Kakšni bi morali biti učitelji na razredni stopnji z vidika vodstva šole?

Current society requires a high level of performance from teachers. There are some ideas about ideal teachers concerning either their professional and didactic skills or personality. This article presents some partial results of our research in which we wanted to find out the ideas that school leaders have about primary school teachers. This project was based on empirical research that was done qualitatively and quantitatively and is general ly divided into two phases. Combining both approaches seemed to be a convenient research strategy with the first phase, being a quality-based interview followed by a quantity-based study. The results show that school leaders mostly expect their teachers to have the following personal characteristics: emotional stability, resistance to stress, tolerance, openness, a sense of humor, ability to be self-critical, compassion as well as being skilled in didactics. The most important professional competence school leaders chose was psycho-didactical competence. Managerial and normative competences were set back.Današnja družba od učiteljev zahteva nastop na visokem nivoju. Obstajajo ideje o idealnih učiteljih glede na njihove profesionalne in didaktične sposobnosti ali glede na osebnost. Članek predstavlja delne rezultate raziskave o predstavah, ki jih imajo ravnatelji šol o učiteljih v osnovni šoli. Projekt temelji na empirični raziskavi, izpeljani kvalitativno in kvantitativno, in je na splošno razdeljen v dve fazi. Priročna raziskovalna strategija v prvi fazi je bila kombinacija obeh pristopov, intervjuju, ki temelji na kvaliteti, je sledila študija, ki temelji na kvantiteti. Rezultati kažejo, da večina ravnateljev od učiteljev pričakuje naslednje osebnostne značilnosti: čustveno stabilnost, odpornost na stres, tolerantnost, odprtost, smisel za humor, sposobnost samokritike, sočutnost in hkrati didaktične sposobnosti. Za najpomembnejše kompetence so ravnatelji šol izbrali psiho-didaktične kompetence. Vodstvene in normativne kompetence pa so bile malo zapostavljene