Kaj je najtežje pri učiteljevem delu z vidika učiteljev, učencev in staršev?
Ključne besede:
starši, učenci, učiteljeva poklicna vloga, poučevanje
Povzetek
Namen te raziskave je v dejstvu, da čeprav se delo učiteljev na splošno šteje za zadovoljivo, je nekatere njegove vidike mogoče opredeliti kot težje. V tej kvalitativni študiji, izvedeni na Hrvaškem, je bilo intervjuvanih 158 učencev, 78 učiteljev in 148 staršev. Najpogosteje navedeni najtežji vidiki dela učitelja so bili: ohranjanje discipline, prenos znanja, motiviranje učencev, delo s problematičnimi otroki, dobro komuniciranje z učenci, prilagajanje učencem, pravično vrednotenje znanja učencev in delo s starši. Odgovori so se nekoliko razlikovali med udeleženci, med osnovnimi in srednjimi šolami, pa tudi glede na delovno dobo učiteljev.
Prenosi
Podatki o prenosih še niso na voljo.
Literatura
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Antoniou, A. S., Ploumpi, A. and Ntalla, M. (2013). Occupational stress and professional burnout in teachers of primary and secondary education: The role of coping strategies. Psychology, 4(03), pp. 349–355.
Babar, M. A. K., Jummani, N. B., Mahmood, S. T., Amin, S., and Uddin, H. (2016). Knowledge management practices: Teachers perception. European Scientific Journal, 12(25), pp. 365–372.
Bakker, A. B. and Demerouti, E. (2007). The job demands‐resources model: State of the art. Journal of Managerial Psychology, 22, pp. 309–328.
Bartholomew, K. J., Ntoumanis, N., Cuevas, R. and Lonsdale, C. (2014). Job pressure and ill-health in physical education teachers: The mediating role of psychological need thwarting. Teaching and Teacher Education, 37, pp. 101–107.
Berti, C., Molinari, L. and Speltini, G. (2010). Classroom justice and psychological engagement: Students’ and teachers’ representations. Social Psychology of Education, 13(4), pp. 541–556.
Betts, J., Mckay, J., Maruff, P. and Anderson, V. (2006). The development of sustained attention in children: The effect of age and task load. Child Neuropsychology, 12(3), pp. 205–221.
Brophy, J. E. (2013). Motivating Students to Learn. New York: Routledge.
Calderhead, J., Denicolo, P. and Day, C. (2012). Research on Teacher Thinking (RLE Edu N): Understanding professional development. New York: Routledge.
De Jong, R. and Westerhof, K. J. (2001). The quality of student ratings of teacher behaviour. Learning Environments Research, 4(1), pp. 51–85.
Den Brok, P., Bergen, T., Stahl, R. J. and Brekelmans, M. (2004). Students’ perceptions of teacher control behaviours. Learning and Instruction, 14(4), pp. 425–443.
Diković, M. and Plavšić, M. (2019). Vrijednosti obrazovanja i nastavnički identitet iz učeničke, roditeljske i nastavničke perspektive. Metodički ogledi, 26(1), pp. 7–31.
Fan, W. and Williams, C. M. (2010). The effects of parental involvement on students’ academic self‐efficacy, engagement and intrinsic motivation. Educational Psychology, 30(1), pp. 53–74.
Gavish, B. and Friedman, I. A. (2010). Novice teachers’ experience of teaching: A dynamic aspect of burnout. Social Psychology of Education, 13(2), pp. 141–167.
Hakanen, J. J., Bakker, A. B. and Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), pp. 495–513.
Harmsen, R., Helms‐Lorenz, M., Maulana, R. and Van Veen, K. (2017). The longitudinal effects of induction on beginning teachers’ stress. British Journal of Educational Psychology, 89(2), pp. 259–287.
Harmsen, R., Helms-Lorenz, M., Maulana, R. and Van Veen, K. (2018). The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition. Teachers and Teaching, 24(6), pp. 626–643.
