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Research

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The project explores how and to what extent project prepared tools to affect teacher’s wellbeing indicators. Mixed-methods experimental research, combining a quasi-experimental intervention study (QE) and a qualitative Participatory Action Research (PAR) study in schools, will be conducted in 8 countries.

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  • Then in every partner’s country, teachers will be randomly assigned to three groups – double intervention / experimental gr. A with (two cycles of PAR by providing two interventions – participation in intervention – online course – development and participation in learning with this intervention (two test-factors) and performing pre-test and post-test);
  • single intervention / experimental gr. B (one cycle of PAR by providing one intervention – participation in learning with online course (test-factor) and performing pre-test and post-test);
  • no intervention control gr. C (only performing post-test).

The before-after comparisons will be implemented by testing the following hypotheses:

Hypothesis I

teachers who participate in the development of intervention and participate in learning with this intervention demonstrate significantly improved professional wellbeing (gr. A) than teachers who did not participate in the development of the intervention but participate in learning with this intervention (gr. B).

Hypothesis II

teachers who participate in the development of intervention and participate in learning with this intervention demonstrate significantly improved professional wellbeing (gr. A) than teachers who did not participate in intervention development and did not participate in this intervention (gr. C).

Hypothesis III

teachers who did not participate in the development of the intervention but participate in learning with this intervention (gr. B) demonstrate significantly improved professional wellbeing than teachers who did not participate in the development of intervention and did not participate in learning with this intervention (gr. C).