Vzpostavljanje avtoritete učitelja v razredu z vidika učencev in učiteljev : magistrsko delo

Klopčič, Lana (avtor), Krek, Janez (mentor)

Namen našega raziskovanja je bil osvetliti problematiko vzpostavljanja avtoritete učitelja v osnovni šoli in ugotoviti, kako učitelji odreagirajo v primerih rušenja njihove avtoritete. Zanimalo nas je tudi, kako avtoriteto učiteljev doživljajo in vrednotijo učenci ter ali se mnenja učiteljev in učencev razlikujejo. Namen našega empiričnega raziskovanja je bil primerjati različne načine vzpostavljanja avtoritete učiteljev v osnovni šoli in ugotoviti, kako in če sploh učitelji odreagirajo v primerih rušenja svoje avtoritete. Zanimalo nas je, ali znotraj določene osnovne šole obstajajo učitelji z različnimi načini vzpostavljanja avtoritete in v kolikšni meri te razlike v vzgojnih stilih zaznavajo tudi učenci. V ta namen smo izvedli empirično raziskavo z uporabo kvantitativne metode zbiranja podatkov z anketnim vprašalnikom za učitelje in učence, s priložnostnim vzorcem na eni izmed primestnih osnovnih šol v Sloveniji. Zanimalo nas je, kakšno je simbolno dojemanje učitelja z vzpostavljeno avtoriteto ̶ tako z vidika anketiranih učiteljev kot tudi s perspektive anketiranih učencev, in v ta namen smo v anketni vprašalnik vključili vprašanje odprtega tipa, ki se nanaša na lastnosti učitelja, ki ima v razredu vzpostavljeno avtoriteto. Analiza zbranih odgovorov je pokazala, da učitelji na prvi dve mesti uvrščajo doslednost in strokovnost, učenci pa prijaznost in strogost. Z vprašanji v anketnem vprašalniku smo raziskovali tudi potencialno povezanost med tipom avtoritete učiteljev in načinom umirjanja motečih učencev, ki ga učitelj z določenim tipom avtoritete uporablja, vendar pridobljeni podatki ne kažejo specifičnega vzorca povezanosti med načini umirjana in sklopi indikatorjev, ki opredeljujejo določen tip avtoritete. Rezultati, pridobljeni s faktorsko analizo sklopov indikatorjev za opredeljevanje tipov avtoritete učiteljev, so potrdili in vrednostno izrisali obstoj treh glavnih tipov avtoritete učitelja ter jasno korelacijo med predvidenimi teoretičnimi okviri določenega tipa avtoritete učitelja.

• Jezik: Slovenski jezik
• Ključne besede: tipi avtoritete učiteljev, dejavniki vzpostavljanja avtoritete v razredu, dejavniki rušenja avtoritete, faktorska analiza
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Založnik: [L. Klopčič]
• Leto izida: 2018
• Št. strani: 99 str.
• PID: 20.500.12556/RUL-100873
• UDK: 37.011.3-051(043.2)
• COBISS.SI-ID: 11975497
• Datum objave v RUL: 30.05.2018

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Pupil’s and teacher’s view of establishing authority of teachers in the classroom

Izvleček

The purpose of our research was to highlight the problematics of establishing authority of the primary school teachers and to determine in what manner teachers react in situations that undermine their authority. We also wanted to reveal how teacher’s authority is experienced and valued by pupils, and if the opinions of teachers and students differ. The main purpose of our empirical research was to compare the different types of establishing authority of teachers in elementary schools and to determine if, and in which way, the teachers react in the situations that undermine their authority. We were interested in identifying existence of teachers with different ways of establishing authority within the particular elementary school, and to inspect to what extent these potential differences in the educational attitudes of the teachers are perceived by pupils. To this end, we conducted an empirical survey using a quantitative method of collecting data with a questionnaire for teachers and students, using convenience sampling at one of the suburban primary schools in Slovenia. We also intended to define what is the symbolic perception of a teacher with an established authority – both, from the perspective of the surveyed teachers, as well as from the perspective of the surveyed pupils, and for this purpose we included the question of an open type in the questionnaire, which required them to write down three characteristics of a teacher with an established authority. According to the results teachers have labelled consistency and professionalism in the first two places, while students opted for kindness and strictness as the two of the most significant characteristics of a teacher with established authority. Questions in the survey questionnaire also investigated the potential correlation between the type of authority of teachers and their strategy of calming disruptive pupils, but the obtained data did not show a specific pattern of connection between the routines of calming disruptive students and sets of indicators that define a certain type of teacher’s authority. The results obtained by factor analysis of sets of indicators for defining types of teacher's authority confirmed the existence of three main types of teacher’s authority and a clear correlation between the foreseen theoretical frameworks of a particular type of authority of the teacher.

• Ključne besede: teacher, authority, primary school, učitelj, avtoriteta, osnovna šola