Hill, N. E. and Taylor, L. C. (2004). Parental school involvement and children's academic achievement: Pragmatics and issues. Current Directions in Psychological Science, 13(4), pp. 161–164.
Huberman, M. (1989). The professional life cycle of teachers. Teachers College Record, 91(1), pp. 31–57.
Jablansky, S., Alexander, P. A., Dumas, D. and Compton, V. (2016). Developmental differences in relational reasoning among primary and secondary school students. Journal of Educational Psychology, 108(4), pp. 592–608.
Klassen, R. M. and Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), pp. 741–756.
Koludrović, M., Jukić, T. and Reić-Ercegovac, I. (2009). Sagorijevanje na poslu kod učitelja razredne i predmetne nastave te srednjoškolskih nastavnika. Život i škola, 22(2), 55, pp. 235–249.
Kranželić, V. and Ferić Šlehan, M. (2008). Kvaliteta školskog okruženja u percepciji roditelja: temelj partnerstva škole-obitelji-zajednice. Kriminologija i socijalna integracija: časopis za kriminologiju, penologiju i poremećaje u ponašanju, 16(2), pp. 29–45.
Kyriakides, L., Creemers, B. P. and Antoniou, P. (2009). Teacher behaviour and student outcomes: Suggestions for research on teacher training and professional development. Teaching and Teacher Education, 25(1), pp. 12–23.
Lamb, M., Astuti, S. P. and Hadisantosa, N. (2016). In their shoes: What successful Indonesian school teachers do to motivate their pupils. In M. T. Apple, D. Da Silva and T. Fellner (eds.), L2 Selves and Motivations in Asian Contexts. Second Language Acquisition (pp. 195–216). Bristol: Multilingual Matters.
LaRocque, M., Kleiman, I., & Darling, S. M. (2011). Parental involvement: The missing link in school achievement. Preventing School Failure, 55(3), pp. 115–122.
Latifoglu, A. (2016). Staying or leaving? An analysis of career trajectories of beginning teachers. International Studies in Educational Administration (Commonwealth Council for Educational Administration & Management (CCEAM)), 44(1), pp. 55–70.
Lenzi, M., Vieno, A., Gini, G., Pozzoli, T., Pastore, M., Santinello, M. and Elgar, F. J. (2014). Perceived teacher unfairness, instrumental goals, and bullying behavior in early adolescence. Journal of Interpersonal Violence, 29(10), pp. 1834–1849.
Lepper, M. R., Corpus, J. H. and Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97(2), pp. 184–196.
Lopes, J. A., Monteiro, I., Sii, V. and Quinn, M. M. (2004). Teachers' perceptions about teaching problem students in regular classrooms. Education and Treatment of Children, 27(4), pp. 394–419.
Macuka, I., Burić, I. and Slišković, A. (2017). Emocionalna iskustva učitelja kao prediktori njihova mentalnoga zdravlja. Psihologijske teme, 26(2), pp. 355–375.
Maričić, J., Šakić, V. and Franc, R. (2009). Parental Satisfaction with School and Their Attitude toward Changes in School: The Role of Parental Investment and Expected Consequences of Changes. Društvena istraživanja: časopis za opća društvena pitanja, 18(4-5) (102-103), pp. 625–648.
Maulana, R., Helms-Lorenz, M. and van de Grift, W. (2015). Development and evaluation of a questionnaire measuring pre-service teachers’ teaching behaviour: A Rasch modelling approach. School Effectiveness and School Improvement, 26(2), pp. 169–194.
Maulana, R., Opdenakker, M. C., den Brok, P. and Bosker, R. (2011). Teacher-student interpersonal relationships in Indonesia: profiles and importance to student motivation. Asia Pacific Journal of Education, 31(1), pp. 33-49.
Myers, S. and Thorn, K. (2013). The relationship between students' motives to communicate with their instructors, course effort, and course workload. College Student Journal, 47(3), pp. 485–488.
Nilson, L. B. (2016). Teaching at its best: A research-based resource for college instructors. San Francisco: John Wiley and Sons.
