Teachers\u27 equity as a factor of success in teaching

Učitelji su ključan i nezamjenjiv subjekt odgojno-obrazovnog procesa. Suvremena škola pretpostavlja da učitelj posjeduje kompetencije koje će mu omogućiti snalaženje u promjenjivim vremenima i novonastalim uvjetima. Kompetentnost suvremenoga učitelja danas objedinjuje brojne višedimenzionalne stručnosti i općeljudske kvalitete. Dobroga učitelja, među ostalim kvalitetama, karakterizira i pravednost. Koncept pravednosti i pravde sve više se spominje, kako u društvu tako i u odgojno-obrazovnim institucijama. Ovim radom ispitala se učenička percepcija pravednosti učitelja. Nezavisne varijable bile su dob, spol i vrsta škole (gradska ili prigradska). Istraživanjem je obuhvaćeno 1167 učenika šestih i osmih razreda iz 13 osnovnih škola. Na temelju dobivenih rezultata utvrđeno je postojanje statistički značajne razlike u procjeni pravednosti učitelja prema dobi učenika, spolu i vrsti škole koju pohađaju. Od učitelja se očekuje uvažavanje dobnih i spolnih razlika te vrste škole (gradska ili prigradska) da bi se ostvarila pravednost, kako u razmišljanju tako i u djelovanju.Teachers are a crucial and irreplaceable subject in the educational process. Modern school assumes that a teacher has competences which allow him to navigate in changing times and new conditions. Competence of a contemporary teacher nowadays combines many multidimensional expertise and universal qualities. Good teachers, among other qualities, are characterized by equity. The concept of equity is being increasingly mentioned, in both society and educational institutions. This study examines students’ perception of teachers’ equity. Independent variables were age, gender and type of school (urban or suburban). The survey included 1167 students in sixth and eighth grade from 13 primary schools. Based on the results, a statistically significant difference was found in the assessment of teachers’ equity with regards to students’ age, gender and the type of school they attend. Teachers are expected to respect age and gender differences, as well as differences in the type of school (urban and suburban), in order to achieve equity, in both thinking and acting