Kwartalnik Edukacja 04/2023

DOI: 10.24131/3724.230408

This special issue of Edukacja is devoted to the analysis of large-scale assessments (LSAs), which play a vital role in monitoring and comparing educational outcomes across populations, contexts, and time. LSAs provide education researchers and policymakers with an indispensable resource, offering robust empirical data to diagnose systemic challenges, identify inequalities, and design targeted interventions. The volume showcases contributions based on both international LSA programs—such as PISA (Programme for International Student Assessment), TIMSS (Trends in International Mathematics and Science Study), PIAAC (Programme for the International Assessment of Adult Competencies), TALIS (Teaching and Learning International Survey) and ICCS (International Civic and Citizenship Education Study)—as well as national-level assessments inspired by international large-scale assessment, such as TICKS (Tests for International Comparisons of Knowledge and Skills). Whether coordinated by organizations like the OECD or the IEA or developed within individual countries, these studies offer complementary perspectives on learners’ knowledge, skills, attitudes, teachers’ views and practices, and the learning environments.

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DOI: 10.24131/3724.230406

Abstract

This article presents an analysis of the environmental attitudes and behaviours of Polish 8th-grade students as well as their intentions regarding engaging in pro-environmental actions in the future, examining their associations with gender, socioeconomic status (SES), and civic knowledge. Drawing on data from the International Civic and Citizenship Education Study (ICCS 2022), the analysis explores students’ concerns about environmental threats, their views on environmental protection, reported pro-environmental behaviours including consumer behaviours, and students’ expected future engagement in environmental activities. While most students perceive environmental issues as a significant threat to the future of the world, climate change is less frequently identified as a major problem compared to other environmental threats. Additionally, significant differences in perceptions are observed depending on students’ socio-economic status and level of civic knowledge. The analysis indicates that girls demonstrate more pro-environmental attitudes and are more likely to report engaging in pro-environmental practices than boys, and demonstrate greater willingness to engage in environmental efforts in the future. The relationship between SES and environmental attitudes and behaviours is more complex—significant differences are mainly observed in attitudes and only in certain behaviours, for example they do not appear in consumer practices or students’ declarations regarding future environ- mental engagement. A higher level of civic knowledge is generally associated with greater care for the environment and more frequent declarations of engaging in pro-environmental behaviours, though some contradictions emerge, particularly regarding economic priorities and consumer choices. The article emphasises the importance of fostering a sense of responsibility for the environment among children and youth, rather than relying on fear-based approaches. It also highlights the need for educational initiatives in the environmental area, particularly those targeting boys and addressing disparities between students from different socio-economic backgrounds.

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DOI: 10.24131/3724.230407

Abstract

Building on evidence that contextual factors shape teacher outcomes, this study analysed TALIS 2018 data from six Central and Eastern European countries to compare the relative influence of school climate and socioeconomic status (SES) on teacher job satisfaction and occupational well-being. Multigroup structural equation models revealed that school climate—particularly distributed leadership, measured by stakeholders’ (staff, students, and parents) participation in decision-making—explained substantially more variance in both satisfaction and well-being than an aggregate school SES measure. Positive teacher–student relationships also contributed to higher satisfaction, whereas elevated work-related stress—most strongly predicted by a negative disciplinary climate and, unexpectedly, by weaker stakeholder participation—served as the primary detractor. Although higher SES schools showed a modest direct boost in teacher satisfaction, SES was unrelated to stress levels or climate quality. Cross-country comparisons indicated that the strength of these associations, especially for distributed leadership, varied markedly by national context. These findings suggest that participatory governance, strengthening classroom relationships, and targeting disciplinary supports may enhance teacher well-being.

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DOI: 10.24131/3724.230405

Abstract

This study investigates how career and educational expectations align with school tracks in Poland’s secondary schooling, using PISA 2022 data. We examine students in general, technical, and sectoral schools, analyzing how alignment is shaped by socioeconomic status (SES), parental involvement, academic achievement, and career information-seeking. Structural equation modeling shows that SES and parental engagement improve alignment, especially in vocational tracks, where institutional support is weaker. Math performance is also key, particularly in technical schools. In contrast, career guidance and information-seeking activities have limited effects, possibly due to variation in activity types. Many 3-year sectoral vocational students aspire to careers requiring higher education, leading to notable misalignment. The findings call for track-sensitive career support to reduce inequality and support informed decision-making.

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