Philipp, A. and Schüpbach, H. (2010). Longitudinal effects of emotional labour on emotional exhaustion and dedication of teachers. Journal of Occupational Health Psychology, 15(4), pp. 494–504.
Prilleltensky, I., Neff, M. and Bessell, A. (2016). Teacher stress: what it is, why it's important, how it can be alleviated. Theory Into Practice, 55(2), pp. 104–111.
Skaalvik, E. M. and Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), pp. 1029–1038.
Skaalvik, E. M. and Skaalvik, S. (2015). Job satisfaction, stress and coping strategies in the teaching profession - what do teachers say? International Education Studies, 8(3), pp. 181–192.
Suldo, S. M., Friedrich, A. A., White, T., Farmer, J., Minch, D. and Michalowski, J. (2009). Teacher support and adolescents' subjective well-being: A mixed-methods investigation. School Psychology Review, 38(1), pp. 67–85.
Thoonen, E. E., Sleegers, P. J., Peetsma, T. T. and Oort, F. J. (2011). Can teachers motivate students to learn? Educational Studies, 37(3), pp. 345–360.
Van Horn, J. E., Schaufeli, W. B. and Taris, T. W. (2001). Lack of reciprocity among Dutch teachers: Validation of reciprocity indices and their relation to stress and well-being. Work and Stress, 15(3), pp. 191–213.
Trost, S. G., Pate, R. R., Sallis, J. F., Freedson, P. S., Taylor, W. C., Dowda, M. and Sirard, J. (2002). Age and gender differences in objectively measured physical activity in youth. Medicine and Science in Sports and Exercise, 34(2), pp. 350–355.
Wang, C. K., Koh, K. T., Biddle, S. J., Liu, W. C. and Chye, S. (2011). Physical Activity Patterns and Psychological Correlates of Physical Activity among Singaporean Primary, Secondary, and Junior College Students. ICHPER-SD Journal of Research, 6(2), pp. 3–9.
Westergård, E. and Galloway, D. (2004). Parental disillusionment with school: Prevalence and relationship with demographic variables, and phase, size and location of school. Scandinavian Journal of Educational Research, 48(2), pp. 189–204.
Wolters, C. A. and Daugherty, S. G. (2007). Goal structures and teachers' sense of efficacy: Their relation and association to teaching experience and academic level. Journal of Educational Psychology, 99(1), pp. 181–193.
Antoniou, A. S., Ploumpi, A. and Ntalla, M. (2013). Occupational stress and professional burnout in teachers of primary and secondary education: The role of coping strategies. Psychology, 4(03), pp. 349–355.
Babar, M. A. K., Jummani, N. B., Mahmood, S. T., Amin, S., and Uddin, H. (2016). Knowledge management practices: Teachers perception. European Scientific Journal, 12(25), pp. 365–372.
Bakker, A. B. and Demerouti, E. (2007). The job demands‐resources model: State of the art. Journal of Managerial Psychology, 22, pp. 309–328.
Bartholomew, K. J., Ntoumanis, N., Cuevas, R. and Lonsdale, C. (2014). Job pressure and ill-health in physical education teachers: The mediating role of psychological need thwarting. Teaching and Teacher Education, 37, pp. 101–107.
Berti, C., Molinari, L. and Speltini, G. (2010). Classroom justice and psychological engagement: Students’ and teachers’ representations. Social Psychology of Education, 13(4), pp. 541–556.
Betts, J., Mckay, J., Maruff, P. and Anderson, V. (2006). The development of sustained attention in children: The effect of age and task load. Child Neuropsychology, 12(3), pp. 205–221.
Brophy, J. E. (2013). Motivating Students to Learn. New York: Routledge.
Calderhead, J., Denicolo, P. and Day, C. (2012). Research on Teacher Thinking (RLE Edu N): Understanding professional development. New York: Routledge.
De Jong, R. and Westerhof, K. J. (2001). The quality of student ratings of teacher behaviour. Learning Environments Research, 4(1), pp. 51–85.
