This master's thesis explores the connection between the professional development of educators with their readiness and capacity to establish specialized groups within juvenile educational institutions for children and adolescents with emotional and behavioral difficulties. The theoretical part presents contemporary models of professional development, the role of education, supervision, personal beliefs, and the institutional context in which educators operate. Emphasis is placed on the interplay of personal, professional, and social dimensions of educators’ growth, positioning them as key agents of change in educational and care practice.
The empirical part is based on a quantitative study conducted through an online survey among educators working in juvenile educational institutions across Slovenia. The analysis of responses from 102 participants reveals that various factors of professional development—such as years of service, collective support, frequency of training, and personal beliefs about the effectiveness of change—influence the willingness to establish specialized groups. Results show that educators who feel professionally supported and have positive attitudes toward change are more likely to actively engage in implementing specialized groups.
The research provides a foundation for further studies and encourages juvenile educational institutions and policymakers to adopt a more systematic approach to the professional development of educators as a basis for high-quality and individualized care of children and adolescents.
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