Spoprijemanje osnovnošolskih učiteljev z motečim vedenjem učencev

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Data

Language:	Slovenian
Year of publishing:	2012
Source:	Ljubljana
Typology:	2.09 - Master's Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[A. Menegalija]
UDC:	37.011.3-051(043.2)
COBISS:	9448777
Views:	670
Downloads:	128
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	How primary teachers handle misbehavior in classroom
Secondary abstract:	The theoretical part of this Master’s thesis presents the social context in which teachers are confronted with numerous challenges. One of the important challenges is the disruptive behavior of the students, which is also defined. Presented are the most common and the most difficult types of behavior based on research studies as well as teachers’ opinions on where they see reasons for such behavior. Further classroom management and discipline are defined and differences and similarities between these two concepts introduced as well as their importance in educational system and some significant directions concerning classroom management and discipline. Preventive action in the field of discipline is studied in an extensive chapter, in which the preventive viewpoint of some models of discipline and important fields are exposed as well as the strategies of preventive action based on research. In the chapter on corrective discipline, the forming process of teacher’s reaction to disruptive behavior is studied as well as key factors that have influence on coping with disruptive behavior. This viewpoint is further summarized in apparent models of classroom management and discipline. This is followed by the presentation of coping strategies on how to engage with disruptive behavior and the study of its efficiency based on research. The theoretical part is concluded with a reflection on possible ways towards better practical work. The empirical part of this Master’s thesis includes the analysis of the Slovene primary school teachers’ engaging with students’ disruptive behavior as well as possible strategies of their discipline problem solving. The influence of gender, period of service in the field of education, satisfaction at work, professional development, the level on which teachers work on their reaction to disruptive behavior of students is presented. Further the connection of teachers’ viewpoints to students that have noticeable behavior problems with their reactions to disruptive behavior of students in primary schools is introduced. Determined are also statistically important differences in teachers’ engaging with disruptive behavior as to gender, period of service in the field of education, satisfaction at work, professional development for working with students with special needs and the level of teacher’s work. As a result the research is concluded with interacting connection of viewpoints towards students with obvious disruptive behavior as well as reactions and teachers’ handling with behavior in classrooms.
Secondary keywords:	misconduct;discipline;class management;teacher role;neprimerno vedenje;disciplina;vodenje razreda;vloga učitelja;
File type:	application/pdf
Type (COBISS):	Master's thesis
Thesis comment:	Univ. v Ljubljani, Pedagoška fak.
Pages:	179 str.
Type (ePrints):	thesis
Title (ePrints):	How primary teachers handle misbehavior in classroom
Keywords (ePrints):	učitelj
Keywords (ePrints, secondary language):	teacher
Abstract (ePrints):	Teoretični del magistrskega dela predstavlja družbeni kontekst, v katerem se učitelji soočajo s številnimi izzivi. Eden bistvenih je moteče vedenje učencev, ki ga opredelimo, navedemo na podlagi raziskav ugotovljene najpogostejše in najbolj težavne oblike le-tega in raziščemo, kje vidijo učitelji običajno vzroke zanj. Sledijo opredelitev pojmov razrednega menedžmenta in discipline, iskanje razlik in podobnosti med njima, predstavitev njunega pomena v šolskem prostoru ter seznanitev z nekaterimi bistvenimi usmeritvami glede razrednega menedžmenta in discipline. V obsežnem poglavju se ukvarjamo s preventivnim delovanjem na področju discipline, izpostavimo preventivni vidik v nekaterih modelih discipline in na podlagi raziskav ugotovljena pomembna področja ter strategije preventivnega delovanja. V poglavju o korektivni disciplini raziščemo proces oblikovanja učiteljevega odziva na moteče vedenje in ključne dejavnike, ki vplivajo na spoprijemanje z motečim vedenjem, ter ta vidik povzamemo v vidnejših modelih razrednega menedžmenta in discipline. Sledi predstavitev na podlagi raziskav ugotovljenih načinov spoprijemanja z motečim vedenjem in proučitev njihove učinkovitosti. Teoretični del zaključimo z razmislekom o poteh do boljše prakse. V empiričnem delu se ukvarjamo z analizo spoprijemanja slovenskih osnovnošolskih učiteljev z motečim vedenjem učencev in z načini njihovega reševanja disciplinske problematike. Raziščemo vpliv spola, delovne dobe na področju šolstva, zadovoljstva pri delu, opravljenih dokvalifikacij in stopnje, na kateri učitelji poučujejo, na njihovo odzivanje na moteče vedenje učencev. Predstavimo povezanost stališč učiteljev do učencev, katerih vedenje je izstopajoče, z njihovimi odzivi na moteče vedenje učencev v osnovnih šolah. Ugotovimo, da obstajajo statistično pomembne razlike v spoprijemanju učiteljev z motečim vedenjem glede na spol, delovno dobo v šolstvu, zadovoljstvo pri delu, opravljeno dokvalifikacijo za delo z učenci s posebnimi potrebami in stopnjo poučevanja. V raziskavi ugotovimo tudi medsebojno povezanost stališč do učencev z izstopajočim vedenjem ter odzivi in ravnanji učiteljev ob pojavih motečega vedenja v razredu.
Abstract (ePrints, secondary language):	The theoretical part of this Master’s thesis presents the social context in which teachers are confronted with numerous challenges. One of the important challenges is the disruptive behavior of the students, which is also defined. Presented are the most common and the most difficult types of behavior based on research studies as well as teachers’ opinions on where they see reasons for such behavior. Further classroom management and discipline are defined and differences and similarities between these two concepts introduced as well as their importance in educational system and some significant directions concerning classroom management and discipline. Preventive action in the field of discipline is studied in an extensive chapter, in which the preventive viewpoint of some models of discipline and important fields are exposed as well as the strategies of preventive action based on research. In the chapter on corrective discipline, the forming process of teacher’s reaction to disruptive behavior is studied as well as key factors that have influence on coping with disruptive behavior. This viewpoint is further summarized in apparent models of classroom management and discipline. This is followed by the presentation of coping strategies on how to engage with disruptive behavior and the study of its efficiency based on research. The theoretical part is concluded with a reflection on possible ways towards better practical work. The empirical part of this Master’s thesis includes the analysis of the Slovene primary school teachers’ engaging with students’ disruptive behavior as well as possible strategies of their discipline problem solving. The influence of gender, period of service in the field of education, satisfaction at work, professional development, the level on which teachers work on their reaction to disruptive behavior of students is presented. Further the connection of teachers’ viewpoints to students that have noticeable behavior problems with their reactions to disruptive behavior of students in primary schools is introduced. Determined are also statistically important differences in teachers’ engaging with disruptive behavior as to gender, period of service in the field of education, satisfaction at work, professional development for working with students with special needs and the level of teacher’s work. As a result the research is concluded with interacting connection of viewpoints towards students with obvious disruptive behavior as well as reactions and teachers’ handling with behavior in classrooms.
Keywords (ePrints, secondary language):	teacher
ID:	8310910