magistrsko delo
Manja Kačič (Author), Polona Gradišek (Mentor), Alenka Polak (Co-mentor)

Abstract

Timsko delo v vzgoji in izobraževanju je s strani različnih avtorjev opredeljeno kot oblika aktivnosti, ki jo opravljata najmanj dva pedagoška strokovnjaka z namenom, da pri učencih dosegata skupno zastavljene cilje. Ker je skrb za otroke s posebnimi potrebami strokovno interdisciplinarno pogojena in zahtevna, so kompetence s področja refleksivnega in odgovornega sodelovanja z drugimi pedagoškimi strokovnjaki pri delu specialnega in rehabilitacijskega pedagoga ključne. Čustvena kompetentnost je pomemben dejavnik uspešnosti posameznika na delovnem mestu, zlasti pri njegovem timskem delu, saj prispeva k učinkovitosti timskega dela. Učinkovitost timskega dela je odvisna od različnih dejavnikov in medosebnih vplivov članov tima. Pri timskem delu sodelujejo posamezniki z različnimi osebnostnimi lastnostmi in vrlinami, v skladu s katerimi se vedejo in ravnajo. Vrline predstavljajo pozitivne osebnostne lastnosti, ki so v kontekstu vzgoje in izobraževanja zelo pomembne, saj prepoznavanje lastnih vrlin in delovanje v skladu z njimi pozitivno vpliva na posameznikovo sprejemanje samega sebe, pozitivne subjektivne izkušnje, občutek kompetentnosti, samospoštovanje, psihično in fizično zdravje, obvladovanje nalog, dobre socialne odnose ter zadovoljstvo pri delu. Z raziskovanjem odnosov med stopnjo čustvene kompetentnosti pri timskem delu in izraženostjo vrlin želimo izpostaviti pomen poznavanja teh dveh konceptov, raziskati njun medsebojni odnos ter njun vpliv na učinkovitost timskega dela. V empiričnem delu raziskave smo uporabili deskriptivno in kavzalno neeksperimentalno metodo, ki sta temeljili na kvantitativnem pristopu. Vzorec je sestavljalo 52 specialnih in rehabilitacijskih pedagoginj. Ugotovitve naše raziskave kažejo, da imajo specialne in rehabilitacijske pedagoginje na področju čustvene kompetentnosti statistično pomembno bolj izraženo samoregulacijo čustev pri timskem delu v primerjavi z lestvicama prepoznavanje in razumevanje čustev ter izražanje in poimenovanje čustev pri timskem delu. Ugotovili smo tudi, da imajo anketiranke najbolj izražene vrline: pristnost, poštenost, prijaznost, sodelovanje, hvaležnost in ljubezen, najmanj izražene pa vrline: vnema, humor, ustvarjalnost, pogum in vodenje. Ena izmed ugotovitev naše raziskave je tudi to, da imajo anketiranke, ki so pri timskem delu bolj čustveno kompetentne, bolj izraženih vseh 24 vrlin kot tiste, ki pri timskem delu pri sebi zaznavajo manjšo čustveno kompetentnost. Pri proučevanju povezanosti med izraženostjo vrlin in stopnjo čustvene kompetentnosti pri timskem delu smo ugotovili visoko statistično povezanost; prav tako je bila ugotovljena visoka statistična povezanost med stopnjo čustvene kompetentnosti pri timskem delu in samozaznavo učinkovitosti timskega dela ter med izraženostjo vrlin in samozaznavo učinkovitosti timskega dela. Naša raziskava je še pokazala, da se v stopnji čustvene kompetentnosti pri timskem delu anketiranke z različno delovno dobo statistično pomembno ne razlikujejo ter da se tudi v izraženosti vrlin anketiranke z različno delovno dobo statistično pomembno ne razlikujejo. V nadaljnjem raziskovanju bi bilo zanimivo ugotavljati še morebitne razlike v izraženosti vrlin, stopnji čustvene kompetentnosti pri timskem delu in učinkovitosti pri timskem delu glede na različna delovna mesta specialnih in rehabilitacijskih pedagogov.

Keywords

timsko delo;čustvena inteligentnost;čustvena kompetentnost;vrline;specialni in rehabilitacijski pedagog;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. Kačič]
UDC: 376(043.2)
COBISS: 191068931 Link will open in a new window
Views: 16
Downloads: 2
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Other data

Secondary language: English
Secondary title: The role of emotional competency and character strengths of special education teachers in the context of teamwork
Secondary abstract: Teamwork in education is defined by various authors as an activity carried out by at least two pedagogical experts with the aim of achieving jointly set goals in students. Because caring for children with special needs is professionally interdisciplinary and demanding, competencies in the area of reflective and responsible collaboration with other pedagogical experts are crucial for the work of special and rehabilitation pedagogues. Emotional competence is an important factor in an individual's success in the workplace, especially in their teamwork, as it contributes to the effectiveness of team work. The effectiveness of teamwork depends on various factors and interpersonal influences among team members. Teamwork involves individuals with different personality traits and character strengths, which guide their behaviour and actions. Character strengths represent positive personality traits that are highly important in the context of education, as recognizing one's own character strengths and acting in line with them positively influences an individual's self-acceptance, positive subjective experiences, a sense of competence, self-esteem, mental and physical health, task mastery, good social relationships, and job satisfaction. By researching the relationship between the level of emotional competence in teamwork and the expression of character strengths, we aim to highlight the importance of understanding these two concepts, explore their interplay, and their impact on the effectiveness of teamwork. In the empirical part of the study, we used a descriptive and non-experimental causal method based on a quantitative approach. The sample consisted of 52 special and rehabilitation pedagogues. The findings of our research indicate that special and rehabilitation pedagogues statistically significantly exhibit higher emotional self-regulation in teamwork compared to the scales of emotion recognition and understanding, as well as emotion expression and naming. We also found that the respondents had the highest expressions of character strengths in authenticity, honesty, kindness, teamwork, gratitude, and love, while the lowest expressions were in zest, humour, creativity, courage, and leadership. One of the findings of our research is that respondents with higher level of emotional competence in teamwork express all 24 character strengths to a higher extent than those with lower emotional competence in teamwork. We found a high positive statistical correlation in the relationship between character strengths and emotional competence in teamwork. Similarly, a high statistical correlation was found between emotional competence in teamwork and self-perception of the effectiveness of teamwork, as well as between character strengths and self-perception of the effectiveness of teamwork. Our research also showed that both emotional competence in teamwork and character strengths do not differ significantly among respondents with different years of work experience. In further research, it would be interesting to determine potential differences in character strengths, emotional competence in teamwork, and the effectiveness of teamwork based on different work positions within the field of special and rehabilitation pedagogy.
Secondary keywords: teamwork;emotional intelligence;emotional competence;character strengths;special and education teacher;Čustvena inteligenca;Vzgoja in izobraževanje oseb s posebnimi potrebami;Delovne skupine;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
Pages: 1 spletni vir (1 datoteka PDF (IX, 84 str.))
ID: 23306919