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Every organization has an objective towards optimum performance and the employees are the key drivers in achieving that. It is necessary therefore that the employees' performance reach optimality for the success of the organization which is a primary goal of every organization including learning institutions. The present research investigated the influence of teacher performance appraisals on teacher performance in secondary schools in Kenya. Employing stratified and simple random sampling methods, 46 secondary schools with 460 teachers in two counties in Kenya were taken as samples. The variables under research included teacher remuneration, government policies, school administration, the school environment, and the school curriculum, which were under investigation in form of comparisons, explanations, and relationships on the aspects of teacher motivation to perform well. The research found that teacher appraisals influenced teacher performance. In general, the teachers perceived that government policies are unfavorable to them in terms of career advancement and introduction of the policies in place. The paper concludes with recommendations on application of the appraisal system to motivate teachers and thereby improve the performance of learners.

One of the most important students of Franz Brentano was Anton Marty, who made it his task to develop a philosophy of language on the basis of Brentano's analysis of mind. It is most unfortunate that Marty does not receive the attention he deserves, prima.

The main feature of the publication is the Framework of Teacher Competences (FTC) presented in the 2nd Chapter. It has been developed through regional cooperation, knowledge and practice sharing, taking into the account the existing and newly acquired research based evidence on teaching profession and the latest international and European Union developments regarding teachers. The framework of teacher competences consists of 7 competence domains, each with three competence categories : knowledge and understanding, skills, values and attitude. In total 76 learning outcomes have been identified and agreed in crosscultural consultations.

Participation - the idea of having a share in management and in profits - could be considered as the new concept to be applied in the Maltese Economy as far as the 'employed' are concerned, in the 1980s. The principle, when it comes to Education, may be examined in terms of various sectors - students, parents, teachers, private schools, local state schools, national policy and government. It is therefore pertinent to note what has been said so far as regards Teacher Participation. It has been claimed that it "is not incompatible with a sound educational policy". Far back in 1969, CASE (England) declared that teachers should have a right to be involved at all levels of planning and consultation on matters of vital educational concern. For the teacher's role in education is changing: he cannot act in an authoritarian atmosphere. He has to be accepted as the social operator who collects ideas, hypotheses and changes and makes them known to the masses. He is an animator and promoter of ideas, necessities and cultural and social fermentations. ; peer-reviewed

There are many similarities between the Nordic countries of Sweden and Finland, but they have made different decisions regarding their teacher-education policies. This article focuses on how the objectives of teacher education, particularly the vision of the ideal teacher, have changed in Sweden and Finland in the period after the Second World War. In Finland, the period since the 1960s can be described as a gradual scientification of teacher education. The image of the ideal teacher has transformed according to a research-based agenda, where teachers are expected to conduct minor-scale research in the classroom. In Sweden since the 1980s, on the other hand, teacher education has oscillated between progressivist and academic orientations, following shifts in government between the Social Democratic Party and the centre-right. Since the turn of the millennium, however, a consensus in favour of a strengthened research base of teacher education has also emerged in Sweden. ; Peer reviewed

"Franz Boas's 1940 Race, Language and Culture is a monumentally important text in the history of its discipline, collecting the articles and essays that helped make Boas known as the 'father of American anthropology.'; An encapsulation of a career dedicated to fighting against the false theories of so-called 'scientific racis©m'; that abounded in the first half of the 20th-century, Race, Language and Culture is one of the most historically significant texts in its field--and central to its arguments and impact are Boas's formidable interpretative skills. It could be said, indeed, that Race, Language and Culture is all about the centrality of interpretation in questioning our assumptions about the world. In critical thinking, interpretation is the ability to clarify and posit definitions for the terms and ideas that make up an argument. Boas's work demonstrates the importance of another vital element: context. For Boas, who argued passionately for 'cultural relativism, ' it was vital to interpret individual cultures by their own standards and context--not by ours. Only through comparing and contrasting the two can we reach, he suggested, a better understanding of humankind. Though our own questions might be smaller, it is always worth considering the crucial element Boas brought to interpretation: how does context change definition?"--Provided by publisher

Mankind has faced new challenges related to the development of the Internet era, and the formation of a digital society, digital (global) consciousness, a new axiosphere associated with the development of all forms of digitalization and networking. Due to the expansion of the information space to a state of unlimited, weak or impossible assessment of its reliability, there are risks of manipulating consciousness through the "soft power" of politics, art, and education. Such risks can be mitigated by education, which, during the period of widespread digitalization, must find answers to new challenges related to the education of a person in a network society. The article deals with the preparation of a new generation of teachers with new "digital" abilities, ready to overcome the challenges of our time. The empirical study addresses the issue of the range of digital teacher professions needed for life and work in the emerging Industry 4.0. The authors formulate the conditions under which the teacher's readiness to implement digital technologies in educational practice can be achieved.

Mankind has faced new challenges related to the development of the Internet era, and the formation of a digital society, digital (global) consciousness, a new axiosphere associated with the development of all forms of digitalization and networking. Due to the expansion of the information space to a state of unlimited, weak or impossible assessment of its reliability, there are risks of manipulating consciousness through the "soft power" of politics, art, and education. Such risks can be mitigated by education, which, during the period of widespread digitalization, must find answers to new challenges related to the education of a person in a network society. The article deals with the preparation of a new generation of teachers with new "digital" abilities, ready to overcome the challenges of our time. The empirical study addresses the issue of the range of digital teacher professions needed for life and work in the emerging Industry 4.0. The authors formulate the conditions under which the teacher's readiness to implement digital technologies in educational practice can be achieved.