The aim of this study is to present the hedonic and eudaimonic value preferences for the youth Lithuanian participants and non-participants in sport. Participants of this study were 345 school children, 16–18 years of age. Self-report questionnaire consisted of S. H. Schwartz’s Value Survey, questions about socio-demographic characteristics, information about activity in sports and questions about expectations of the career in sport. The results revealed that eudaimonic values are more expressed in females than males. Secondly, young people that are participating in sports have more strongly expressed values compared to non-participants, and also, engagement in sport’s activities is driven by both – eudaimonic and hedonic values. Finally, expectations of young people’s career in sport are associated with personal growth and development (the eudemonic approach), as well as achievement and recognition (the hedonic approach). The implications for interventions are discussed.

Successful functioning of an organization, especially agricultural one, implies the necessity for a properly organized system of employee health and safety. The system will function properly only when employees perceive organizational safety processes and procedures as a part of their behavior at work. The purpose of this study with reference to scientific literature and empirical research to determine the main factors that predict higher safety climate in organization. 961 employees from a large Lithuanian company of agricultural industry participated in the survey. The study was conducted using Sexton’s Safety Climate Questionnaire and two scales from Copenhagen Psychosocial Questionnaire. The analysis of data via Structural Equation Modeling confirmed the theoretical model of psychosocial safety climate antecedents. The findings of the study showed that employee trust in management had higher predictive value as compared to workplace commitment, and that the leader’s role in promoting safety in an organization is more important than employee attitudes or declared safety-related orders and procedures in the organization.

The study was oriented to identify the main risk and safety factors for the professional burnout among university teachers in Lithuania. 257 participants filled up a self-administered questionnaire in a cross-sectional survey. 42.8 percent of university teachers in Lithuania indicated that are often or permanently suffering from professional burnout. Quantitative and emotional demands alongside with perceived social support from a supervisor acted as risk factors, and personal resources and social support from colleagues – assafety factors for the professional burnout.

Nowadays, as a means of supplying the market with a highly qualified workforce, vocational teachers play a significant role in Lithuania’s educational system. It is assumed that the most important factor determining the quality of education is the teacher. Undoubtedly, the vocational teacher’s personality traits and their work motivation are considered to be important components of a successful educational process. Aim: this study was carried out in order to detect the relationship between the vocational teachers’ personality traits and their work motivation. Method: The personality traits were evaluated using the Big Five Inventory (BFI; John et al., 1991, 2008) while the work motivation was assessed by employment of the Multidimensional Work Motivation Scale (MWMS; Gagne et al., 2015). 364 teachers from various Lithuania’s vocational schools participated in the research (243 of them were women, 93 men, while 10 did not specify their gender). Results: The study revealed that a greater expression of neuroticism correlated with an increase of the teachers’ motivation (p < .01), extrinsic (social and material) regulation (p < .01) and introjected regulation (p < .05), although the identified regulation (p < .05) and intrinsic motivation (p < .01) were observed to decrease. Meanwhile, with the increase of the teachers’ expression of extraversion, agreeableness and conscientiousness, intrinsic motivation (p < .01) and identified regulation (p < .01) heightened, and the extrinsic (material) motivation decreased (in case of extraversion and agreeableness – p < .01, in case of conscientiousness and openness to experience – p < .05). Moreover, the differences of work motivation noticed among various personality profiles were added to the results of the research. [...]

Problema. Mokymo praktikos sėkmė ir mokytojų gerovė daugiausia priklauso ne tik nuo mokymo turinio, bet ir nuo mokytojų asmenybės ypatumų. Be to, mokytojų suvokimas apie savo profesiją, save ir kitus su ta profesija susijusius žmones lemia ugdymo kokybę. Todėl keliama prielaida, kad mokytojų asmenybės bruožai yra vieni svarbiausių veiksnių, turinčių reikšmę mokytojų profesiniam identitetui, kuris neabejotinai yra mokytojų psichologinės gerovės sąlyga. Tyrimo tikslas – ištirti profesijos pedagogų asmenybės bruožų prognostinę vertę jų profesinio identiteto prognozei Lietuvoje. Tyrimo metodai. Imtį sudarė 346 Lietuvos profesinio mokymo sistemoje dirbantys pedagogai. „Didžiojo penketo“ inventorius (BFI, Benet-Martinez ir John, 1998; John, Donahue ir Kentle, 1991, John, Naumann ir Soto, 2008) buvo naudotas profesijos pedagogų asmenybės bruožams įvertinti. Profesijos mokytojų profesinis identitetas buvo matuojamas naudojant Mokytojų profesinio identiteto klausimyną (Beijaard, Verloop ir Vermunt, 2000). Rezultatai. Profesijos mokytojų profesinį identitetą reikšmingai prognozuoja tokie asmenybės bruožai, kaip sąžiningumas ir atvirumas patyrimui. Taip pat analizuojami profesijos mokytojų profesinio identiteto atskirų komponentų (profesiniai vaidmenys: dalyko ekspertas, didaktikos ekspertas ir pedagogikos ekspertas) sąsajos su asmenybės bruožais. Išvada. Rezultatai patvirtina profesijos mokytojų asmenybės bruožų svarbą jų profesiniam identitetui. Rezultatai gali padėti mokslininkams gilinti supratimą apie mokytojų asmenybės svarbą jų gerovei. Tyrimo rezultatai taip pat gali padėti mokytojams geriau suprasti jų profesinį identitetą.