In this research were included 107 teachers from primary and secondary education in

Republic of Macedonia.

Table 1 depicts the obtained results, 79 respondents or 73, 83% are female, while 28
respondents or 26.16% are male.

Out of 107 teachers, 10 teachers or 9, 45% have obtained post-secondary education,

91 teachers or 85, 04% have gained Higher Education/tertiary education, 6 teachers or
5, 60% have acquired Masters Degree, while there are not any teachers who have
completed a Doctors Degree or other type of education.

As can be seen from the above table, there are 4 teachers or 3.73% educated at the
Faculty of Educational Sciences, 28 teachers or 26.15% have graduated from the
Faculty of Philology, 15 teachers or 14.01% have completed their studies at the Faculty
of Philosophy, 25 teachers or 23.36% have graduated from the Faculty of Natural
Sciences and Mathematics, and other type of education was acquired by 31 teachers.

According to the table, 3 teachers or 2,80% have work experience of 1 year, 13

teachers or 12,14% have work experience from 1 to 5 years, 26 teachers or 24,29%
have work experience from 6 to 10 years, 32 teachers or 29,90% have experience from
11 to 20 years, 22 teachers or 20,56% have work experience from 20 to 20 years and
11 teachers or 10. 28% have work experience more than 30 years.

The highest percentage of the teachers believe that the initial teaching education is
adequate and meets the needs of the workplace, actually 57 teachers or 53,27% share
this opinion, 19 teachers or 17,75% believe that it is adequate to start working, 3
teachers or 28, 03% claim that it is inadequate, and 28 teachers or 26, 16% report that it
is the starting point in process of lifelong learning.

17 teachers or 15, 88% believe that the level of Higher education is fine, 31 teachers or
28, 97% believe that there is a room for increasing the number of teaching hours of
practical teaching and research projects, 7 teachers or 6, 54% report that there should
be greater emphasis on pedagogical-psychological content, 8 teachers or 7,47% claim
that there should be greater stress on the methodical-didactic content, 8 teachers or
7,47% claim that there should be greater emphasis on the social competences, 36
teachers or 33,64% said that it is necessary to increase the number of teaching hours of
practical and research work, as well as enabling the students to acquire all the teaching
competencies required for the implementation of modern teaching(pedagogical-
psychological, methodical-didactic training, strengthening social and other skills).

When asked who many seminars and other forms of trainings they have attended in the
last 12 months, 35 teachers or 32, 71% answered none, 54 teachers or 50, 46% have
been to one or two seminars, 12 teachers or 11, 21% have attended three to five
seminars, and 6 teachers or 5, 60% have attended more than five seminars.

On the question what is the main reason for attending seminars and other forms of
trainings, 44 teachers or 41.12% answered that they are useful for professional
development, 30 teachers or 28.03% said that they are important for career
development, according to 29 teachers or 27.10% the seminars often do not meet the
expectations, none of the teachers do not consider the seminars as a chance to be
absent from work, and for 4 teachers or 3.73% the reason is other.

As the above table shows, 29 teachers or 27.10% are willing to attend the seminars but
because of financial reasons they are not able to do that. 11 teachers or 10.28% as
reason for not attending the seminars cite the school leadership policy. 32 teachers or
29.90% did not have real chances, for 18 teachers or 16.82% the seminars did not meet
the expectations, and 17 teachers or 15.88% say that there are other reasons why they
have not attended any seminars.

On the question about the organizers of the seminars, the teachers could circle more
than one answer. 70 teachers have attended the seminars organized by the Ministry of
Education and Science, 9 teachers have attended seminars organized by specialized
public institutions for teacher training. 11 teachers have attended seminars in
organization of higher educational institutions which offer teacher trainings, 9 teachers
have attended seminars organized by specialized private institutions for teacher
trainings, 15 teachers have attended seminars organized by specialized non-
governmental organizations, and 5 teachers have followed seminars organized by
specialized organizations from other countries. 36 teachers have attended trainings
within the projects approved by the Bureau for development of education and the
Ministry of education and science, while 3 teachers have not attended any seminar.