Den Brok, P., Bergen, T., Stahl, R. J. and Brekelmans, M. (2004). Students’ perceptions of teacher control behaviours. Learning and Instruction, 14(4), pp. 425–443.
Diković, M. and Plavšić, M. (2019). Vrijednosti obrazovanja i nastavnički identitet iz učeničke, roditeljske i nastavničke perspektive. Metodički ogledi, 26(1), pp. 7–31.
Fan, W. and Williams, C. M. (2010). The effects of parental involvement on students’ academic self‐efficacy, engagement and intrinsic motivation. Educational Psychology, 30(1), pp. 53–74.
Gavish, B. and Friedman, I. A. (2010). Novice teachers’ experience of teaching: A dynamic aspect of burnout. Social Psychology of Education, 13(2), pp. 141–167.
Hakanen, J. J., Bakker, A. B. and Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), pp. 495–513.
Harmsen, R., Helms‐Lorenz, M., Maulana, R. and Van Veen, K. (2017). The longitudinal effects of induction on beginning teachers’ stress. British Journal of Educational Psychology, 89(2), pp. 259–287.
Harmsen, R., Helms-Lorenz, M., Maulana, R. and Van Veen, K. (2018). The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition. Teachers and Teaching, 24(6), pp. 626–643.
Hill, N. E. and Taylor, L. C. (2004). Parental school involvement and children's academic achievement: Pragmatics and issues. Current Directions in Psychological Science, 13(4), pp. 161–164.
Huberman, M. (1989). The professional life cycle of teachers. Teachers College Record, 91(1), pp. 31–57.
Jablansky, S., Alexander, P. A., Dumas, D. and Compton, V. (2016). Developmental differences in relational reasoning among primary and secondary school students. Journal of Educational Psychology, 108(4), pp. 592–608.
Klassen, R. M. and Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), pp. 741–756.
Koludrović, M., Jukić, T. and Reić-Ercegovac, I. (2009). Sagorijevanje na poslu kod učitelja razredne i predmetne nastave te srednjoškolskih nastavnika. Život i škola, 22(2), 55, pp. 235–249.
Kranželić, V. and Ferić Šlehan, M. (2008). Kvaliteta školskog okruženja u percepciji roditelja: temelj partnerstva škole-obitelji-zajednice. Kriminologija i socijalna integracija: časopis za kriminologiju, penologiju i poremećaje u ponašanju, 16(2), pp. 29–45.
Kyriakides, L., Creemers, B. P. and Antoniou, P. (2009). Teacher behaviour and student outcomes: Suggestions for research on teacher training and professional development. Teaching and Teacher Education, 25(1), pp. 12–23.
Lamb, M., Astuti, S. P. and Hadisantosa, N. (2016). In their shoes: What successful Indonesian school teachers do to motivate their pupils. In M. T. Apple, D. Da Silva and T. Fellner (eds.), L2 Selves and Motivations in Asian Contexts. Second Language Acquisition (pp. 195–216). Bristol: Multilingual Matters.
LaRocque, M., Kleiman, I., & Darling, S. M. (2011). Parental involvement: The missing link in school achievement. Preventing School Failure, 55(3), pp. 115–122.
Latifoglu, A. (2016). Staying or leaving? An analysis of career trajectories of beginning teachers. International Studies in Educational Administration (Commonwealth Council for Educational Administration & Management (CCEAM)), 44(1), pp. 55–70.
Lenzi, M., Vieno, A., Gini, G., Pozzoli, T., Pastore, M., Santinello, M. and Elgar, F. J. (2014). Perceived teacher unfairness, instrumental goals, and bullying behavior in early adolescence. Journal of Interpersonal Violence, 29(10), pp. 1834–1849.
Lepper, M. R., Corpus, J. H. and Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97(2), pp. 184–196.
Lopes, J. A., Monteiro, I., Sii, V. and Quinn, M. M. (2004). Teachers' perceptions about teaching problem students in regular classrooms. Education and Treatment of Children, 27(4), pp. 394–419.
