Journal on Efficiency and Responsibility in Education and Science

01-09

Authors: Kateřina Berková, Dagmar Frendlovská, Jan Pospíšil Závodný, Hana Vojáčková, Dana Kolářová

The article presents the results of research into entrepreneurship education in economic and non-economic study programmes of the College of Polytechnics Jihlava (n = 104). The College represents a regional public college of professional orientation in the Vysočina Region, where the business potential is relatively high. Significant differences in attitudes concerning entrepreneurship among students of economic and non-economic programmes have not been proven. As well the correlation between attitudes (interest in conducting business, having preconceptions to start a business and subjective evaluation of one's own ideas) and the students' knowledge of entrepreneurship was not significantly demonstrated. Despite these insignificant differences, there have been links in students’ attitudes. Students of both programmes have a great interest in doing business even at the cost of having preconception to start a business. Above all, the high risk and uncertainty of business earnings are perceived very negatively. They also admit that they do not have enough knowledge and are thus afraid of starting a business, even though they have their own business ideas. Therefore, it is desirable to focus on new platforms for the development of entrepreneurship education and thus support the potential of students.

27-40

Authors: Ibrahim Safari, Mehran Davaribina, Iraj Khoshnevis

This research intended to examine the influence of English as a Foreign Language (EFL) teachers’ self-efficacy, job satisfaction, and reflective thinking on their professional development. Two-hundred and twelve Iranian EFL teachers from different universities, language institutes, and schools participated in the research. They were requested to answer Teachers' Sense of Efficacy Scale, The Minnesota Satisfaction Questionnaire, Reflective Thinking Scale, and Professional Development Questionnaire as the main data collection instruments. The questionnaires were submitted in three different ways: email, social networks and in person. Structural Equation Modeling on SPSS AMOS version 24 was employed to examine the hypothesized model of relationships. This model was confirmed following the application of the modification indices suggested by the software (Normal chi-square=3.6; RMSEA=.03; RMR=.02; GFI =.93; AGFI=.90; NFI=.92; CFI=.93; IFI=.93). The findings showed significant internal correlations between all the latent variables along with their sub-scales. Furthermore, multiple regression analysis showed that self-efficacy and job satisfaction positively predicted professional development, with self-efficacy exerting more predictive power compared to job satisfaction. It was further found that not only did reflective thinking not predict professional development, but, conversely, it was partly predicted by professional development. Pedagogical implications of the study have been discussed.