The master's thesis deals with the cooperation between teachers and counsellors at primary schools. In the theoretical part, I present the historical development of school counselling and continue with the definition of its general starting points. I describe the profiles and the necessary conditions required for quality consulting work and the problems they face. I dedicate the last part to analysing the cooperation between teachers and counsellors; presenting the advantages, obstacles, different ways of cooperation; and describing the various possibilities that could improve said cooperation. The empirical part includes a qualitative research that was carried out in two primary schools and in which nine teachers and two counsellors have participated. I conducted two separate interviews with each counsellor and two focus interviews with teachers, where four teachers participated in one and five teachers in the other one. Based on the analysis of the interviewed data, I obtained information about the experiences and expectations that both teachers and counsellors have with mutual cooperation and about the way in which they cooperate. I found out the reasons that lead teachers to seek the help of a consultant and what advantages and obstacles both groups note when it comes to mutual cooperation. Finally, I wanted to find out if they had any suggestions for further improvement.
The results showed that the cooperation between teachers and counsellors is relatively successful, as both groups testify to good experiences. When it comes to expectations, counsellors expressed a desire for constructive and coordinated cooperation, while teachers wanted professional help and support from the counsellors. Both groups tend to take a personal approach towards collaboration and mostly use one-on-one personal conversations with each other. The most common reasons that leads teachers to seek the help of a counsellor were educational and behavioural issues, problems with loudness, various problems during lessons, and disrespectful behaviour. In terms of obstacles, the answers from both the teachers and the counsellors were very similar, as they both mentioned the problem of overload, lack of time, and insufficient standards for counsellors. As for the advantages, the professional help of the consultants was highlighted and, above all, a different perspective, as cooperation allows them to see the problem from a different point of view, because of which they can better assess difficult situations. Among the proposals for improving cooperation, they proposed to increase the standard of consultants and reduce administrative work. To avoid various misunderstandings and shifting responsibilities to others, we should clearly define the tasks and responsibilities of everyone from the very beginning
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