Macuka, I., Burić, I. and Slišković, A. (2017). Emocionalna iskustva učitelja kao prediktori njihova mentalnoga zdravlja. Psihologijske teme, 26(2), pp. 355–375.
Maričić, J., Šakić, V. and Franc, R. (2009). Parental Satisfaction with School and Their Attitude toward Changes in School: The Role of Parental Investment and Expected Consequences of Changes. Društvena istraživanja: časopis za opća društvena pitanja, 18(4-5) (102-103), pp. 625–648.
Maulana, R., Helms-Lorenz, M. and van de Grift, W. (2015). Development and evaluation of a questionnaire measuring pre-service teachers’ teaching behaviour: A Rasch modelling approach. School Effectiveness and School Improvement, 26(2), pp. 169–194.
Maulana, R., Opdenakker, M. C., den Brok, P. and Bosker, R. (2011). Teacher-student interpersonal relationships in Indonesia: profiles and importance to student motivation. Asia Pacific Journal of Education, 31(1), pp. 33-49.
Myers, S. and Thorn, K. (2013). The relationship between students' motives to communicate with their instructors, course effort, and course workload. College Student Journal, 47(3), pp. 485–488.
Nilson, L. B. (2016). Teaching at its best: A research-based resource for college instructors. San Francisco: John Wiley and Sons.
Philipp, A. and Schüpbach, H. (2010). Longitudinal effects of emotional labour on emotional exhaustion and dedication of teachers. Journal of Occupational Health Psychology, 15(4), pp. 494–504.
Prilleltensky, I., Neff, M. and Bessell, A. (2016). Teacher stress: what it is, why it's important, how it can be alleviated. Theory Into Practice, 55(2), pp. 104–111.
Skaalvik, E. M. and Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), pp. 1029–1038.
Skaalvik, E. M. and Skaalvik, S. (2015). Job satisfaction, stress and coping strategies in the teaching profession - what do teachers say? International Education Studies, 8(3), pp. 181–192.
Suldo, S. M., Friedrich, A. A., White, T., Farmer, J., Minch, D. and Michalowski, J. (2009). Teacher support and adolescents' subjective well-being: A mixed-methods investigation. School Psychology Review, 38(1), pp. 67–85.
Thoonen, E. E., Sleegers, P. J., Peetsma, T. T. and Oort, F. J. (2011). Can teachers motivate students to learn? Educational Studies, 37(3), pp. 345–360.
Van Horn, J. E., Schaufeli, W. B. and Taris, T. W. (2001). Lack of reciprocity among Dutch teachers: Validation of reciprocity indices and their relation to stress and well-being. Work and Stress, 15(3), pp. 191–213.
Trost, S. G., Pate, R. R., Sallis, J. F., Freedson, P. S., Taylor, W. C., Dowda, M. and Sirard, J. (2002). Age and gender differences in objectively measured physical activity in youth. Medicine and Science in Sports and Exercise, 34(2), pp. 350–355.
Wang, C. K., Koh, K. T., Biddle, S. J., Liu, W. C. and Chye, S. (2011). Physical Activity Patterns and Psychological Correlates of Physical Activity among Singaporean Primary, Secondary, and Junior College Students. ICHPER-SD Journal of Research, 6(2), pp. 3–9.
Westergård, E. and Galloway, D. (2004). Parental disillusionment with school: Prevalence and relationship with demographic variables, and phase, size and location of school. Scandinavian Journal of Educational Research, 48(2), pp. 189–204.
Wolters, C. A. and Daugherty, S. G. (2007). Goal structures and teachers' sense of efficacy: Their relation and association to teaching experience and academic level. Journal of Educational Psychology, 99(1), pp. 181–193.
Objavljeno
2022-03-23
Kako citirati
Plavšić M., & Diković M. (2022). Kaj je najtežje pri učiteljevem delu z vidika učiteljev, učencev in staršev?. Revija Za Elementarno izobraževanje, 15(1), 31-50. https://doi.org/10.18690/rei.15.1.31-50.2022
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Copyright (c) 2022 Marlena Plavšić, Marina Diković
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