Support, Mentorship and Well-Being in Canadian and Croatian Faculties of Education: Professor and Student Perspectives
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The purpose of this quantitative study was to examine professors’ and Master of Education (MEd) students’ well-being, support, academic self-efficacy and mentorship in Canada and Croatia. Overall, 118 professors and 98 MEd students from three universities in Canada and three universities in Croatia completed the online surveys in English and Croatian, respectively. The frameworks of self-determination theory and relational cultural theory informed interpretation of our findings. Results suggest that for professors in both countries, personal support, professional support and academic self-efficacy predict professional well-being. Only personal support predicts personal well-being in Canadian professors, while personal support and academic self-efficacy predicts personal well-being in Croatia. Personal and professional support was also associated with positive mentorship practices in Canada. Students in both countries, who felt supported professionally and personally, reported greater professional and personal well-being respectively. Self-efficacy may make a difference for Croatian students but seemed to have little unique impact on Canadian students. Studying part-time in Canada was associated with higher personal and professional well-being but was associated with lower personal well-being in Croatia. Mentorship practices seemed to have little effect on well-being in either country. Overall, professors reported higher well-being and support than M.Ed. students. We conclude with recommendations that would be informative for university administrators, graduate programs, and services interested in the well-being of professors and graduate students.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it