Odnosna kompetenca pri šolskih svetovalnih delavcih : magistrsko delo

Kmetič, Ema (author), Pečjak, Sonja (mentor)

Namen magistrskega dela je izdelati pripomoček za ocenjevanje izraženosti odnosne kompetence svetovalnih delavcev ter preveriti njegovo ustreznost. Poleg tega me je zanimala tudi izraženost odnosne kompetence in njenih posameznih elementov pri svetovalnih delavcih, razlike v izraženosti odnosne kompetence med različnimi skupinami svetovalnih delavcev in povezanost odnosne kompetence z velikimi petimi osebnostnimi lastnostmi. V raziskavi je sodelovalo 312 slovenskih svetovalnih delavcev v vzgoji in izobraževanju. Udeleženci so odgovorili na sociodemografska vprašanja in izpolnili dva vprašalnika, Vprašalnik petih velikih faktorjev in preliminarno obliko Vprašalnika odnosne kompetence pri šolskih svetovalnih delavcih. Slednji je bil sestavljen iz 68 postavk, ki smo jih oblikovali v sodelovanju s strokovnjaki in svetovalnimi delavkami. Na podlagi rezultatov faktorske analize je v končni obliki Vprašalnika odnosne kompetence pri šolskih svetovalnih delavcih ostalo 34 postavk, razporejenih v osem faktorjev. Glede na odgovore svetovalnih delavcev so pri njih vsi vidiki odnosne kompetence izraženi visoko; največ točk so dosegli pri faktorjih zaupnost, spoštovanje individualnosti in sprejemanje svetovanca ter pristnost. Sledijo faktorji globlje razumevanje svetovanca in konteksta, brezpogojno pozitivno sprejemanje svetovančevih odločitev, empatija in svetovalne spretnosti, najmanj izražen vidik pa je dogovor. Zanesljivosti posameznih faktorjev so ustrezne. Dosežki na faktorjih so bili pričakovano pozitivno povezani z ekstravertnostjo, vestnostjo, sprejemljivostjo in odprtostjo ter negativno z nevroticizmom. Med skupinami svetovalnih delavcev v izraženosti odnosne kompetence glede na delež zaposlitve, podsistem vzgoje in izobraževanja ter prisotnost dodatnih strokovnih znanj ni bilo razlik. Glede na izobrazbo in delovno dobo je bilo pri parnih primerjavah med skupinami svetovalnih delavcev nekaj statistično pomembnih razlik, ki pa so bile nižje od pol točke. Razvit Vprašalnik odnosne kompetence pri šolskih svetovalnih delavcih omogoča, da svetovalni delavci individualno ali v inter- oz. supervizijskih skupinah samoevalvirajo izraženost odnosne kompetence in na osnovi tega skrbijo za svoj strokovni razvoj.

• Language: Slovenian
• Keywords: šolski svetovalni delavci, kompetenca, socialne veščine, medosebni odnosi, merjenje
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: FF - Faculty of Arts
• Place of publishing: Ljubljana
• Publisher: [E. Kmetič]
• Year: 2023
• Number of pages: 56 str.
• PID: 20.500.12556/RUL-145060
• UDC: 159.9.072:37.048(043.2)
• COBISS.SI-ID: 149687299
• Publication date in RUL: 01.04.2023

Secondary language

• Language: English
• Title: Relational competence in school counselors

Abstract

The purpose of this master's thesis is to develop and validate a tool for assessing the relational competence of school counselors. I was also interested in the expression of relational competence and its elements in school counselors, differences in the relational competence between different groups of school counsellors and the connection of relational competence with the big five personality traits. 312 Slovene school counsellors participated in the research. Participants answered sociodemographic questions and completed two questionnaires, the Big Five Inventory, and the preliminary form of the Relational competence questionnaire for school counselors. The latter consisted of 68 items, which we designed in cooperation with experts and school counselors. Based on the factor analysis results, 34 items divided into eight factors remained in the final form of the questionnaire. All aspects of relational competence were highly expressed, with the most points achieved in the factors of confidentiality, respect for individuality and acceptance of the counselee, and authenticity. This are followed by a deeper understanding of the counselee and the context, unconditional positive acceptance of the counselee's decisions, empathy and counseling skills, and the least expressed aspect is agreement. The reliability of individual factors is sufficient. As expected, scores on the factors were positively related to extraversion, conscientiousness, agreeableness, and openness, and negatively related to neuroticism. There were no differences between the groups of school counselors in the expression of relational competence in relation to the employment share, organization, and additional professional skills. In relation to profession and years of service, there were some statistically significant but very small differences between groups of consultants. The developed Relational competence questionnaire for school counselors enables counselors to self-evaluate the expression of relational competence individually or in inter- and supervisory groups and take care of their professional development based on this.

• Keywords: school counselors, competence, social skills, interpersonal relationships, measurement