Archives

• Stress and Success Among Teachers

  Vol. 15 No. 1 (29) (2026)

  It is my great joy to present the most recent issue of the Multidisciplinary Journal of School Education, which focuses on the topic of stress and success among teachers. The scientific texts gathered here discuss important scientific and research problems revolving around professional burnout and stress among teachers, as well as potential antidotes, namely job satisfaction, professional development, success and passion.

  Recent diagnoses in the above-mentioned areas have enabled the identification of both determinants of teacher professional success and factors leading to stress, burnout and drop-out from the teaching profession. The studies presented in this issue show that the causes of stress and burnout among teachers still include excessive workload (too many responsibilities), workplace relationships, recognition and financial gratification, motivation, and the ability to see value in the teaching profession (meaningful work). However, increasingly, the antidote is an individual sense of purpose found in relations with students, in supporting their development or achievements. There is also a noticeable trend in experiencing satisfaction, joy and fulfillment, facilitated by personal development, discovering professional and life passions, and receiving individual words of acknowledgement from students/their parents, which reinforce teachers’ self-esteem and sense of purpose.

  To illustrate this trend, the articles in this issue are presented in reverse order of the categories mentioned in the title. Sources of teacher satisfaction are discussed first, followed by texts on the determinants of stress and burnout. In addition to their scientific value, the articles also identify clues and show some valuable directions for action for both professional and prospective teachers. Conclusions from the research presented in the articles may also inspire new directions for scientific exploration.

• Family and School: Educational Partnership

  Vol. 14 No. 2 (28) (2025)

  We are pleased to present the latest issue of our journal, Family and School: Educational Partnership. As the authors in this volume demonstrate, the themes addressed here are as timely as they are important. Collaboration between parents and schools is closely linked to children’s educational outcomes. Furthermore, in today’s rapidly changing world means that schools and families can fully achieve its aims without structured collaboration and partnership.

  As the articles in this issue make clear, it is necessary to integrate educational activities that support the child’s development so that young people can find their place in a transforming social reality, as well as achieve both academic success and success in life more generally. The authors emphasize that human potential does not unfold automatically, but in interaction with environmental factors that may direct, limit, or enrich it. Supporting development at different stages of life therefore requires enhancing or, in some cases, mitigating the influence of the environment and the relationships within it. Educational partnerships between schools and families make this possible.

  This issue presents educational partnership as a relationship based on equality of rights and responsibilities for all participants. It also emphasizes mutual respect for competences, equal treatment, shared goals, collective responsibility, dialogue, trust, and openness. As Joyce Epstein noted, an educational partnership is an alliance among the family, the school, and the wider community, working to help the child realize their full potential while recognizing that such cooperation contributes to social progress.

• Socio-cultural inclusion/integration of migrant and refugee children at school

  Vol. 14 No. 1 (27) (2025)

  Since 2025, the Multidisciplinary Journal of School Education has been published only in online version.

• Teacher and Technology

  Vol. 13 No. 2 (26) (2024)

  The journal is supported by funds from the Ministry of Education and Science under the program “Development of Scientific Journals” from 1 October 2022 to 30 September 2024, Contract No RCN/SN/0393/2021/1 (agreement date: 22 December 2022), amount of funding: PLN 62 180,00, total value of the project: PLN 126 940,00.

   

• In Search of Spirituality and Support in Educational Settings

  Vol. 13 No. 1 (25) (2024)

  The journal is supported by funds from the Ministry of Education and Science under the program “Development of Scientific Journals” from 1 October 2022 to 30 September 2024, Contract No RCN/SN/0393/2021/1 (agreement date: 22 December 2022), amount of funding: PLN 62 180,00, total value of the project: PLN 126 940,00.

   

• Communication and Social Change

  Vol. 12 No. 2 (24) (2023)

  The journal is supported by funds from the Ministry of Education and Science under the program “Development of Scientific Journals” from 1 October 2022 to 30 September 2024, Contract No RCN/SN/0393/2021/1 (agreement date: 22 December 2022), amount of funding: PLN 62 180,00, total value of the project: PLN 126 940,00.

   

• Skills, Competences and Values in Education: New Perspectives

  Vol. 12 No. 1 (23) (2023)

  The journal is supported by funds from the Ministry of Education and Science under the program “Development of Scientific Journals” from 1 October 2022 to 30 September 2024, Contract No RCN/SN/0393/2021/1 (agreement date: 22 December 2022), amount of funding: PLN 62 180,00, total value of the project: PLN 126 940,00.

• Gifted, Talented, and Prodigious Learners Across Contexts: School, Family, and Society/Community

  Vol. 11 No. 2 (22) (2022)

  The journal is supported by funds from the Ministry of Education and Science under the program “Development of Scientific Journals” from 1 October 2022 to 30 September 2024, Contract No RCN/SN/0393/2021/1 (agreement date: 22 December 2022), amount of funding: PLN 62 180,00, total value of the project: PLN 126 940,00.

   

• Good Practices and Challenges Regarding the Fostering of Resilience in Educational Settings

  Vol. 11 No. 1 (21) (2022)
• Special Needs in Various Educational Systems

  Vol. 10 No. 2 (20) (2021)

  The publication was co-financed by the Ministry of Science and Higher Education from the grant No. DNK/SN/464237/2020 entitled: VIIth International Conference "Word in Education”