The links between different forms of teacher victimization and teachers’ life satisfaction are still under-researched. To highlight teacher victimization by various parties within the school environment and its associations with teachers’ life satisfaction, the Satisfaction with Life Scale, the Multidimensional Teacher Victimization Scale, and some additional measures were applied. The findings based on a Lithuanian sample (n = 1146) revealed that a significant portion of teachers have experienced victimization in various forms: 38.5% of teachers have been bullied by school staff, 33.9% have faced verbal victimization from students’ parents, and victimization by students affected 65.8% of teachers, with verbal and social victimization being the most common. An SEM analysis (χ² = 355.787; Df = 33; CFI = 0.928; TLI = 0.902; NFI = 0.922; RMSEA = 0.092 [0.084–0.101]; SRMR = 0.0432) revealed that bullying by staff is not only detrimental in its own right but also relates positively to other forms of victimization, including verbal victimization by parents and multidimensional victimization by students, as teacher victimization by students and their parents mediated the relationship between teacher victimization by school staff and teacher life satisfaction. The findings suggest a complex problem within the school environment where different forms of victimization are interconnected and call for urgent attention and action from educational policymakers and school administrators to address and mitigate teacher victimization.

With the changing students’ generations and education content as well as modernization of educational technologies, various technical solutions are increasingly used by the teachers to supplement daily classroom activities. One of the novelties introduced in Lithuania in 2013 – ActivInspire system – was oriented towards mathematics and science education process in the 5^th classes. The purpose of the survey presented in this article is to summarize one school year’s teaching experience of teachers in organising educational activity in classroom by using interactive teaching tools (ActivInspire system) in terms of assessing influence of technologies on students’ learning. Teachers using ActivInspire interactive whiteboard for teaching mathematics and science in the 5^th classes participated in the survey. The survey method – qualitative. During one school year, the teachers were writing reflections about their experience in using interactive learning tools in classroom: interactive whiteboard, electronic textbooks and audience response system. When speaking about the influence of use of ActivInspire on students, the teachers mostly emphasize that students like working with interactive teaching tools or find such activity interesting and appealing. The teachers also remark that these tools encourage the students to be more active; they are convenient as well as effective in the learning process, encourage the students to learn more and have influence on their study results. The negative aspects mentioned by the teachers were such that it is difficult for the students to maintain discipline; students’ interest and enthusiasm in using the interactive tools slackens over the school year; technical problems sometimes occur.

Ensuring the quality of the various processes is essential to the effective functioning of an organisation. One way to achieve this is to assess the quality of the organisation’s performance. This process involves both self-assessment and external evaluation, which are carried out using different methodological approaches to evaluation. It should be stressed that the outcome of the quality assessment also depends on the choice of a methodological approach and its correct use from a methodological perspective. The aim of this paper is to present methodological approaches to assessing the quality of organisational performance. The paper focuses on action research as a methodological approach to evaluation and case studies as a methodological approach to external evaluation, showing how the two are closely interrelated and how they can be used more frequently and successfully in quality management research.

The self-evaluation of the quality of activities in general education schools in Lithuania was started in 2002. A number of scientific studies have been carried out during the process of design and application of quality self-evaluation tools; however, research showed that the essence of quality self-evaluation processes was not always understood. Meanwhile, there are examples of good practice in Lithuania that have been identified with an external quality evaluation of the schools. Therefore, this article addresses to the problem of the factors that determine the success of self-evaluation of quality in general education schools. The article is based on a case study strategy. Classical and content analysis methods were used to process the research data. The study concludes that the key factors of the success of quality self-evaluation in schools consist of a well-organized self-evaluation process, timely use of self-evaluation data, and an impact on organizational development in response to change challenges. Factors identified with the study are related to clear management decisions related to planning, responsible involvement of all community members, and integration of internal processes focusing on the challenges of educational process change. This helps to clearly understand the mission of the organization, and also provides a great foundation for the leadership of every member of the community and contributes to the development of their professional competencies.