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The quality of an education system or a comparative international assessment refers more and more to quantitative parameters, i.e. “educational indicators”. The paper aims to analyse the structure of several educational indicators and indicator systems and answer the question “What can educational indicators achieve?”

Starting with a general consideration of the term “indicator” the findings are applied to the educational area and the development of educational indicators is analysed critically.

Indicators allow for the illustration of outcomes and of system processes. Beginning in the 1950s, following the empirical turn in research methods, and the growing significance of approaches from economics of education, indicators are now applied in national and international settings. The findings show that the combination of the quantitative and qualitative approach is more successful as the isolated research.

The research is based on secondary analysis. A combination of quantitative and qualitative research methodology should be undertaken in following the progress of educational systems.

The findings of quantitative research based on educational indicators determine the general public and political discussion and often the discourse in the scientific community. The analysis shows that a critical distance especially when preparing political decisions is a necessary attitude.

This study examined the effects of job demands and resources specific to policing on work burnout and engagement, including self-efficacy’s role in expanding the job demands-resources model (JD-R model).

The authors used survey data from 1,591 South Korean police by nationwide sampling officers in 2023. A moderation analysis was used to examine the relationships between each variable.

Self-efficacy moderates the effects of job demands and job resources on work burnout but not on work engagement. The high self-efficacy group generally exhibits lower levels of work burnout than the low self-efficacy group. The high self-efficacy group is associated with higher levels of work burnout as job demands increase and lower levels of work burnout as job resources increase. The low self-efficacy group experiences higher levels of work burnout independent of job demands and job resources than the high self-efficacy group. In the low self-efficacy group, the reduction in job burnout is very gentle as job resources increase. Also, the increase in job burnout is steep as job demands increase.

Job resources are generally considered helpful in reducing work burnout. However, the current study highlights the necessity for delicate interventions considering self-efficacy levels.