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The concept of an organization that learns “learning organization” is one of the most mentioned ideas in management, representing a subject of great interest for theorists in the field and for those involved in the functioning of organizations. The actuality of the topic consists in the fact that today learning has an important role within organizations. Learning and teamwork are highly encouraged in order to achieve common goals and to achieve the results that the members of the organizations really want. In contemporary times, society is in a continuous process of change. Under these conditions, the school must develop its ability to change to the new in order to face the challenges so that its role as a factor in the development of society becomes more and more obvious. Thus, permanent learning appeared as a reaction to the rapid transformations taking place in society, representing at the same time a necessity and a solution. The school is part of the category of organizations that learn, it being different from the others due to the specificity of the dominant activity, namely the instructive-educational process. In this article, we addressed the main characteristics existing in the specialized literature that define the learning organization, the school as a learning organization, as well as the identification of the existence of a possible relationship between the personal factors of teachers and the strategies that make the school a learning organization. The results illustrate the necesity of a correlation factors, such as function, teaching degree, seniority at work, with the strategies that make the school a learning organisation. In the table below we can see that the education level of the teaching staff is the only variable that does not correlate with the strategies that make a school a learning organisation.

The present study aims to identify the types of students’ roles in work teams for different didactic activities in the academic environment. In the study, a questionnaire was applied that measures teamwork styles, a questionnaire that includes three scales: leader, doer, thinker and carer, each scale with 10 items. This studiy was attended by 195 female students pursuing bachelor’s and master’s studies in the field of educational sciences, between the ages of 18 and 55. The hypothesis underlying this study presupposes the existence of a statistically significant difference between students from the bachelor program and students from the master’s program according to the types of roles within the teams formed by them. The results of the study indicated that teamwork styles such as career thinking and work style are more defined in master’s students than in undergraduate students, and the other work styles are better defined in undergraduate students than in master’s students. In conclusion, the objective of the study was achieved.

Teamwork skills are considered essential for personal, academic and professional achievement, so universities are increasingly integrating them into their syllabuses. Within this context, teamwork skills have been gaining close attention, as they are considered essential competencies in an increasingly more globalised, dynamic and complex world. New employees are asked if they have teamwork skills, can resolve specific work issues or have the required skills to handle the new challenges posed by today’s society. In this study, we aimed to investigate the differences between students regarding their demographic characteristics (age category, education level) according to the level of development of their teamwork skills. The results revealed statistically significant differences between the different categories of students and the level of development of teamwork skills. It is important that teamwork skills are developed from the years of undergraduate studies. Both in our sample, but also in other studies from the literature, these students obtain low scores for this competence.These results can be used to create training programs for teachers and students in the development of teamwork skills.

This study aims to highlight the difficulties that students encounter in online education depending on their gender and age group. 143 students participated in the study, 68 male and 75 female, aged between 18 and 50, with M = 37.4 and SD = 4.5 from the urban environment, humanistic profile. The study aims to test three research hypotheses, which aim to identify differences between attendance at classes and gender and age category, between difficulties, participant gender and age category.

In this article, we propose to create a synthesis based on some relevant articles in the field regarding the effectiveness of intervention programs on improving the symptoms of children with ADHD. To achieve this goal, I explained the difficulties faced by a child with ADHD in the school environment and at home and presented the most relevant intervention programs. The results of our study can be used in the school environment.