http://dspace.epoka.edu.al/handle/1/41 2026-07-15T15:58:20Z http://dspace.epoka.edu.al/handle/1/833 A concern in the relationship between burnout, personality characteristics and cooping skills at teachers as a factor that contributes to the quality of teaching Ornela Zhilla The quality of teacher life is the primary factor that affects the quality of teaching.Teachers must not stop functioning as professionals. This analize pays attention to factorsthat contribute to feelings of ineffectiveness. Burnout is more and more becoming aproblem that requires special attention as it affects directly devotion, motivation and thequality of teacher work. It especially affects health. The study brings important data fromliterature rewiew.Teachers are faced with a physical, intellectual and psychological threat. Schoolchanges affects teachers as individuals but also their abilities to be successful in theirprofession and to stay in the profession. This study aims to analize in a theoretical point ofwiew the literature suggestions about the link between burnout, personality characteristics(Type A personality) and the coping skills (active or passive, emotional focused coping orproblem focused coping ). This is a study of literature in this field that seek to find outa meaning, why based on these characteristics teaching is identified as one of the moststressful occupations.The literature suggests that there are at least five different categories of values thatpeople may seek to fulfill at work,and in general these values are: 1) material values (such asa comfortable life ), 2) achievement related values (such as wisdom, a sense of accomplishment),3) a sense of purpose ,4) social relationships,5) maintenance of the self-concept. Teacherburnout is affected by the lack of some values, these study seeks to analize too. 2013-07-15T00:00:00Z http://dspace.epoka.edu.al/handle/1/832 Evaluation of teaching and learning in Higher Education in Macedonia- A study conducted at South East European University, Tetovo Brikena Xhaferi; Gezim Xhaferi The quality of teacher life is the primary factor that affects the quality of teaching.This study explores factors that contribute to teachers' feelings of ineffectiveness.Teachers are faced with a physical, intellectual and psychological threat. Schoolchanges affect teachers as individuals but also their abilities to be successful in their profession and to stay in the profession. This study aims to analyze in a theoretical point of view the literature suggestions about the link between burnout, personality characteristics and coping skills.The literature suggests that there are at least five different categories of valuesthat people may seek to fulfill at work, and in general these values are: 1)material values(such as a comfortable life ),2)achievement related values (such as wisdom, a sense ofaccomplishment),3)a sense of purpose ,4) social relationships,5) maintenance of the self concept.Teacher burnout is affected by the lack of some values. 2013-07-15T00:00:00Z http://dspace.epoka.edu.al/handle/1/831 Action Research as a Form of Teacher Professional Development Eda Vula This paper is about the perception of student teachers concerning their role asresearchers and the impact of action research in their professional development. Thispaper is a product of joint collaboration with master-level student teachers of the Facultyof Education of the University of Prishtina. Qualitative data collected through reflectivewritings, open-ended questionnaires and various research project reports implemented bystudent teachers themselves were analyzed using inductive methods.Findings support the fact that action research is a major component in teacherprofessional development. According to teacher-researchers, action research has a majorimpact not only on the improvement of teaching practices and better student achievements,but also on increasing the collaboration among peer teachers and fostering a new culturewhere teachers assume their responsibilities to implement action research in their ownclassrooms. 2013-07-15T00:00:00Z http://dspace.epoka.edu.al/handle/1/827 The role of neuroscience in the learning of a foreign language Julinda Sinani In the literature of recent years much has been written about a deeper knowledgeof the brain and its functioning with regard to the processes of learning a foreignlanguage. Glottodidactics, as a science of language education, attentively follows theprogress of neuroscience, pointing out the importance this progress has in the process oflearning foreign languages. The advancement of progress in neuroscience encourages thedrafting of efficient theories and models of language education. The today results in theneurolinguistics field inform on the existence of a network of four main neurofunctionalschemes. These neurofunctional schemes during the learning of the mother tongue arespecialized in realizing certain language processes. Whereas, the learning of a foreignlanguage causes the creation of neural sub-systems, within each of these neurofunctionalschemes. Another second hypothesis is that on the functioning of bi-lingual schemes,that is the interaction of language sub-systems which operate in the bilingual brain. (ormultilingual).Both the existence of neuro-functional special schemes, but with a constantinteraction, and the neurolinguistics hypothesis about their functioning lead to theformulation of some main glottodidactics theories. As a conclusion we can say that thedevelopment of language competence comes through the real use of the language. Themetalinguistic and pragmatic competences are strategically activated and the affective andemotional dimension of the language learning is of primary importance. 2013-07-15T00:00:00Z