Elementary and secondary school students\u27 perceptions of teachers\u27 classroom management competencies

Kakovostno vzgojo in izobraževanje lahko zagotavljajo samo učitelji, ki so ustrezno usposobljeni na več področjih – od posredovanja znanja raznolikim učencem, vzpostavljanja ustreznih pogojev za učenje, spodbujanja učencev k aktivnemu sodelovanju in učenju drug od drugega do oblikovanja oddelčne skupnosti ter samostojnih in odgovornih osebnosti. Učiteljeve kompetence vodenja razreda v pomembni meri določajo možnosti za doseganje učnih ciljev in oblikovanje celostne osebnosti učenca. Raziskave kažejo, da so učitelji slabo usposobljeni prav za vodenje razreda in zagotavljanje discipline pri pouku. V članku predstavljamo rezultate empirične študije o učenčevem zaznavanju učiteljevih kompetenc vodenja razreda pri matematiki in slovenščini. V raziskavo je bilo vključenih 907 učencev iz slovenskih osnovnih in srednjih šol. Glede na stopnjo šolanja in predmet poučevanja smo ugotavljali zanimive razlike med ocenami učencev. Odgovori učencev kažejo, da so učitelji v srednji šoli bolj osredinjeni na doseganje izobraževalnih ciljev, medtem ko vidik oblikovanja ustrezne razredne klime ostaja manj pomemben. Dejavnike kakovostnega vodenja razreda (vzpostavljanje podpornega učnega okolja, zaupanje učencem) so učenci v večji meri zaznavali pri pouku slovenščine kot pri pouku matematike, posebej na ravni osnovnošolskega izobraževanja. Dijaki srednjih šol so pri pouku matematike višje kot pri pouku slovenščine ocenjevali učiteljevo jasnost pri postavljanju pravil in šolskih obveznosti učencev ter pri zagotavljanju pozornosti v razredu. Pogledi učencev na učiteljeve kompetence nakazujejo potrebo po dodatnem raziskovanju učiteljevih kompetenc vodenja razreda pri različnih učnih predmetih.Teachers with proper training in knowledge transfer to different students, in the creation of suitable learning conditions, the motivation of students for active cooperation and peer learning, in the formation of classroom community, as well as independent and responsible personalities, can provide quality education. Teacher’s classroom management competencies largely determine the potential of achieving educational goals and helping pupils form integral personalities. Studies show that teachers lack competencies for classroom management and ensuring discipline in the classroom. In the article, we present the results of empirical study on students’ perceptions on teachers’ classroom management competencies in two different subjects, mathematics and Slovene language. A total of 907 students from elementary and secondary schools in Slovenia participated in the study. Differences in students’ assessments have been established in reference to school level and subject. Students’ responses show that secondary school teachers are more focused on achieving educational goals, while aspects of forming a suitable class climate remain less important. The components of quality classroom management (maintenance of supportive learning climate, trusting students) are present in Slovene classes in a larger extent in comparison to maths classes, particularly at the elementary school level. Secondary school students assessed the clarity of rules, student obligations and paying attention in class higher in maths than in Slovene. The results of student’s assessment of teacher competencies imply a need for additional research on teachers’ classroom management competencies in different curriculum subject