PRIMARY SCHOOL TEACHERS´ DILEMMAS OF THEIR PERSONAL AND PROFESSIONAL DEVELOPMENT

V magistrski nalogi smo raziskovali dileme osebnega in profesionalnega razvoja osnovnošolskih učiteljev. V teoretičnem delu smo proučili izobrazbeno strukturo (kvalifikacijo) in kompetence, ki jih odličen učitelj z vseživljenjskim učenjem in stalnim strokovnim izpopolnjevanjem gradi vso delovno dobo. Predstavili smo tudi zaželene značilnosti učiteljeve osebnostne strukture, ki jih v času osebnega zorenja odgovoren in kritičen učitelj nadgrajuje s samorefleksijo. V empiričnem delu smo preverjali stopnjo soglašanja učiteljev s stališči, ki kažejo učiteljev odnos do lastnega izobraževanja in javnega izpostavljanja, ugotavljali smo samooceno psihofizične obremenjenosti učiteljev s šolskim delom v službi in doma ter oceno vrednostnih sodb o učiteljih v javnosti. Pri tem nas je zanimal obstoj razlik med učitelji glede na delovne izkušnje, področje poučevanja in kraj zaposlitve. Učitelji so predstavili še predloge za Etični kodeks učiteljev, tabu teme v šolah ter dosedanjo percepcijo učiteljskega poklica. Temeljne ugotovitve raziskave, ki je bila opravljena v maju 2012 na vzorcu 254 učiteljev, kažejo, da učitelji pričakujejo Etični kodeks učiteljev, da učitelji 1. in 2. vzgojnoizobraževalnega obdobja želijo imeti napise s strokovnimi nazivi na vratih učilnic, ter da največjo obremenjenost s šolskim delom v službi in doma izražajo učitelji 2. vzgojno-izobraževalnega obdobja, učitelji z največ delovnimi izkušnjami in učitelji, ki poučujejo v mestu. Ugotovili smo tudi, da tabu teme ustvarjajo neugodno klimo, učitelji pa zaznavajo še razvrednotenje poklica in neupoštevanje svoje strokovnosti.In this master\u27s thesis, we have studied the dilemma of personal and professional development of primary school teachers. In the theoretical part, we examined the educational structure (qualifications) and competencies that an excellent teacher of lifelong learning and in-service training builds throughout his years of service. We also presented the desirable characteristics of teacher’s personality structure, which at the time of his personal growth a responsible and critical teacher upgrades with self-reflection. In the empirical part we examined the teachers’ level of consent with standpoints that indicate teachers attitude towards their own education and public exposure, we observed teachers’ self-evaluation of psychophysical burden with school work at workplace and at home, as well as the evaluation of the teachers’ value in public. Further on, we were interested in the existence of differences among teachers according to their work experience, teaching area and duty station. Teachers also presented suggestions for the Code of Ethics for Teachers, revealed taboo subjects in schools and dealt with the existing perception of teaching profession. The fundamental findings of the research, which was carried out in May 2012 on a sample of 254 teachers indicate that teachers are awaiting the Code of Ethics for Teachers, that teachers of the first and the second educational period want to have professional titles written on the door of their classrooms, and that the greatest burden of school work at workplace and at home express teachers in the second educational period, teachers with the most work experience and teachers teaching in the cities. We additionally found out that the taboo subjects create an unpleasant climate, as well as that teachers also sense the devaluation of their profession and notice the disregard of their professionalism