 45(3), pages 528-546, February.
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