Avtoriteta učitelja v programu Evropske šole Ljubljana

Popović, Nina (author), Krek, Janez (mentor)

V sodobni slovenski družbi, za katero je značilen multikulturalizem in pluralizem vrednot, je odgovorov na pomembno vprašanje, kako in s kakšnimi cilji želimo vzgojiti svoje otroke, verjetno ravno toliko, kolikor je tistih, ki se s tem vprašanjem ukvarjajo na bolj ali manj strokovni ravni. To vprašanje ni velik problem, ko se nanaša na vzgojo znotraj družine, saj je ta v okvirih zakonskih določb še vedno v največji meri prepuščena volji in izbiri staršev oz. skrbnikov otroka. Težava pa se pojavi, ko se vprašamo, kako in s kakšnimi cilji naj bi vzgajale šole, predvsem pa osnovne šole, glede na to, da je osnovnošolska izobrazba za vse otroke obvezna. Ker je vzgoja otrok ena naših glavnih nalog in je od nje v veliki meri odvisna tudi prihodnost človeštva, avtoriteta pa je eden temeljnih dejavnikov, ki vpliva na vzgojo, smo se jo odločili podrobneje raziskati. V šoli je predvsem pomembna avtoriteta učitelja. Zato je nujno, da šole oz. učitelji kot njeni strokovni predstavniki oblikujejo svoje vzgojne strategije in uzavestijo načine uveljavljanja in ohranjanja avtoritete, kar bo omogočilo bolj uspešno in kakovostno izobraževanje in vzgajanje učencev. Evropska šola Ljubljana je mednarodni program, ki je z vidika veliko različnih narodnosti, tako učencev in staršev kot tudi učiteljev, kulturno zelo raznolik. Glede na to, da je pojmovanje avtoritete produkt mnogih dejavnikov, med drugim tudi posameznikovih kulturnih določenih značilnosti in prepričanj, smo želeli odkriti, kako učitelji Evropske šole Ljubljana pojmujejo učiteljevo avtoriteto ter na kakšne načine jo pri učencih vzpostavljajo in ohranjajo, kar je pokazalo tudi med njimi prevladujoč tip vzpostavljanja avtoritete. Odgovore naše raziskave smo na koncu primerjali z rezultati podobne raziskave z bolj reprezentativnim vzorcem anketirancev. Rezultati anket so pokazali, da po mnenju učiteljev obeh skupin Evropske šole ter tudi učiteljev druge slovenske šole na avtoriteto učitelja v večji meri vplivajo dejavniki, na katere učitelji lahko vplivajo bolj neposredno, med njimi pa so med najvišje ocenjenimi dejavniki etičnih kriterijev. Pri načinu definiranja učiteljeve avtoritete smo ugotovili, da pri učiteljih slovenske skupine prevladujejo predvsem indikatorji avtoritativnega tipa avtoritete, medtem ko so pri mednarodni skupini indikatorji precej bolj raznoliko ocenjeni. Primerjali smo tudi odgovore učiteljev slovenske skupine z odgovori učencev glede načinov ravnanja učiteljev v razredu, zajetimi v podobni raziskavi. Pri tem smo odkrili pomembne razlike v odgovorih, saj so indikatorji permisivno – nezainteresirane avtoritete, ki so pri učiteljih v najnižjih rangih, pri učencih najvišje ocenjeni indikatorji vedenja učiteljev. Takšne ugotovitve pa še bolj kažejo na pomembnost rednega izobraževanja in raziskovanja učiteljev na področju učiteljeve avtoritete, saj lahko v nasprotnem primeru povzročimo ravno obratne učinke vzgoje, kot so tisti, za katere si zavestno prizadevamo.

• Language: Slovenian
• Keywords: učiteljeva avtoriteta
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2020
• PID: 20.500.12556/RUL-121526
• COBISS.SI-ID: 32261891
• Publication date in RUL: 15.10.2020

Secondary language

• Language: English
• Title: Teacher authority in the programme of the European school of Ljubljana

Abstract

In the contemporary Slovenian society, which is characterized by multiculturalism and pluralism of values, there are many answers to important questions about which methods to use and which goals to pursue when it comes to bringing up our children, probably just as many as there are those who deal with these subjects on different professional levels. This question is not a big problem when it comes to upbringing children in the family context, since that answer still mainly depends on the choices and preferences of the parents or child’s legal guardians. The issue arises when we try to find an answer to what should be the manners and intentions of children upbringing in schools, especially primary schools, since primary education is mandatory. Considering the upbringing of children is one of our main tasks and with authority being one of its key factors, we have decided to explore the concept and the importance of authority in more detail. When it comes to children education and upbringing in schools, the teacher authority is especially important. It is therefore necessary that schools and their teachers design their upbringing strategies and become aware of different ways of establishing and maintaining authority, which would enable more successful and high-quality education and upbringing of pupils. European School Ljubljana is an international program which is very culturally diverse if we take into account different nationalities of students and their parents as well as the teachers. Given that the perception of authority is a result of many factors, including culturally determined characteristics and beliefs of a person, we wanted to examine how the teachers at that school perceive their authority and in what ways do they establish and maintain it with their students, which has also indicated the predominant type of establishing authority among them. We have compared the results of our research to a similar one conducted at another Slovenian school with a more representative sample of respondents. The results have shown that teachers of all groups evaluate the factors of teacher authority that they can influence more directly as the ones with higher importance and give the greatest significance to the ones regarding ethical criteria. Based upon their definition of teacher authority we have discovered that the predominant type of authority in the Slovene group would be authoritative type whereas the evaluations of the international group teachers were much more diverse. After comparing the answers of the Slovene group teachers to students’ answers obtained in the other research about kinds of teachers’ behaviour in the classroom, we have discovered important differences in the evaluation of different authority type indicators. The indicators of permissive – neglectful authority were amongst the lowest evaluated among teachers and the highest evaluated among the students. Those differences further prove the importance of consistent training and research about teacher authority which prevents us from causing different upbringing effects than the ones we would wish to attain.

• Keywords: teacher authority