WORK OF SCHOOL COUNSELLING SERVICE AS SEEN BY TEACHERS

Že z rojstvom si pridobimo potenciale, ki jih nato razvijamo skozi vse življenje. Ob tem nam pomagajo učitelji in svetovalni delavci različnih izobraževalnih programov. Da pa je otroku omogočen celostni razvoj, je potrebno sodelovanje vseh udeležencev v vzgojno−izobraževalnem procesu. Teoretični del magistrskega dela osvetli različne vidike in pomembnosti sodelovanja učiteljev in šolskih svetovalnih delavcev, predstavi šolsko svetovalno službo, njene dejavnosti, cilje in način sodelovanja in se osredotoči na sodelovanje z učitelji. Namen empiričnega dela magistrske naloge je raziskati, kaj vpliva na sodelovanje šolske svetovalne službe in učiteljev, kako učitelji zaznavajo delo in pomoč svetovalne službe, ali obstajajo statistično pomembne razlike v iskanju pomoči svetovalne službe učiteljev razrednikov in učiteljev nerazrednikov, kakšne so razlike glede na delovno dobo posameznega učitelja in razlike v dojemanju ponujene pomoči. V raziskavi je sodelovalo 131 učiteljev osnovnih šol podravske regije. Uporabljen je bil vprašalnik za evalvacijo šolske svetovalne službe (Bezić, Rupar in Škarič, 2003). Raziskava je pokazala, da učitelji sodelovanje ocenjujejo kot zelo dobro, da so s ponujeno pomočjo zadovoljni in rešujejo težave, tako da skupaj z učenci odidejo do šolske svetovalne službe, da obstaja statistično pomembna razlika v učiteljevem dojemanju svetovalnega dela glede na način sodelovanja in da to dojemanje vpliva na kakovost sodelovanja učitelja s šolsko svetovalno službo. Prav tako je raziskava pokazala, da pa ne obstajajo statistično pomembne razlike v iskanju pomoči učiteljev razrednikov in tistih, ki to niso in da delovna doba učiteljev ni pomemben dejavnik iskanja pomoči.We gain our potentials already with our birth, which we further develop throughout our lives. In doing that, we are provided with help from teachers and counsellors of various education programs. However, providing an integrated development to a child requires involvement of all participants in the education process. The theoretical part of this Master\u27s thesis sheds light on various aspects and the importance of cooperation of teachers and school counsellors, presents school counselling service, its activities, objectives and method of cooperation, and focuses on participation with teachers. The purpose of the empirical part of Master\u27s thesis is to explore what affects the cooperation of the school counselling service and teachers, how teachers perceive the work and help of the counselling service, whether differences exist in searching for help from the counselling service of class teachers and non-class based teachers, what are the differences according to length of service of individual teacher and difference in the perception of assistance. The study involved 131 teachers of primary schools of the Podravska region. We used a questionnaire to evaluate the school counselling service (Bezić, Rupar and Škarič, 2003). Research has shown that teachers evaluate the cooperation as very good, that they are satisfied with the help offered and that they resolve problems by going to the school counselling service together with students, that there is a significant difference in the teacher\u27s perception of the counselling work depending on the method of cooperation and that this perception affects the quality of teacher cooperate with the school counselling service. The research also showed that there are no−significant differences in seeking help from class teachers and those who are non-class based teachers and that the length of teachers\u27 service is not an important factor of seeking help