20.500.12556/RUL-182166 Pomen odnosne kompetence učiteljev pri krepitvi prosocialnega vedenja učencev magistrsko delo Importance of teachers' relational competence in fostering students' prosocial behaviour Magistrsko delo obravnava vlogo učiteljev pri razvijanju in spodbujanju prosocialnega vedenja učencev v osnovni šoli, pri čemer je v ospredju pomen njihove odnosne kompetence. Prosocialno vedenje, ki vključuje dejanja, kot so pomoč, deljenje, sodelovanje, empatija in skrb za druge, predstavlja pomemben dejavnik socialnega in čustvenega razvoja otrok ter prispeva k pozitivni razredni klimi in učinkovitejšemu učnemu procesu. Učitelji imajo pri tem ključno vlogo, saj lahko s svojim zgledom ter načinom vzpostavljanja odnosov pomembno vplivajo na vedenje učencev. V teoretičnem delu naloge najprej predstavim temeljna izhodišča prosocialnega vedenja, vključno z opredelitvijo pojma, motivi za prosocialno vedenje ter njegovim pomenom za duševno zdravje. Nadalje opisujem dejavnike, ki vplivajo na razvoj prosocialnega vedenja otrok in mladostnikov, s posebnim poudarkom na vlogi šolskega okolja. Prosocialno vedenje nato umeščam v šolski kontekst, kjer so podrobneje obravnavani socialni odnosi v šoli. Posebno poglavje namenjam vlogi učiteljev pri krepitvi prosocialnega vedenja, v katerem podrobneje opišem model prosocialnega razreda, socialne in čustvene kompetence ter odnosno kompetenco učiteljev kot eno izmed ključnih kompetenc za kakovostno pedagoško delo. V empiričnem delu naloge sem raziskala zaznavanje prosocialnega vedenja učencev ter odnosne kompetence učiteljev z vidika učencev in učiteljev ter pomen odnosne kompetence učiteljev pri krepitvi prosocialnega vedenja učencev. Raziskava je temeljila na kombinaciji kvantitativnega in kvalitativnega raziskovalnega pristopa, pri čemer je bil uporabljen vprašalnik za učence ter delno strukturirani intervju z učitelji, kar je omogočilo celovitejši vpogled v obravnavano tematiko. Rezultati raziskave kažejo, da učenci in učitelji prosocialno vedenje najpogosteje zaznavajo v obliki učne pomoči in deljenja zapiskov. Analiza povezanosti je pokazala statistično značilno pozitivno povezanost med zaznanimi vidiki odnosne kompetence učiteljev in zaznanimi oblikami prosocialnega vedenja učencev. Učitelji svojo odnosno kompetenco zaznavajo predvsem skozi odzivanje na individualne potrebe učencev, vzpostavljanje avtoritete v razredu, izražanje pristnosti in avtentičnosti ter pri tem poudarjajo pomen refleksije odnosov z učenci. Hkrati so izpostavili, da je za razvoj njihove odnosne kompetence ključna podpora sodelavcev, svetovalne službe in vodstva, pri čemer izražajo tudi potrebo po bolj sistematičnih oblikah podpore. Ugotovitve potrjujejo, da odnosna kompetenca učiteljev pomembno prispeva k spodbujanju prosocialnega vedenja učencev ter poudarjajo pomen njenega nadaljnjega razvoja v šolskem prostoru. This master’s thesis examines the role of teachers in developing and fostering prosocial behaviour among elementary school students, with a particular focus on the importance of their relational competence. Prosocial behaviour, which includes actions such as helping, sharing, cooperating, empathy, and caring for others, is an important factor in children’s social and emotional development and contributes to a positive classroom climate and a more effective learning process. Teachers play a key role in this, as they can significantly influence students’ behaviour through their example and the way they build relationships. In the theoretical part of this paper, I first present the fundamental principles of prosocial behaviour, including a definition of the concept, the motives for prosocial behaviour, and its significance for mental health. I then describe the factors influencing the development of prosocial behaviour in children and adolescents, with a special emphasis on the role of the school environment. I subsequently place prosocial behaviour within the school context, where social relationships in school are examined in greater detail. I dedicate a separate chapter to the role of teachers in fostering prosocial behaviour, in which I describe in detail the model of a prosocial classroom, social and emotional competencies, and teachers’ relational competence as one of the key competencies for high-quality teaching. In the empirical part of the thesis, I investigated the perception of students’ prosocial behaviour and teachers’ relational competence from the perspectives of students and teachers, as well as the importance of teachers’ relational competence in fostering students’ prosocial behaviour. The research was based on a combination of quantitative and qualitative research approaches, utilizing a questionnaire for students and semi-structured interviews with teachers, which provided a more comprehensive insight into the topic under consideration. The results of the study show that students and teachers most frequently perceive prosocial behaviour in the form of academic assistance and sharing notes. Correlation analysis revealed a statistically significant positive correlation between perceived aspects of teachers’ relational competence and perceived forms of students’ prosocial behaviour. Teachers perceive their relational competence primarily through responding to students’ individual needs, establishing authority in the classroom, and expressing genuineness and authenticity, while emphasizing the importance of reflecting on their relationships with students. At the same time, they emphasized that support from colleagues, counselling services, and school administrators is crucial for the development of their relational competence, while also expressing a need for more systematic forms of support. The findings confirm that teachers’ relational competence significantly contributes to fostering prosocial behaviour in students and underscore the importance of its further development in the school setting. osnovnošolsko učenje in poučevanje socialna pedagogika odnosna kompetenca prosocialno vedenje osnovna šola učenci učitelji relational competence prosocial behaviour primary school students teachers true false false T. Kušar Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-04-26 08:30:07 2026-04-26 08:30:22 2026-05-04 09:27:24 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 121 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.013.42(043.2) 204434 276867331 50890.pdf 50890.pdf 1 8110B6AEC300BBC5D50B287A9CCB3100 b8756b67cc1d879d53460cc23b9015906a97fdc36a7fad975eef8f3e8a51f5af 238ddcd3-4139-11f1-b0ab-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=233142 Pedagoška fakulteta 0 0 0