Teachers Views on Establishing and Maintaining an Inclusive Classroom Climate

Magistrska naloga je v prvem delu teoretično usmerjena v predstavitev šolskega prostora kot socialnega in inkluzivnega okolja. Razredna klima je pomembna pri ustvarjanju pozitivnih odnosov do šole, učiteljev, sošolcev. Pri vzpostavljanju in ohranjanju klime v razredu ima učitelj s svojo usposobljenostjo, da vzpostavi dobre odnose, ključno vlogo tako med vrstniki kot med učiteljem in učenci. Učitelj nosi soodgovornost za osebni in socialni razvoj otrok. Le kadar se učenci v razredu dobro počutijo ter prevladujejo spodbudni odnosi in klima, bodo lahko razvili vse svoje potenciale. Namen naloge je, da se predstavijo vsi tisti vidiki klime, ki bodo strokovnim delavcem utrdili znanja o pomenu spodbudnih medsebojnih odnosov ter pozitivne razredne klime, ali morda odprli nekatera nova izhodišča za učenje. V drugem, empiričnem delu naloge so predstavljeni rezultati raziskave, izvedene med učitelji v osnovnih šolah v Sloveniji. Namen raziskave je ugotoviti vlogo učitelja pri vzpostavljanju in ohranjanju klime v inkluzivnih razredih. Z raziskavo smo iskali dejavnike, strategije in metode, ki vplivajo na oblikovanje in ohranjanje klime. Skušali smo odgovoriti na vprašanja, kako učitelji ocenjujejo svojo usposobljenost za delo, kako k delu pristopajo, kako ocenjujejo trenutno klimo, in ugotoviti, s katerimi izzivi se soočajo, ter raziskati, ali razredna klima vpliva na učni uspeh učencev.In the first part, the master\u27s thesis is theoretically oriented toward the presentation of the school space as a social and inclusive environment. The classroom climate is important in creating positive attitudes towards the school, teachers, and classmates. In establishing and maintaining the climate in the classroom, the teacher plays a key role in his ability to establish good relationships, both among peers and between teacher and students. The teacher bears co-responsibility for the personal and social development of children. Only when the students feel good in the classroom and encouraging relationships and climate prevail, they will be able to develop their full potential. The purpose of the thesis is to present all those aspects of the climate that will strengthen the knowledge of professional workers about the importance of encouraging mutual relationships and a positive classroom climate, or perhaps open some new starting points for learning. In the second, empirical part of the thesis, the results of a survey conducted among teachers in elementary schools in Slovenia are presented. The purpose of the research is to determine the role of the teacher in establishing and maintaining the climate in inclusive classes. Through the research, we were looking for factors, strategies, and methods that influence the formation and preservation of the climate. We tried to answer the questions of how teachers assess their competence for work, how they approach work, how they assess the current climate, and ascertain what challenges they face, as well as to research whether the classroom climate affects the academic success of students