The purpose of this study was to examine whether spirituality at work moderates the direct and indirect (through burnout) effects of quantitative and emotional job demands on turnover intention among teachers. The sample consisted of 952 Polish primary and secondary school teachers. Burnout mediated the relationship between both types of job demands and turnover intention. In the model with quantitative job demands as an independent variable, spirituality at work moderated the second stage path of the indirect effect, i.e., the relationship between burnout and turnover intention (b = −0.022; SE = 0.004; p < 0.001; β = −0.14). In the model with emotional job demands as an independent variable, spirituality at work moderated the first and second stage paths of the indirect effect, i.e., the relationship between emotional job demands and burnout (b = −0.001; SE = 0.001; p = 0.032; β = −0.05) and the relationship between burnout and turnover intention (b = −0.020; SE = 0.004; p < 0.001; β = −0.14). In both models, the indirect effect of job demands on turnover intention through burnout weakened as spirituality at work increased. The results of the study support the inclusion of spirituality at work as a subcategory of personal resources in studies using the job demands-resources model.

Background: Negative public attitudes promote undesirable stereotypes and stigma in stutterers. Method: To mitigate negative attitudes, 403 respondents combined from 16 international samples filled out the Public Opinion Survey of Human Attributes–Stuttering (POSHA–S) before and after interventions to improve attitudes and were compared to 249 respondents from seven control groups. Investigators aimed (a) to replicate an extreme case of regression to the mean (i.e., “crossover” effect) reported earlier in larger combined samples in which respondents with high pre-scores ended with low post-scores, respondents with low pre-scores finished with high post-scores, and intermediate scorers were unchanged; and (b) to identify individual POSHA–S items related to overall attitude change and among the high and low scorers. Results: As in previous studies, stuttering attitudes improved in the intervention group but not in the control group. Intervention and control respondents demonstrated “crossover” but less than the earlier samples due to lower pre–post correlations. Item contributions to pre–post change and differences among the three change groups were inconsistent; however, high agreement items by respondents were less likely to vary than low agreement items. Conclusion: The “crossover” effect was replicated, and future research should explore its presence in other measures or conditions.

The aim of the article is to present the changes that have taken place over the years in the field of speech therapy in the field of diagnostics and therapy of a child at preschool age and early school. The article also describes synthetically the scientific activity of employees associated with the Department of Early School Pedagogy and Media Pedagogy operating in the field of speech therapy.

In the presented study, researchers consider if the evaluation method impacts early education students’ results and their beliefs about themselves. The results prove significant relation between the method of evaluation and students’ results (with the same questions). The reliability of evaluation depends on the type of diagnosed skills (language or mathematical skills). In an oral examination in the presence of the class, children achieve better results in the linguistic test. Higher scores on mathematical tests were noted in the case of written exams. Research conclusions could be used as a hint for early education teachers and an interesting area for other studies and consideration.

Táto príručka je určená partnerom z komunity, ktorí sú zapojení alebo sa plánujú zapojiť do e-service learningových projektov (e-SL). Mala by zlepšiť ich porozumenie e-SL a pripraviť partnerov na partnerskú účasť v projektoch spolu so študentstvom a učiteľstvom vysokých škôl.