THE ROLE OF A CLASS-TEACHER IN PRIMARY SCHOOLS

Namen diplomske naloge je preučiti vlogo razrednika kot nosilca vzgoje pri učencih na razredni stopnji osnovne šole. Diplomsko delo je sestavljeno iz dveh delov, in sicer iz teoretičnega in empiričnega. V teoretičnem delu je predstavljen lik razrednika, temeljne vloge razrednika (pedagoška, organizacijska, administrativna), delo razrednika s starši (namen, smisel in cilj sodelovanja med razrednikom), razrednik in svetovanje, razrednikova vloga pri vzgoji za vrednote. V okviru empiričnega dela naloge je predstavljena pripravljenost razrednikov za njihovo delo, predvsem na področju vzgojnega delovanja. Cilj diplomske naloge je bil raziskati razrednikove osebnostne lastnosti, opravljanje njihovih temeljnih vlog ter sodelovanje s starši. V raziskavi je sodelovalo 60 razrednikov na različnih osnovnih šolah posavskega območja. Rezultati raziskave kažejo, da so razredniki do osebnostnih lastnosti izrazili visoko stopnjo strinjanja. Pri vseh petnajstih trditvah ne prihaja do statistično značilnih razlik. Razredniki so ocenili, da mora biti razrednik pravičen in pošten z 91,7 % za najbolj pomembno trditev. Prav tako so bili vsi razredniki enotni, da morajo upoštevati doslednost svojega dela, morajo biti natančni, iznajdljivi, izvirni, splošno razgledani, sproščeni, razumevajoči. Analiza razrednikove pozornosti pri temeljnih vlogah je pokazala, da 68,3 % razrednikov posveča pedagoški vlogi največjo pozornost. 88,3 % razrednikov posveča organizacijski vlogi srednjo pozornost in 68,3 % razrednikov je pripisalo najmanjšo pozornost administrativni vlogi. 51,6 % razrednikov je ocenilo sodelovanje šole in staršev v obliki roditeljskih sestankov kot zelo pomembno trditev. Za pomembno se je izkazalo tudi sodelovanje staršev na predstavah in šolskih prireditvah, delavnicah za starše, pisnih sporočilih in dnevu odprtih vrat. Razredniki so navedli kot glavni razlog sodelovanja s starši, ker jih zanima učni uspeh in vedenje njihovega učenca.The objective of this diploma paper was to look at the role of a class teacher as the carrier of education at the upper level of primary schools. The paper comprised two parts, a theoretical part and an empiric part. The theoretic part illustrates features of a class teacher, his/her basic roles (pedagogic, organisational, administrative), his/her work with parents (objective, purpose and target of working together with the class teacher), counselling role, and his/her role in making pupils aware of values. The empirical part of the paper illustrates the class teacher\u27s readiness for their work, in particular as an educator. The aim of the diploma work was to study the class teacher\u27s personality features, the performance of their basic roles and their working together with parents. There were 60 class teachers that took part in the research from different primary schools in the Posavje region. The results show that the class teachers expressed a very high level of agreement concerning personality. In all fifteen statements there are no statistically significant differences. 91.7 % of the class teachers agreed that a class teacher should be fair and honest, which was believed to be the most important feature. Furthermore, all the class teachers were unanimous in that they should be consistent in their work, thorough, resourceful, original, with wide general knowledge, relaxed, and understanding. The analysis of the attention paid by class teachers to basic roles showed that 68.3% of the class teachers pay the greatest attention to the pedagogic role, 88.3% of the class teachers pay a medium attention to the organisational role, 68.6% of them pay the administrative role the least attention, while 51.6% of them found that cooperation between the school and parents in the form of meetings was very important. It was also established that taking part by parents in schools\u27 shows and performances, workshops for parents, written notes, and open door days were very appreciated. The class teachers stated that the main reason for parents working together with the school was that parents were interested in their children\u27s results and behaviour at school