The teacher´s competencies for effective classroom management

V magistrski nalogi smo raziskali aktualno tematiko vzgojno-izobraževalnega dela v šoli. Podrobneje so nas zanimale učiteljeve kompetence, ki omogočajo učinkovito vodenje razreda. V teoretičnem delu naloge smo se osredotočili na vlogo šole v kontekstu sodobne družbe. Predstavili smo šolo kot vzgojno-izobraževalno institucijo ter proučili načrtovanje vzgoje v njej. Nadalje nas je zanimala vloga učitelja kot vodje pedagoškega procesa v sodobni šoli ter njegove kompetence. Pozornost smo namenili tudi vedenjski problematiki v šoli. V zadnjem delu teoretične razprave smo proučili vodenje razreda. Osredotočili smo se na razred kot socialno skupino, raziskali smo strategije vodenja razreda ter učiteljevo sodelovanje z drugimi strokovnjaki. V empiričnem delu naloge smo analizirali stališča učiteljev do pristopov vodenja razreda, oceno učiteljevega sodelovanja in kompetenc za vodenje razreda. Pri tem nas je zanimal obstoj razlik med učitelji glede na delovne izkušnje, področje poučevanja in kraj poučevanja. Temeljne ugotovitve raziskave kažejo na prisotno dinamiko sodelovanja med učitelji ne glede na proučevane spremenljivke. Izkazala se je zadržanost do interakcijskega pristopa vodenja razreda. Ocena učiteljevih kompetenc za vodenje razreda je bila povezana z leti delovnih izkušenj. Z rezultati raziskave smo tako potrdili pomembnost in aktualnost pomena učinkovitega vodenja razreda v vsakodnevni šolski praksi.The aim of the master\u27s thesis was to research the current topic of educational work in school. We were particularly interested in the teacher’s competencies, enabling effective classroom management. In the theoretical part we focused on the role of schools in the context of modern society. We presented the school as an educational institution and studied education planning in it. Furthermore, we were interested in the role of teachers as the leaders of the educational process in modern school and their competencies. Attention was also paid to behavioural issues in school. In the last part of the theoretical discussions we studied management in classroom. We focused on the classroom as a social groupwe researched the classroom management strategies and teacher’s cooperation with other professionals. In the empirical part of the thesis the attitudes of teachers to classroom management approaches were analysed, as well as assessment of teacher’s cooperation and competence for management the class. In doing so, we were interested in the existence of differences among teachers according to experience, the scope of teaching and place of teaching. The main findings of the research show the presence of dynamics for cooperation between teachers irrespective of the studied variables. The interactive classroom management approach proved to be proceeded with caution. Assessment of teacher’s competencies to manage the classroom was associated with years of professional experience. The results of the research confirmed the importance and the currency of the effective classroom management significance in everyday school practice