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		<identifier>oai:zbc.uz.zgora.pl:94136</identifier>
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<dc:title xml:lang="pl"><![CDATA[Postawy nauczycieli akademickich wobec pracy dydaktycznej jako składnik współczesnej kultury akademickiej = Academic teachers` attitudes toward didactics work as a component of contemporary academic culture]]></dc:title>
<dc:creator><![CDATA[Borucka, Ewelina]]></dc:creator>
<dc:subject xml:lang="pl"><![CDATA[academic culture]]></dc:subject>
<dc:subject xml:lang="pl"><![CDATA[attitudes towards didactic work]]></dc:subject>
<dc:subject xml:lang="pl"><![CDATA[organizational culture]]></dc:subject>
<dc:subject xml:lang="pl"><![CDATA[kultura akademicka]]></dc:subject>
<dc:subject xml:lang="pl"><![CDATA[postawy wobec pracy dydaktycznej]]></dc:subject>
<dc:subject xml:lang="pl"><![CDATA[kultura organizacyjna]]></dc:subject>
<dc:description xml:lang="pl"><![CDATA[This article addresses the issue of academic teachers` attitudes toward didactic work as a crucial component of contemporary academic culture, placing them within the context of a broader theoretical framework related to organizational culture. The aim of the article is to show the relationship between academic teachers` attitudes towards teaching and their individual satisfaction with their work and the quality of teacher-student relations.]]></dc:description>
<dc:description xml:lang="pl"><![CDATA[First, selected definitions of organizational culture are presented, emphasizing its multidimensionality and importance in the functioning of higher education institutions. It is shown that individuals` attitudes toward teaching are not merely individual psychological constructs, but also play a constitutive role in organizational culture, expressing its norms, values, and behavioral patterns.]]></dc:description>
<dc:description xml:lang="pl"><![CDATA[The paper then characterizes two types of professional attitudes: the autotelic attitude, oriented toward the internal evaluation of work as an end in itself, and the punitive attitude, characterized by a coercive approach to professional responsibilities and treating work as a punishment. The author also undertakes a pedagogical reflection on the relationship between the manifested attitude toward work and the consequences it can lead to.]]></dc:description>
<dc:publisher><![CDATA[Zielona Góra: Lubuskie Towarzystwo Naukowe]]></dc:publisher>
<dc:publisher><![CDATA[Zielona Góra: Uniwersytet Zielonogórski, Wydział Nauk Społecznych]]></dc:publisher>
<dc:contributor><![CDATA[Bochno, Ewa - red.]]></dc:contributor>
<dc:date><![CDATA[2025]]></dc:date>
<dc:type xml:lang="pl"><![CDATA[artykuł]]></dc:type>
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<dc:identifier><![CDATA[http://www.zbc.uz.zgora.pl/repozytorium/Content/94136/10_borucka_postawy.pdf]]></dc:identifier>
<dc:identifier><![CDATA[https://zbc.uz.zgora.pl/repozytorium/dlibra/publication/105914/edition/94136/content]]></dc:identifier>
<dc:identifier><![CDATA[oai:zbc.uz.zgora.pl:94136]]></dc:identifier>
<dc:source xml:lang="pl"><![CDATA[Rocznik Lubuski, tom 51]]></dc:source>
<dc:language><![CDATA[pol]]></dc:language>
<dc:relation><![CDATA[oai:zbc.uz.zgora.pl:publication:105914]]></dc:relation>
<dc:rights xml:lang="pl"><![CDATA[Biblioteka Uniwersytetu Zielonogórskiego]]></dc:rights>
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