Kontekstualni dejavniki spodbujanja avtonomije učencev pri učiteljih osnovne in srednje šole

  • Katja Košir University of Maribor, Faculty of Education
  • Tjaša Kos Strašek National institute of Public Health
Keywords: autonomy support, pupils, teachers, assessment, job characteristics

Abstract

Contextual Factors of Teachers’ Support to Student Autonomy in Basic and in Secondary School. The main purpose of the present research was to examine some factors of teachers’ support to student autonomy in basic and secondary school: job characteristics, teachers’ involvement in preparing students for external assessment of knowledge, and school achievements in external assessment. Additionally, we examined teachers’ gender and educational level as factors of support to student autonomy. In the study 260 teachers (78.8% females) participated, among them 144 (55.4%) teachers in basic school and 116 (44.6%) teachers in secondary school. The results show that there is no relation between perceived autonomy at work and support to student autonomy. . Teachers that prepare their pupils for external assessment score lower on autonomy support. We found no differences in autonomy support with regard to school achievements in external evaluation. Female teachers exhibit a higher level of autonomy support.

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Author Biographies

Katja Košir, University of Maribor, Faculty of Education

Maribor, Slovenia. E-mail: katja.kosir@um.si.

Tjaša Kos Strašek, National institute of Public Health

Celje, Slovenia. E-mail: tjasa.kos.strasek@gmail.com.

Published
2015-12-01
How to Cite
Košir K., & Kos Strašek T. (2015). Kontekstualni dejavniki spodbujanja avtonomije učencev pri učiteljih osnovne in srednje šole. Journal of Elementary Education, 8(4), 49-64. Retrieved from https://journals.um.si/index.php/education/article/view/395
Section
Scientific Articles