Pozitivne osobine nastavnika kao preduvjet uspješnog procesa odgoja i obrazovanja

Temeljni cilj rada je bio ispitati i analizirati stavove ispitanika o njihovoj procjeni pedagoških osobina nastavnika: osobine organiziranja aktivnog stjecanja znanja, osobine provjeravanja i ocjenjivanja učenikova znanja, osobine uspostavljanja međuljudskih odnosa između nastavnika i učenika, osobine empatičnosti te osobine poticanja učenikova stvaralaštva u nastavnom procesu. Prvi dio rada je teorijski dio i obuhvaća sve odrednice nastavnika kao čimbenika kvalitete u odgoju i obrazovanju te nastavničke osobine i njegove stilove rada. Drugi dio obuhvaća empirijsko istraživanje koje je provedeno na učenicima osnovne i srednje škole zadarske županije. U istraživanju su sudjelovali učenici koji pohađaju škole u Zadru i Ražancu, (N=204). Prema osnovnim rezultatima istraživanja utvrđeno je da postoji značajna razlika u procjeni osobine organiziranja aktivnog stjecanja znanja, osobine empatičnosti te osobine poticanja učenikova stvaralaštva u nastavnom procesu između dječaka i djevojčica. U procjeni pozitivnih osobina nastavnika nije utvrđena razlika između učenika osnovne i srednje škole a razlika postoji među učenicima srednje škole u procjeni uspostavljanja međuljudskih odnosa s obzirom na sadržajnu dimenziju škole.The main aim of this research was to examine and analyze research participants attitudes towards the assessment of pedagogical traits of the teachers: the characteristic of organizing active knowledge acquisition, the characteristic of testing and evaluating students knowledge, the characteristic of establishing interpersonal relationship between the teacher and the student, the characteristic of empathy and the characteristic of encouraging students creative work in the teaching process. The first part of the thesis is the theoretical part and includes the importance of the teacher as a factor of quality in education and schooling, teachers' traits and teaching styles. The second part includes an empirical study that icluded elementary and highschool students of the Zadar County. The participants in this study were students who attend schools in Zadar and Ražanac, (N=204). According to the basic research results, there is a significant difference in the evaluation of the pedagogical traits in the characteristic of organizing active knowledge acquisition, in the characteristic of empathy and in the characteristic of encouraging student's creative work in the teaching process, between boys and girls. In the evaluation of positive pedagogical characteristics of teachers in relation to elementary and secondary schools students there was no statistically difference while a difference has been identified in assessing the traits of establishing interpersonal relationships between high school students in relation to the school's content dimension