20.500.12556/RUL-172134 Čustvena kompetentnost vzgojiteljic kot dejavnik učinkovitosti timskega dela v vrtcu diplomsko delo Preschool teachers’ emotional competence as a factor in the effectiveness of kindergarten teamwork Timsko delo je opredeljeno kot oblika aktivnosti, ki jo opravlja skupina dveh ali več pedagoških strokovnjakov, ki medsebojno neposredno in enakovredno sodelujejo. V Kurikulumu za vrtce je podrobneje izpostavljeno načelo timskega načrtovanja in izvajanja strokovnega dela. Vsak tim se primarno oblikuje z namenom doseganja skupnih ciljev, kar je dolgotrajen proces prilagajanja, sodelovanja in medsebojnega povezovanja. Timsko delo pedagoških delavcev zajema tri etape, in sicer timsko načrtovanje, timsko izvajanje in timsko evalvacijo, pri čemer timsko načrtovanje in timska evalvacija potekata le v posrednem stiku z otroki, timsko izvajanje pa v neposrednem stiku z otroki. Učinkovit tim zahteva sodelovalne spretnosti, jasno delitev vlog, dogovor o nalogah ter redno analizo dela in odnosov v timu. Ena izmed osebnostnih lastnosti, ki ne vplivajo le na učinkovitost timskega delovanja, ampak tudi na razne druge dejavnike timskega dela, je čustvena kompetentnost članov tima kot manifestacija čustvene inteligentnosti pri konkretnem delu. Čustvena inteligentnost je definirana kot nabor čustveno-socialnih sposobnosti, ki omogočajo posamezniku doseči zastavljene cilje. Cilj diplomskega dela je bil preučiti čustveno kompetentnost vzgojiteljic v kontekstu timskega dela v vrtcu. Naša raziskava se osredotoča na izkazano čustveno kompetentnost strokovnih delavk pri timskem delu v vrtcu, pogostost izvajanja etap timskega dela v vrtcu ter na razlike v čustveni kompetentnosti glede na delovno dobo in delovno mesto strokovnih delavk. Preverjali smo tudi razlike med izkazano čustveno kompetentnostjo pri timskem delu ter pogostostjo izvajanja posameznih etap pri timskem delu in samozaznavanjem učinkovitosti pri timskem delu. V vzorcu so zajeti odgovori sedemdesetih vzgojiteljic in vzgojiteljic – pomočnic vzgojiteljic, zaposlenih v slovenskih vrtcih. Za zbiranje podatkov smo uporabili anketni vprašalnik, ki je nastal v okviru internega raziskovalnega projekta Interdisciplinarno timsko delo v vzgoji in izobraževanju (INTERTIMDEVI, 2024-2025, vodja dr. A. Polak) in internega raziskovalnega projekta UL PEF, Psihološke razsežnosti timskega dela in njihov prispevek k učinkovitosti timov v vzgoji in izobraževanju (TIMDEVI, 2022-2023, vodja dr. Alenka Polak). V enoten anketni vprašalnik v okviru empirične raziskave smo vključili različne ocenjevalne lestvice oz. specifične vprašalnike: vprašalnik čustvene kompetentnosti pri timskem delu, lestvico pogostosti timskega dela in lestvico samozaznavanja učinkovitosti timskega dela. Rezultati zbranih podatkov kažejo na to, da strokovni delavci v vrtcu posamezne etape timskega dela najpogosteje izvajajo mesečno, redkeje tedensko ali dnevno. Pogostost izvajanja posameznih etap timskega dela vzgojiteljic z vzgojiteljicami – pomočnicami vzgojiteljic je pogostejša praksa kot v nasprotnem primeru. Strokovne delavke v vrtcu izkazujejo visoko raven čustvene kompetentnosti, predvsem na področju samoregulacije čustev. Glede na delovno mesto strokovnih delavk v vrtcu v izkazani čustveni kompetentnosti ni statistično pomembnih razlik. Statistično pomembne razlike v čustveni kompetentnosti na področju samoregulacije čustev smo potrdili pri strokovnih delavkah z različno delovno dobo. Rezultati kažejo na to, da pogostost izvajanja posameznih etap timskega dela ni povezana z ravnjo čustvene kompetentnosti, saj med njima ni ugotovljenih statistično pomembnih razlik. Višja raven čustvene kompetentnosti prinaša tudi višje zaznavanje timske učinkovitosti. Teamwork is defined as a form of activity carried out by a group of two or more educational professionals who cooperate directly and equally with one another. In the Kindergarten Cur-riculum, the principle of team planning and the implementation of professional work is emphasized in greater detail. Each team is primarily formed with the aim of achieving common goals, which represents