This year we conducted a small Research in the Project IQAIST by applying a QUESTIONNAIRE FOR TEACHERS – TRAINING NEEDS ANALYSIS. The result for Romania can be read here. Anul acesta am realizat o mica Cercetare in Proiectul IQAIST prin aplicarea CHESTIONARULUI PENTRU PROFESORI - ANALIZA NEVOILOR DE FORMARE. Rezultatele pentru Romania le puteti citi aici.

1. Research report
Project IQAIST
EUROPANET Association

2. About the research
• the questionnaire was applied at Romanian
national level through internet lists of discussions;
• the period in which we gathered electronically
all completed questionnaires was 1 complete week
( 7 days: Monday until Sunday inclusive);

3. COUNTIES FROM WHICH WE
HAVE RESPONSES FOR OUR
QUESTIONNAIRES

4. General Information
The survey was held among 33
teachers from 7 Romanian Counties.
The age of the respondents varies. Almost all of them
belong to the 30 - 39 and 40 - 49 age groups.

5. The figure on the left shows the
work experience (years) of the
teachers who participated in the
survey.
The figure on the right illustrates
the level of qualification of the
responding teachers. It appears
clearly that 55% of them held a
Bachelor Degree and 27 % have a
Master Degree specialisation.

6. This figure indicates the type of
educational institution to which the
responding teachers belong to. So almost
67% of them work in secondary schools.
Primary schools teachers are less
represented in this survey.

7. The figure indicates which subject the
percentage of responding teachers
teaches at the educational institution
involved.

8. The sample has shown significant
difference of the experience regarding
the attendance of In Service
Trainings abroad.
Only 10 teachers attended such a
program abroad, 9 of the courses
attended only by 2 teachers.
The majority of the teachers that
attended this type of meetings have
only 1 attendance.

9. The figure shows that most of the teachers have attended either pedagogical workshops, exchanges of best
practices, either plenary sessions. A high number of the respondents has attended other type of events.

10. The importance for professional and
personal growth and development are
the most important criteria when
choosing training programs.

11. The figure shows that most of the teachers have for the most important aspects when choosing an IST are the EU
IST programmes and EU funds, followed by Working with students with disabilities. On the third area of interest
is the work with talented students.

12. Opinions on In Service training
Qualitative Part of the research

13. Most important aspects of an IST programme
• Time schedule and agenda – 11
• More practical work less theoretical – 11
• Applicability of information in real working environment – 8
• Competent lecturers – 7
• Exchange of experiences and best practices – 7
• Relevance for professional development - 7
• Training network – 5
• Relevance for personal development – 4
• Value of the course content – 4
• Clear objectives – 3
• Price – 3
• Online courses and digital materials – 3

14. Specific needs that should be addressed/satisfied
by the IST programme
• Exchange of good practices with professionals from other countries
• Use of ICT at school
• Up-to-date and innovative methods
• New methods in working with children with special needs
• Practicable knowledge and examples
• Development of partnerships and exchanges with schools in Europe
• Mediation of student-school-parent relation
• European founds projects writing and management
• School management

15. Ways in that the training programme should be
differentiated from other courses
• Up-to-date and applicable
• Training content based on the real life scenarios and needs
• ICT-supported
• Innovative
• Active participation
• Entertaining
• Internet-based or long distance training
• Trainer competencies and skills
• Relevance to the needs
• Acquisition of concrete methods and tools
• Diversity of participants

16. The importance of the aspects which might influence the selection of a training program by the teachers have been
scaled from 1 (very poor) to 5 (strong influence). An average among all answers has been done.
It appears that the most important aspects for selection are the training content, the validation and certification
and the training length. Some average influence is expressed regarding the training date and travel and access to
the course, as well as the lecturer’s CV, the social and cultural program which the training provider could offer
and the location of the training.

17. Optimum participant number
in the course
The teachers have
different opinions, but the
media of the best number
of participants in a
training is
21.

18. Training activities or experiences preferred to be
engaged in
• Be able to do try-outs – 14 teachers
• Instructional activities for Professional development – 10 teachers
• Exchanges – 10 teachers
• Information technologies related to the subject area – 9 teachers
• Examples of education in different regions – 7 teachers
• Up-to-date – 7 teachers
• Training coaching – 5 teachers
• Be able to participate actively and having fun – 4 teachers
• Socio-cultural activities – 4 teachers
• Understanding Learners’ Psychology – 4 teachers
• Activities focus on EU projects – 4 teachers
• Effective learning – 4 teachers
• Motivating and encouraging – 3 teachers
• Activities that improve communication skills – 2 teachers

19. Opinions & comments about how the process
regarding the activities of an in-service training
programme might have an effect on selection
PHASE I - Pre-training
• Well-designed training environment: 12 teacher
• Provide rich training content: 11 teachers
• Practical info: travel, training venue, date: 8 teachers
• Effective communication with participants: 9 teacher
• Needs assessment: 8 teachers
• Skilful and competent trainers: 5 teachers
• Prepared and well-equipped: 3 teachers
• Flexible for different learning cultures: 3 teacher

20. Opinions & comments about how the process
regarding the activities of an IST programme might
have an effect on selection
PHASE II - Implementation of the Training
• Quality Training methods-techniques and programme syllabus: 15
teachers
• Entertaining, practicable: 10 teachers
• Training performance: 10 teachers
• Practical and theoretical contents: 11 teachers
• Educative contents: 7 teachers
• The competence of the training institution: 5 teachers
• Intriguing: 1 teacher
• On line: 1 teacher

21. Opinions & comments about how the process
regarding the activities of an IST programme might
have an effect on selection
PHASE III - Follow-up Activities
• The validity of training: 1 teacher
• Providing training materials: 8 teachers
• Applicable: 6 teachers
• Effective feedback: 7 teachers
• Monitoring and evaluating: 7 teachers
• Follow-up: 10 teachers