magistrsko delo
Barbara Vindiš (Author), Erna Žgur (Mentor), Janez Jerman (Co-mentor)

Abstract

Magistrsko delo je osredotočeno na raziskavo občutka pripadnosti izvajalcev za dodatno strokovno pomoč matičnim institucijam. V teoretičnem delu smo predstavili inkluzivno izobraževanje otrok s posebnimi potrebami v osnovnih šolah in koncept razvoja dodatne strokovne pomoči. Predstavljena je narava dela izvajalcev za dodatno strokovno pomoč, opredelili smo zakonske osnove, ustrezen strokovni kader in glavne karakteristike dela izvajalcev za dodatno strokovno pomoč. Na podlagi specifike dela izvajalcev za dodatno strokovno pomoč smo podrobneje opredelili element zadovoljstva in posledično vidik pripadnosti organizaciji. Predstavili smo različne definicije pripadnosti, pomen zadovoljstva pri oblikovanju občutka pripadnosti, vlogo in pomen pripadnosti zaposlenih za organizacijo ter dejavnike, ki vplivajo na pripadnost zaposlenih. V empiričnem delu smo z deskriptivno metodo pedagoškega raziskovanja in s kvantitativnim ter v manjšem delu kvalitativnim pristopom ugotavljali, kakšna je pripadnost izvajalcev za dodatno strokovno pomoč matičnim institucijam.Cilj raziskave je bil ugotoviti stopnjo in vrsto pripadnosti izvajalcev za dodatno strokovno pomoč matičnim institucijam in ali prihaja do razlik med omenjenimi glede na leta delovne dobe, število vzgojno-izobraževalnih institucij, na katerih izvajajo dodatno strokovno pomoč, in vrsto vzgojno-izobraževalne institucije. Rezultati izvedene raziskave so pokazali, da se izvajalci dodatne strokovne pomoči na splošno čutijo pripadne matične instituciji. Med izvajalci za dodatno strokovno pomoč prevladuje predvsem dokaj visoka stopnja splošne pripadnosti, glede na posamezne vrste pripadnosti matični instituciji pa je za izvajalce dodatne strokovne pomoči značilna predvsem čustvena pripadnost. Ob raziskovanju smo ugotovili, da dejavniki kot so delovna doba, izvajanje dela na več lokacijah ter vrsta vzgojno-izobraževalne institucije (vrtec, šola) na pripadnost izvajalcev dodatne strokovne pomoči ne vplivajo.

Keywords

izvajalci;dodatna strokovna pomoč;matične institucije;inkluzija;integracija;pripadnost;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [B. Vindiš Bratušek]
UDC: 376(043.2)
COBISS: 12702793 Link will open in a new window
Views: 383
Downloads: 71
Average score: 0 (0 votes)
Metadata: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Other data

Secondary language: English
Secondary title: Additional professional assistance providers' affiliation to the main school
Secondary abstract: The research of this thesis is focused on the providers’ of additional professional assistance affiliation to their main school. In the theoretical part, the inclusive education of children with special needs and the concept of the development of additional professional assistance were presented. The way of how providers of additional professional assistance actually work is laid out, the legal basis, appropriate professional staff and the main characteristics of the providers’ of additional professional assistance work were defined. The element of content and thus the aspect of being a member of the school was closely defined based on the specifics of work of the providers of additional professional assistance. Several different levels of affiliation, the importance of content at developing the feeling of affiliation, the role and the importance of affiliation of the employees for the organisation and, last but not least, the decisive factors responsible for affiliation of the employees were presented. In the empirical part, a descriptive method of an educational research, quantitive and to a lesser extent also qualitative approach was used to identify the level of affiliation of the providers of additional professional assistance to their main school. The aim of this research was to determine the level and type of the affiliation of the providers of additional professional assistance to their main school, and if there are differences amongst them according to their number of years in service, the number of educational systems where additional professional assistance is provided, and the type of educational institution. According to the research results, providers of additional professional assistance in general have developed a feeling of affiliation to their main school. Amongst providers of additional professional assistance a rather high level of general affiliation can be determined, and based on the individual types of affiliation to their main school, emotional affiliation can be defined for providers of additional professional assistance. Moreover, the results have shown that factors, such as the number of years in service, working on several locations and the type of educational institution (kindergarten, school), does not have an affect on the affiliation of providers of additional professional assistance.
Secondary keywords: mental handicap;primary school;motnje v duševnem razvoju;osnovna šola;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika, Posebne razvojne in učne težave
Pages: 79 str.
ID: 11310449