20.500.12556/RUL-184690 Timsko delo učiteljev in varuhov negovalcev v posebnem programu vzgoje in izobraževanja magistrsko delo Teamwork between teachers and care assistants in a special education programme V posebnem programu vzgoje in izobraževanja, ki je namenjen otrokom in mladostnikom z zmernimi, težjimi in težkimi motnjami v duševnem razvoju ter otrokom z avtističnimi motnjami, je timsko delo med različnimi strokovnjaki najprimernejši pristop za kakovostno vzgojno-izobraževalno delo. Še posebej pomembno je timsko delo med učitelji in varuhi negovalci, saj njihovo učinkovito sodelovanje lahko privede do številnih prednosti, ki se nanašajo tako na učence kot tudi na strokovne delavce ter inštitucijo. Seveda pa se pri tem lahko pojavijo tudi ovire in problemi, ki tovrstno sodelovanje otežujejo. Pomembno vlogo pri tem ima vodstvo šole, ki s svojim načinom vodenja to sodelovanje spodbuja ali pa otežuje. V empiričnem delu magistrskega dela smo proučili zaznane prednosti, ovire in probleme timskega dela med učitelji in varuhi negovalci, ob tem pa raziskali tudi poglede vodstva šole na tovrstno timsko delo. V raziskavi je sodelovalo 67 učiteljev, 27 varuhov negovalcev ter 7 predstavnikov vodstva inštitucij. Podatki o zaznanih prednostih in ovirah pri timskem delu so bili zbrani z anketnim vprašalnikom, pogledi vodstva inštitucij pa s pomočjo polstrukturiranih intervjujev. Ugotovili smo, da tako učitelji kot tudi varuhi negovalci zaznavajo številne prednosti tovrstnega timskega dela. Rezultati so pokazali, da so učitelji in varuhi negovalci pri prostem navajanju prednosti timskega dela najpogosteje izpostavljali prednosti za strokovne delavce, kot so npr. medsebojna pomoč in podpora, izmenjava idej, znanja in izkušenj ter usklajeno strokovno delovanje. Pri ocenjevanju posameznih trditev na lestvici pa so kot najpomembnejše prednosti za učence prepoznali predvsem večjo varnost učencev, hitrejše zagotavljanje pomoči in večjo aktivnost učencev. Prednosti timskega dela so izraziteje zaznali varuhi negovalci kot pa učitelji. Kot najpogostejše ovire pa so bile prepoznane organizacijske in medosebne ovire, predvsem pomanjkanje časa, nestalnost tima, osebnostno neujemanje članov tima ter različni pogledi, vrednote in pristopi. Pri tem so konkretne ovire pri timskem delu učitelji zaznali pogosteje kot pa varuhi negovalci. Statistično značilne razlike v zaznavanju ovir glede na delovno dobo pa so bile ugotovljene le pri zaznavanju strahu pred nedoseganjem skupnih ciljev in strahu pred osramotitvijo pred drugimi člani tima, pri čemer so zaposleni z manj delovne dobe te ovire zaznali pogosteje. Anketiranci so podali tudi predloge za odpravljanje ovir in problemov pri timskem delu, pri čemer so izpostavili pomen podpore vodstva; menili so, da se jih lahko odpravi z zagotavljanjem ustreznih delovnih, izobraževalnih in organizacijskih pogojev. Rezultati intervjujev so pokazali, da vodstvo prepoznava timsko delo kot ključen dejavnik kakovostnega vzgojno-izobraževalnega procesa. Zaveda se njegovih prednosti in ovir ter ga spodbuja z vzpostavljanjem odprte komunikacije, z vključevanjem varuhov negovalcev v načrtovanje, z zagotavljanjem različnih izobraževanj, s supervizijo, z različnimi sestanki ipd. Dobljene ugotovitve prispevajo k boljšemu razumevanju timskega dela med učitelji in varuhi negovalci ter predstavljajo izhodišče za nadaljnji razvoj sodelovalne kulture v posebnem programu vzgoje in izobraževanja. In the Special Education Programme designed for children and adolescents with moderate, severe, and profound intellectual disabilities, as well as children with autism spectrum disorders, teamwork among various professionals is a key factor in ensuring high-quality educational practice. In particular, teamwork between teachers and care assistants is of great importance. Their effective collaboration can lead to numerous benefits for students, professionals, and the institution as a whole. At the same time, various barriers and challenges may arise that hinder such cooperation. School leadership plays a significant role in this process, as its leadership approach can either encourage or impede teamwork. The empirical part of this master's thesis examined the perceived benefits, barriers, and challenges of teamwork between teachers and care assistants, while also exploring the perspectives of school leadership on this form of collaboration. The study involved 67 teachers, 27 care assistants, and 7 members of the institutional leadership team. Data on the perceived benefits and barriers of teamwork were collected through a questionnaire, while the views of school leadership were obtained through semi-structured interviews. The findings revealed that both teachers and care assistants recognize the benefits of teamwork. When asked to freely identify these benefits, participants most frequently highlighted advantages for professionals, such as mutual assistance and support, the exchange of ideas, knowledge, and experience, and coordinated work. However, when evaluating individual statements on a rating scale, they identified benefits for students as the most important, particularly increased student safety, faster provision of support, and greater student engagement. Care assistants perceived the benefits of teamwork more positively than teachers. The most frequently identified barriers were organizational and interpersonal factors, particularly lack of time, instability of team composition, personality incompatibility among team members, and differences in perspectives, values, and approaches. Teachers perceived these barriers more frequently than care assistants. Statistically significant differences based on years of work experience were found only in the perception of fear of failing to achieve common goals and fear of embarrassment in front of other team members, with employees having fewer years of experience reporting these barriers more often. The respondents also proposed measures for overcoming barriers and challenges in teamwork, emphasizing the importance of leadership support through the provision of appropriate working conditions, professional development opportunities, and organizational arrangements. The interview results showed that school leadership recognizes teamwork as a key factor in ensuring high-quality educational practice. The leadership is aware of both its benefits and its challenges and promotes teamwork by fostering open communication, involving care assistants in planning processes, providing professional training, offering supervision, and organizing various meetings. The findings contribute to a better understanding of teamwork between teachers and care assistants and provide a foundation for the further development of a collaborative culture within the Special Education Programme. učni timi učitelji varuhi negovalci posebni program vzgoje in izobraževanja timsko delo prednosti timskega dela ovire pri timskem delu vloga vodstva teachers care assistants Special Education Programme teamwork benefits of teamwork barriers to teamwork role of school leadership true false false Š. Egart Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-07-12 08:30:27 2026-07-12 08:30:34 2026-07-14 10:01:20 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 145 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 376(043.2) 206060 284684291 52325.pdf 52325.pdf 1 B3A3CD60E2376CD0F15C9D5EDE7EB274 b3f9ecd4fa832ca51a8d7ef30e7eb325c5e25af9d2356c3bda46b762e3b8ee56 0a29ddb7-7dbb-11f1-9b0d-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=237637 Pedagoška fakulteta 0 0 0