magistrsko delo
Maša Kovačič (Author), Alenka Polak (Mentor)

Abstract

Delo specialnega in rehabilitacijskega pedagoga je zelo raznovrstno in tesno povezano s sodelovanjem z ostalimi strokovnjaki na osnovni šoli. Specialni in rehabilitacijski pedagog v osnovni šoli izvaja dodatno strokovno pomoč za učence s posebnimi potrebami in pri tem sodeluje z učitelji na razredni in predmetni stopnji, pri čemer je zelo pomembno timsko načrtovanje in evalviranje pedagoškega dela. Kakovost timskega dela je odvisna od psiholoških dejavnikov, kot so npr. zaupanje, samorazkrivanje, motivacija in drugi. Na motivacijo za timsko delo vplivajo številni dejavniki, npr. spol, starost, delovne izkušnje, in prepričanost v lastne sposobnosti ter vodstvene in organizacijske prakse na osnovni šoli. V empiričnem delu magistrskega dela smo s pomočjo anketnega vprašalnika raziskovali kateri motivacijski in demotivacijski dejavniki za timsko delo z učitelji so prisotni pri slovenskih specialnih in rehabilitacijskih pedagogih. Preverili smo, v kakšen odnosu so s pogostostjo izvajanja posameznih etap timskega dela in v kakšnem odnosu je motiviranost strokovnih delavcev s samozaznavanjem učinkovitosti lastnega timskega dela. Vzorec je vključeval 58 specialnih in rehabilitacijskih pedagogov, ki so pričeli z reševanjem anketnega vprašalnika, od tega je v celoti ustrezno rešilo 27 specialnih in rehabilitacijskih pedagogov zaposlenih na slovenskih rednih osnovnih šolah, osnovnih šolah s prilagojenim izvajanjem in dodatno strokovno pomočjo in osnovnih šolah s prilagojenim programom vzgoje in izobraževanja. Ugotovili smo, da specialni in rehabilitacijski pedagogi pogosteje izvajajo etape timskega dela z učitelji na razredni stopnji kot z učitelji na predmetni stopnji, izmed vseh treh etap timskega dela pa najmanj pogosto izvajajo etapo timskega poučevanja z učitelji obeh stopenj. Ugotovili smo, da so specialni in rehabilitacijski pedagogi na splošno precej motivirani za timsko delo z učitelji na razredni ali predmetni stopnji, najbolj so motivirani za timsko evalvacijo pedagoškega procesa, nekoliko manj za timsko načrtovanje pedagoškega procesa in najmanj za timsko poučevanje oziroma izvajanje pedagoškega procesa z učitelji. Največji izvor motiviranosti specialnih in rehabilitacijskih pedagogov za timsko delo z učitelji predstavlja lastno zavedanje prednosti timskega dela, najmanjši izvor motiviranosti pa predstavlja strah pred kritiko s strani kolegov. Ugotovili smo, da neiskrena komunikacija v timu in neodgovornost posameznih članov tima najbolj znižujeta motivacijo za timsko delo. Anketiranci so kot dejavnike, ki zelo demotivirajo ocenili še slaba klima v delovnem okolju, osebnostno neujemanje med člani tima in nezaupanje v opravljeno delo s strani vodstva. Ugotovili smo, da motivacija za timsko delo ni v pomembni povezanosti s pogostostjo izvajanja timskega dela z učitelji na razredni kot tudi predmetni stopnji, prav tako ne moremo trditi, da je delovna doba v pomembni povezanosti z motiviranostjo specialnih in rehabilitacijskih pedagogov za timsko delo. Motivacija za timsko delo pa je v pozitivni povezanosti z zaznano večjo učinkovitostjo lastnega timskega dela.

Keywords

timsko delo;motivacijski dejavniki;demotivacijski dejavniki;specialni in rehabilitacijski pedagogi;učitelji;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. Kovačič]
UDC: 37.091.312(043.2)
COBISS: 164754435 Link will open in a new window
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Downloads: 2
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Other data

Secondary language: English
Secondary title: Motivational factors in teamwork between special and rehabilitation teachers and primary school teachers
Secondary abstract: The work of a special and rehabilitation teacher is very diverse and closely connected with collaboration with other professionals at the primary school. In a primary school setting, a special and rehabilitation teacher provides additional specialized assistance for students with special needs and collaborates with teachers at both the classroom and subject levels. Team planning and evaluation of pedagogical work are of great importance, with factors such as trust, self-disclosure, motivation, and others influencing the quality of teamwork. Various factors, such as gender, age, work experience, belief in one's abilities, as well as leadership and organizational practices at the primary school, influence motivation for teamwork. In the empirical part of the master's study, we used a questionnaire to investigate motivational and demotivational factors for teamwork with teachers among Slovenian special and rehabilitation teachers. We examined the relationship between the frequency of various stages of teamwork and the educators' motivation, as well as their self-perceived effectiveness in teamwork. The sample consisted of 58 special and rehabilitation teachers, with 27 fully completed responses from those working in regular Slovenian primary schools, schools with adapted implementation and additional specialized assistance, and schools with adapted educational programs. Our findings showed that special and rehabilitation teachers more frequently engage in teamwork stages with teachers at the classroom level compared to the subject level. Among all three teamwork stages, the least frequently practiced stage was collaborative teaching with teachers from both levels. Overall, special and rehabilitation teachers displayed considerable motivation for teamwork with teachers at either the classroom or subject level. The highest motivation was observed for collaborative evaluation of the pedagogical process, followed by collaborative planning of the pedagogical process, and the least motivation was seen for collaborative teaching or implementation of the pedagogical process with teachers. The primary source of motivation for special and rehabilitation teachers in teamwork with teachers is their awareness of the benefits of teamwork, while the least influential factor is the fear of criticism from colleagues. Ineffective communication within the team and irresponsibility of individual team members were identified as the most significant demotivators for teamwork. Respondents also highlighted factors like a poor working environment, lack of personal compatibility among team members, and distrust in work by leadership as strong demotivational factors. The study concluded that the motivation for teamwork is not significantly linked to the frequency of teamwork stages with teachers at the classroom or subject levels, nor is work experience strongly connected to the motivation of special and rehabilitation teachers for teamwork. However, motivation for teamwork is positively correlated with perceived increased effectiveness in one's own teamwork.
Secondary keywords: teamwork;motivational factors;demotivational factors;special and rehabilitation teachers;teachers;Vzgoja in izobraževanje;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Study programme: 0
Embargo end date (OpenAIRE): 1970-01-01
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika, Posebne razvojne in učne težave
Pages: 1 spletni vir (1 datoteka PDF (X, 95 str.))
DOI: 20.500.12556/RUL-150241
ID: 19937484