For 30 teachers or 28.03% the seminars significantly contributed in their knowledge and
skills enrichment necessary for successful work in school, for 48 teachers or 44.85%
they partly contributed, 23 teachers or 21.49% reported the seminars have broaden
their general knowledge, there was no any contribution for 5 teachers or 4.67%, and 1
teacher or 0.93% stated other as a possible answer.

The importance of the seminars organized by higher educational institutions are

evaluated as the least important for professional development by 11 teachers or
10.28%, 36 teachers or 33.64% believe they are less important, while 60 teachers or
56.07% claim that the seminars are the most important for professional development of
the teachers.

14 teachers or 13.08% evaluated the seminars organized by specialized public

institutions as the least important, 47 teachers or 43.92% claim that they are less
important and 46 teachers or 42.99% believe they are the most important.

35 teachers or 32.71% share the opinion that the seminars organized by specialized
private institutions are the least important, 51 teachers or 47.66% claim that they are
less important, and 21 teachers or 19.62% consider them as the most important.

The seminars organized by the non-governmental institutions are evaluated as the least
important by 44 teachers or 41.22%, 51 teachers or 47.66% consider them as less
important and 12 teachers or 11.21% believe they are the most important.

For 14 teachers or 13.08% the seminars organized by the school are the least
important, 56 teachers or 52.33% believe they are less important whereas they are the
most important for 37 teachers or 34.57%.

72 teachers or 67.28% believe that the teacher with their experience could contribute in
the creation of the study programs, 31 teachers or 28.97% claim that they could only
partly contribute, 2 teachers or 1.86% say that they cannot contribute, and 2 teachers or
1.86% stated other.

68 teachers or 63.55% believe that they should transfer? Their experience to the
younger colleagues, 13 teachers or 63.55% would appreciate the students help, 18
teachers or 16.82% claim that the work with students gives an opportunity for career
development, 4 teachers or 3.73% answered that they are going to work with a student
only if they are asked by the school administration, 4 teachers or 3.73% say that is not
their job, and in the column other there is not any answer.

From the total number of teachers, 67 teachers or 62.61% believe that the work in
research projects could improve the cooperation between higher educational institutions
and the schools, 18 teachers or 16.82% claim that cooperation could improve their
professional development, 12 teachers or 11.21% would consider accepting the
cooperation only if it gives them an opportunity for career development or if it is paid, 7
teachers or 6.54% would accept only if the school authorities asked them to, 3 teachers
or 2.80% said that there is not their job, and there are no any answers in the column
other.
On the question in what direction would be the intervention of teachers in improving the
system of primary and secondary education as well as in terms of initial education, with
the possibility of explanation, the most common responses are:

Reducing the administrative tasks carried out by the teachers

Revision of curriculum and syllabus
Reducing the number of students school hours
Increased number of hours teachers spend in teaching practice
Participation of practitioners in creating the educational laws?
Increased number of lessons in methodology, pedagogy and psychology
Study of electives from an early age
External testing to be used as a tool to promote education
More research activities and projects
Improving working conditions in schools
Restoring the old model of education

18 teachers or 16.82% believe that 30% of the education should be based on practical
training, 64 teachers or 59.81% claim that the practical training should be 50%, 17
teachers or 15.88 % agree with practical training of 70%, and 8 teachers or 7.47%
stated other.

According to the chart, we can come up with a conclusion that the truth of the fourth
hypothesis is confirmed.

With regard to this question, 60 teachers or 56.06% claim that they would like to
continue the initial teaching education, 31 teachers or 28.97% prefer training and
believe they do not need a higher degree of education, 12 teachers or 11,21% are
satisfied with their degree of education, while 4 teachers or 3.73% circled other without
giving any explanation even though they had a chance to state it.