a long-term process of adjustment, collaboration, and mu-tual connection. The teamwork of educational staff encompasses three stages: team plan-ning, team implementation, and team evaluation. While team planning and team evaluation take place in indirect contact with children, team implementation occurs in direct interaction with them. An effective team requires collaborative skills, a clear division of roles, agree-ment on tasks, and regular analysis of both work and relationships within the team. One of the personality traits that not only influences the effectiveness of teamwork but also affects various other factors associated with it, is the emotional competency of team members, as a manifestation of emotional intelligence in practice. Emotional intelligence is defined as a set of emotional-social abilities that enable an individual to achieve their goals. The purpose of this thesis was to examine the emotional competency of preschool teachers in the context of teamwork in kindergartens. The research focuses on the demonstrated emotional compe-tency of educational professionals in teamwork within the kindergarten, the frequency of carrying out the different stages of teamwork, and the differences in emotional competency according to years of work experience and professional role. We also examined the relati-onship between demonstrated emotional competency in teamwork, the frequency of carrying out individual stages of teamwork, and self-perceived efficiency in one’s own teamwork. The sample included the responses of seventy preschool teachers and preschool teacher assi-stants employed in Slovenian kindergartens. For data collection, we used a questionnaire developed within the broader research project Interdisciplinary Teamwork in Education (IN-TERTIMDEVI, 2024–2025, project leader Dr. A. Polak) and the internal research project of the Faculty of Education, University of Ljubljana, Psychological Dimensions of Teamwork and Their Contribution to Team Effectiveness in Education (TIMDEVI, 2022–2023, project leader Dr. Alenka Polak). The unified questionnaire for the empirical study included several rating scales or specific questionnaires: the Emotional Competency in Teamwork Question-naire, the Teamwork Frequency Scale, and the Teamwork Self-Efficacy Scale. The results show that educational professionals in kindergartens most often carry out the stages of te-amwork on a monthly basis, and less frequently on a weekly or daily basis. Teamwork between preschool teachers and preschool teacher assistants occurs more frequently than in the reverse case. Kindergarten professionals demonstrate a high level of emotional compe-tency, particularly in the area of emotion self-regulation. No statistically significant diffe-rences were found in demonstrated emotional competency according to professional role in the kindergarten. However, statistically significant differences in emotional competency in the area of emotion self-regulation were confirmed among educational professionals with varying years of work experience. The findings indicate that the frequency of carrying out individual stages of teamwork is not related to the level of emotional competency, as no sta-tistically significant differences were identified. Furthermore, a higher level of emotional competency corresponds to a higher perception of teamwork effectiveness. timsko delo čustvena kompetentnost čustvena inteligentnost učinkovitost timskega dela vzgojitelj predšolskih otrok predšolska vzgoja teamwork emotional competency emotional intelligence teamwork effectiveness pre-school teacher true false false S. Furlan Slovenski jezik Angleški jezik Diplomsko delo/naloga 2025-09-06 08:30:39 2025-09-06 08:30:48 2025-10-06 04:03:33 0000-00-00 00:00:00 2025 0 Ljubljana 0 Ljubljana X, 74 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.2(043.2) 188962 248150275 42927.pdf 42927.pdf 1 A219329A1ECE1251DDB6C7D1B541705B 748218237f6722dd74fb779e7cfb6ab82a3c928eac5056f4cc1b8cfab924dbe7 df84f40c-8aea-11f0-9328-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=215933 Pedagoška fakulteta 0 0 0