During intensive globalization school has been facing number of challenges. More and more attention has been paid to the satisfaction of the target publics of school (teachers, students, parents). School users assess the quality of a particular school on the basis of personality and professionalism of teachers. We are interested in the difference between importance and the actual situation in connection to the personality of a teacher, teacher's professionalism, personal values, interpersonal relations and working conditions in primary schools in the City Municipality of Ljubljana.
The theoretical part of the master's thesis Teacher's Image and Primary School Quality presents some legal basis for the operation of primary schools in Slovenia, the figure of a teacher in terms of personality and professionalism, teachers' values, interpersonal relations and working conditions in primary schools. Based on theories and findings of already conducted researches the theoretical part aims to define the concept of school quality and satisfaction of users. By using the method of description and compilation it analyzes the content of relevant domestic and foreign professional literature and other sources in the area of primary school system in Slovenia (legislation, development, objectives, duration, concern for quality) and the role of a teacher (characteristic, values, role, competence, interpersonal relations) in it.
In the empirical part the quantitative survey is presented – the evaluation of a teacher figure, teachers' personal values, interpersonal relationships and working conditions from the perspective of teachers in primary schools in the Municipality of Ljubljana. In this part the quantitative method of research was used. The study includes teachers from 48 public and 3 private primary schools in the City Municipality of Ljubljana.
Research has shown that there are significant differences between the assessment of relevance and assessment of the actual condition of the individual indicator of quality and satisfaction, such as teacher’s personality, professionalism, personal values, interpersonal relations and working conditions in elementary schools. The results show that teachers' expectations in regard to their role in school, relations and working conditions are significantly higher than the current situation allows or enables them.
The findings will help principals of primary schools to plan, organize, manage and supervise. Based on the theoretical and empirical findings of the research suggestions for improvements have been conceptualised.
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