FACTORS OF A TEACHER - STUDENTS RELATIONSHIP IN PRIMARY SCHOOL

V magistrski nalogi izhajamo iz teze, da je kvaliteten odnos med učiteljem in učenci aksiom, na katerem temelji uspešen vzgojno-izobraževalni proces, celoten etos šole in organizacijska kultura v šolstvu. Medsebojni odnos je tisti element vzgojno-izobraževalnega procesa, od katerega je odvisna njegova uspešnost. Magistrska naloga obravnava odnose med učitelji in učenci v osnovni šoli z vidika učitelja. Predstavljeni so nekateri dejavniki medsebojnih odnosov, ki se pojavljajo v literaturi, ter rezultati raziskave odnosa med učiteljem in učenci med slovenskimi osnovnošolskimi učitelji. Namen raziskave je bil poiskati osnove za izboljšanje kvalitete odnosa med učiteljem in učenci z vidika učiteljev, zato smo raziskovali, kako učitelji ocenjujejo kvaliteto lastnega odnosa z učenci, svoje samospoštovanje, svojo sposobnost empatije, lasten smisel za humor, svojo uspešnost pri komunikaciji, lastno dodatno strokovno izpopolnjevanje in svoje IKT-kompetence. Z raziskavo smo želeli ugotoviti, ali je kakovost odnosa med učiteljem in učenci povezana z naštetimi dejavniki. Raziskava, opravljena na vzorcu 205 osnovnošolskih predmetnih učiteljev, je pokazala, da imajo anketirani učitelji sorazmeroma dobre odnose z učenci ter da obstaja statistično pomembna pozitivna povezanost med odnosom učitelja z učenci ter naslednjimi dejavniki: učiteljevim samospoštovanjem, njegovimi komunikacijskimi spretnostmi, vključevanjem humorja v delo, učiteljevimi IKT- kompetencami, njegovo empatijo ter njenimi faktorji: zavzemanjem perspektive, domišljijo in empatičnim zanimanjem. Osebna prizadetost učitelja in kakovost njegovega odnosa z učenci pa sta v negativni odvisnosti. Presenetljivo pa se med odnosom učitelj—učenec in učiteljevim dodatnim strokovnim izpopolnjevanjem ni pokazala statistično pomembna povezanost. Veliko obravnavanih dejavnikov je tudi medsebojno povezanih, torej izboljšanje vrednosti katerega koli izmed njih ne pomeni le izboljšanje kakovosti odnosa med učiteljem in učenci, temveč tudi izboljšanje ostalih obravnavanih dejavnikov.The present master thesisis grounded on a belief that a successful educational and training process, as well as an entire school ethos and culture of educational system are based on a good teacher-pupil relationship. Interpersonal relationships are the part of educational process that define its success. The thesis deals with teacher-pupil relationship in primary school from the teacher’s perspective. It introduces different factors influencing interpersonal relationship drawn from the literature and the results of the studyon teacher-pupil relationship conducted among Slovene primary school teachers. The aim of the study was to find out the way to better the relations between teachers and pupils. We have investigated the teachers’ evaluation of their own attitude towards pupils, their self esteem, their ability of empathy, their own sense of humor, successful communication, additional professional training, and their ICT (Information Communication Technology) competences. With the study we wished to examine whethert here was a strong link between teacher-pupil relationship and the listed factors. The study was conducted on a sample of 205 primary school teachers. The results have shown that the interviewed teachers have a comparatively good relationship with their pupils. They have also shown statistically significant positive correlations between the teacher-pupils interaction and the following elements: teacher’s self esteem, his communication abilities, introducing humor in class work, teacher’s ICT competences, his empathy and its factors: taking perspective, imagination, and empathic behavior. However, the level of teacher’s self-absorption and the quality of his attitude towards pupils are negatively correlated. It is quite surprising that there is no statistically significant correlation between teacher–pupil relation and teacher’s additional professional training. A great numberof investigated factors are interrelated. Their improvement, therefore, does not only mean the improvement in the quality ofteacher-pupil relationship but also the improvementof other examined factors