Social Position of Teachers

Rad se bavi percepcijom društvenog položaja nastavnika iz perspektive sociologije obrazovanja. Tema je razrađena kroz četiri koncepta koji, izravno ili neizravno, svaki na svoj način utječu na spomenutu percepciju. Prvi koncept obuhvaća socijalno podrijetlo nastavnika. Drugi koncept, mogućnosti dodatnog obrazovanja nastavnika, obuhvaća cijeloživotno obrazovanje, te mogućnosti i afinitete pojedinca za isto. Uvjeti rada, kao treći koncept obuhvaćaju mogućnosti i afinitete za promjenu mjesta zaposlenja, napredovanje, prelazak iz privatne u državnu (i obrnuto) školu te stres i uzroke stresa na radnom mjestu. Posljednji koncept je zadovoljstvo profesijom, koji obuhvaća teme drugog i trećeg koncepta ali naglasak stavlja na društvenu predodžbu koja se gradi na temelju profesije. Teorijski dio rada obuhvaća istraživanja koja su tematikom vezana za društveni položaj nastavnika u Hrvatskoj kao i spomenute koncepte. Empirijski dio rada sadrži rezultate i analizu istih dobivene u provedenom istraživanju na uzorku nastavnika pet srednjih škola (dvije državne i tri privatne) u Splitu.The work deals with the perception of the social position of teachers from the perspective of sociology of education. The theme is elaborated through four concepts, which, directly or indirectly, affect in their own way the aforementioned perception. The first concept includes the social origin of teachers. Another concept, the possibility of additional education of teachers, encompasses all life education, and the possibilities and affinity of the individual for the same. The working conditions, as a third concept, include possibilities and affinity for changing places of employment, advancement, transition from private to state (and vice versa) school and stress and causes of stress in the workplace. The latest concept is satisfaction with the profession, which includes themes of the second and third concepts but puts emphasis on the social concept that builds on the basis of the profession. The theoretical part of the work includes investigations which are related to the social position of teachers in Croatia as well as the aforementioned concepts. The empirical part of the work contains results and analysis of the same obtained in the study on the sample of teachers of five secondary schools (two state and three private) in Split