Determinant Factors of the Subjective Perception of Educational Projects with European Funding

Abstract

This paper investigates the subjective value perceived by teachers, defined as their overall appreciation of EU-funded educational projects in terms of usefulness, relevance, and impact on education, regarding projects implemented in Romanian schools during the period 2014–2022. The main factors influencing the perceived value were identified through a quantitative approach using a questionnaire-based survey, administered to a sample of 1050 teachers from various regions of the country. The results reveal that improvements achieved in various aspects of the educational environment quality have a positive influence on the analyzed indicator. These improvements can be grouped into two categories of factors that act at the level of school, on the one hand, and at the level of students, on the other hand, both having a significant impact on increasing the perceived value of EU-funded educational projects. The differences between schools that benefited from such educational projects and other schools were also addressed, as well as the influence of the dominant socio-economic status of children studying in different schools on the improvement of the quality of the educational environment. The conclusions highlight the strategic role of European funding in reducing educational disparities and the need to target support to vulnerable schools. The practical and managerial implications include strengthening infrastructure, adapting methodologies, and developing staff competencies, alongside interventions aimed at improving student progress.