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Багш ажилтан
Энэхүү судалгаагаар 18-35 насны залуусын дотно харилцааны хүчирхийлэл болон сэтгэл зүйн сайн сайхан байдлын хамааралд бэрхшээлийг даван туулах аргын зохицуулах үүргийг шинжлэв. Шинжилгээгээр асуудлыг шууд шийдвэрлэхэд чиглэсэн идэвхтэй арга зохицуулах нөлөө үзүүлээгүй бол асуудлаас сэтгэл зүйн хувьд зугтаж зайлсхийх арга болон бусдаас тусламж хүсэж дэмжлэг эрэлхийлэх арга нь хүчирхийллийн сөрөг нөлөөг өөр өөрөөр зохицуулж байна. Тухайлбал, зайлсхийх аргыг бага ашиглах үед хүчирхийллийн нөлөөгөөр орчноо хянах мэдрэмж хүчтэй буурч байсан бол энэ аргыг их ашигладаг хүмүүсийн хувьд сайн сайхан байдал хэдийнээ доогуур түвшинд орсныг илтгэв. Үр дүн хүйсээс үл хамааран тогтмол байгаа нь залуусын сэтгэл зүйн эрүүл мэндийг хамгаалахад тэдний ашиглаж буй даван туулах аргын онцлогийг харгалзах шаардлагатайг харуулж байна.
This study examines the contributions of internationally educated STEM graduates sent from and returned to higher education institutions in developing contexts, highlighting their integration and impact within these organizational environments. Using qualitative data collected in multiple phases between 2017 and 2023,it explores the dynamics of individual agency, institutional support, and structural barriers faced by returnees. Drawing on interviews and surveys with 26 unique participants—including 19 MJEED graduates and 7 academic leaders across two Mongolian universities—the study demonstrate that although graduates experience significant professional transformation during their studies abroad, their ability to effectively apply newly acquired knowledge is often constrained by rigid organizational climates, misaligned roles, and limited resources. Nonetheless, returnees proactively leveraged their international networks and formed alliances to advance research and curriculum development. This study highlights the need for higher education institutions to adopt flexible employment practices and foster supportive organizational climates to maximize the potential of internationally educated scholars. In doing so, it uniquely contributes to ongoing scholarly conversations on international education, STEM capacity-building, and addressing institutional inequities in higher education.
School climate measures are important tools that assist educators in evaluating the “norms, values, and expectations that support people feeling socially, emotionally and physically safe” (National School Climate Council, 2007, p. 4). Positive school climate is associated with academic performance indicators such as grade point average, achievement-related markers such as school satisfaction and identification, and student mental health and psychosocial outcomes. In Mongolia, no school climate measures have been developed or translated and evaluated for use in Mongolian schools. We adapted and validated of the What’s Happening in This School (WHITS), a self-report measure for secondary schools, for use in Mongolia. After conducting a thorough literature review, we selected, translated and administered the WHITS to 1,471 students in grades 8–12 at seven schools in three of the largest cities in Mongolia. Exploratory and confirmatory factor analyses confirmed a six-factor structure that includes 36 of the original 48 items. The adapted measure, WHITS-Mongolia, is reliable and valid for use in Mongolian secondary schools. This study underscores the importance of evaluating the utility and validity of specific measures within a country.
Өсвөр насанд бие махбодын хувьд олон өөрчлөлт явагддаг бөгөөд сэтгэл зүйн хувьд тогтворгүй болдог нас билээ. Олон улсын судалгаагаар өсвөр насныхны нас баралтын тэргүүлэх шалтгаан нь амиа хорлолт болдог байна. Багшийн харилцаа нь сурагчийн сурлагын амжилт, сэтгэцийн эрүүл мэндэд нөлөөлдөг болох нь олон улсын судалгаагаар харагдаж байна. Энэхүү тойм судалгаа нь багш, сурагчдын харилцааны тухай хийсэн дотоод ба гадаадын судалгааны үр дүнг харьцуулж, нэгтгэн дүгнэж, цаашид аль талаас нь нэмэж судлах тухайд зөвлөмж гаргах юм. Түлхүүр үг: өсвөр насны сурагчийн сэтгэцийн эрүүл мэнд, багш-сурагчийн харилцаа, ангийн уур амьсгал, багшийн үйл ажиллагаа
School climate is a broad construct that has been described by Cohen, McCabe, Michelli and Pickeral (2009) as, “the quality and character of school life” (p. 182). Many complex factors combine to form the quality and character of a school including interpersonal relationships, structural features of the building, rules and discipline practices, perception of physical and emotional safety, and instructional quality (Cocorada, Cazan, & Orzea, 2018; Ramelow, Currie, & Felder-Puig, 2015; Wang & Degol, 2016). Together these factors create an atmosphere in which students, teachers, and parents experience a varying sense of safety, respect and comfort (Aldridge and Ala’l, 2013). The study of climate is important because when a school is experienced as welcoming, supportive and safe, research has shown that students tend to complete secondary school (Bond, et al., 2007) and perform better academically (Esposito, 1999; Lubienski, Lubienski, & Crane, 2008). Further, a comprehensive review of student outcome studies by Wang and Degol (2016), revealed that school climate is a strong predictor of emotional and behavioral outcomes.
