Vosylienė, Edita

Vaiko emocinis raštingumas pasireiškia svarbiausiose augimo srityse ir apima jausmų suvokimą ir apibūdinimą, savo emocijų valdymą, gebėjimą suprasti kitiems žmonėms būdingas jausmines būsenas ir tinkamą bendravimą. Ugdomoji meno terapija stiprina vaiko vidines galias, didina atsparumą neigiamam aplinkos poveikiui, moko atpažinti, įvardyti savo ir aplinkinių emocijas, piešiant, judant ar žaidžiant išlaisvinti emocijas. Straipsnyje analizuojamas tėvų požiūris į ugdomosios meno terapijos užsiėmimų įtaką ikimokyklinio amžiaus vaikų emocinio raštingumo ugdymui. Atskleidžiamos ugdytojų bendradarbiavimo ir tinkamos ugdomosios aplinkos pritaikymo ikimokyklinukui kryptys.

Aim. The aim of the study is to empirically assess the motivational structure of teachers working in Kalvarija municipality by analysing the relative importance of internal and external motivational factors. The study examines teachers’ priorities regarding working conditions, municipal support measures, and professional development opportunities, as well as their attitudes toward the application of generative artificial intelligence in pedagogical practice. Methods. A standardised questionnaire based on established motivation theories was used. The instrument consisted of 114 items covering sociodemographic characteristics, motivational factors, working conditions, recognition, professional development, and attitudes towards artificial intelligence. The survey was administered online in June 2025. Data from 86 teachers was analysed using descriptive statistics, non‑parametric tests, reliability analysis, and ranking methods. Results. The findings show that teachers’ motivation is primarily supported by opportunities for professional development, meaningful work, and recognition. According to Herzberg’s model, internal motivators were rated highest, whereas external hygiene factors such as job security and health insurance received lower evaluations. Ranking analyses revealed stable priority patterns (Kendall’s W = 0.31–0.56; Friedman p < 0.001). Conclusions. The results of the study indicate that teachers’ motivation in Kalvarija municipality is shaped by a combination of internal motivators and external hygiene factors. Job satisfaction and professional involvement are most strongly supported by opportunities for professional development, recognition, and a clear sense of meaning in pedagogical work.

In the field of education, considerable attention is devoted to strategies for enhancing the attractiveness of careers within educational institutions. In Lithuania, demographic and economic shifts present significant challenges: the proportion of older teachers within the teaching workforce is steadily increasing, while a relatively small number of young individuals are entering the profession. Notably, fewer than 15% of graduates from initial teacher education programs pursue careers in teaching (Education and Training Monitoring Bulletin Lithuania, 2019). According to the Lithuanian Employment Service (2023), the need for preschool and primary education teachers, especially those who can work with students with special needs, is growing significantly, especially in South-West Lithuania. Mitchell (2020) emphasizes that the effectiveness of a school is closely linked to the nature of its community, which should be inclusive, collaborative, supportive—marked by positive interpersonal relationships—and oriented toward continuous learning and reflection. However, the current situation in Lithuania, characterized by a shortage of teachers and the low retention of young graduates in pedagogical careers, underscores the necessity of examining factors that influence school effectiveness. Such an examination is essential to understand the underlying causes of low teacher motivation and to develop strategies for enhancing it. Motivation is a well-established area of inquiry within contemporary psychology, management, and educational sciences. It is commonly defined as a complex interplay of beliefs and emotions that guide and influence human behaviour (Martin & Dowson, 2009), as well as the processes that initiate, sustain, and direct such behaviour (Sinclair, Dowson, & McInerney, 2006). This presentation outlines the findings of a teacher focus group grounded in the theoretical framework of Herzberg’s motivation-hygiene theory (Herzberg, 1968). According to this theory, job satisfaction arises primarily from intrinsic motivational factors—such as recognition and opportunities for advancement—whereas job dissatisfaction stems from extrinsic hygiene factors, including salary, working conditions, and administrative support, particularly when these are insufficiently addressed. The aim of this presentation is to analyse and discuss the results of focus group research investigating teacher motivation. Specifically, it seeks to identify effective motivational tools that support the retention of current teachers and enhance the appeal of the teaching profession to younger cohorts. The results of a focus group study with 80 graduates of the pedagogical study field in South-West Lithuania in June 2025 showed the following effective motivational measures for teachers: internal motivational factors (vocation, love for children, desire to feel needed) and external factors (increasing salary, financial and moral encouragement, improvement of working conditions, assistance in inclusive education, mentoring, etc.). The most effective factors are also noted as the emotional microclimate at school, conditioned by teamwork, formal and informal communication. The study revealed the incentive measures of the municipality and school leaders. Respondents identified negatively factors, what made effect on the prestige of pedagogical work in society.

Pasakos apie gyvūnus yra tinkamiausia lietuvių liaudies pasakų rūšis emocinio raštingumo ugdymui 3 – 5 metų Vaikams. Jas nuosekliai integruojant į ugdymo veiklas, taikant įvairius emocijų ugdymo būdus, vaikai mokosi atpažinti, įvardinti veikėjų emocijas, sieti jas su priežastimis, emocijas perteikti dialogo pagalba, suvaidinti, aptarti ką jaučia kiti pasakos veikėjai (empatija), išreikšti mimika, balsu, veiksmais, poza, piešiant išlaisvinti emocijas. Labai svarbus pedagogo vaidmuo.