The thesis explores supervision as a crucial form of professional support for special education teachers in various educational settings. It outlines key work-related stressors, burnout risks, and the need for structured support mechanisms. The study highlights the functions and models of supervision, with particular focus on the developmental–educational–integrative approach. A quantitative survey among special education teachers shows that most have not yet participated in supervision but would engage in it if offered at their workplace. Participants recognise supervision as an important tool for enhancing competence, well-being, and coping with professional demands, emphasising the need for regular, systemically organised group supervision. The findings underscore the importance of establishing supervision as a systemic support practice within the Slovenian educational context.
|
