magistrsko delo
Tjaša Jerič (Author), Marija Javornik Krečič (Mentor)

Abstract

V magistrski nalogi smo raziskovali vpletanje staršev v delo učitelja. V teoretičnem delu smo predstavili učitelja kot osrednjo figuro izobraževalnega procesa. Posvetili smo se staršem in njihovi vlogi pri izobraževanju otroka, posledično tudi njihovim pričakovanjem in pritiskom na učitelja ter vpletanju na področja učiteljevega avtonomnega odločanja. V empiričnem delu smo preverjali stopnjo zadovoljstva in zaupanja staršev v delo učitelja, stopnjo dojemanja učiteljeve strokovnosti, stališča staršev do učiteljeve avtonomije in izkušnje z vpletanjem staršev v delo učitelja. Zanimalo nas je, ali obstajajo razlike v odgovorih glede na stopnjo izobrazbe staršev in glede na razred, ki ga obiskuje njihov otrok. Rezultati raziskave, ki smo jo opravili v aprilu 2015 med 254 starši otrok petih pomurskih osnovnih šol so pokazali, da so starši z delom učitelja večinoma zadovoljni, prav tako zaupajo učitelju kot strokovnjaku. Izkazalo se je, da obstajajo razlike v odgovorih glede na stopnjo izobrazbe staršev in razred otroka. Analiza je pokazala, da so višje izobraženi starši izkazali manjšo željo po vpletanju na področja učiteljeve strokovne avtonomije kot slabše izobraženi starši. Na splošno se je izkazalo, da učitelju najbolj zaupajo starši otrok, ki obiskujejo razredno stopnjo osnovnošolskega izobraževanja, manj pa starši starejših otrok.

Keywords

osnovnošolski učitelji;starši;učiteljeva strokovnost;učiteljeva avtonomija;vpletanje staršev;magistrska dela;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM FF - Faculty of Arts
Publisher: [T. Jerič]
UDC: 37.064.1(043.2)
COBISS: 21631240 Link will open in a new window
Views: 1311
Downloads: 241
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Other data

Secondary language: English
Secondary title: PARENT'S MEDDLING IN TEACHER'S WORK
Secondary abstract: This master's thesis explores parental involvement in teachers' work. The theoretical part portrays the teacher as the central figure of the educational process. It also concentrates on the parents and their role in the process of their child's education - consequently also on their expectations, the pressure they put on teachers, and their involvement in the teacher's autonomous decision-making. The empiric part studied parents' level of satisfaction and trust in the teacher's work, their perception of the teacher's expertise, their points of view regarding the teacher's autonomy, and the experience with involving them into the teacher's work. We were interested to see whether the answers differed when observing the level of parents' education and the grade their child is attending. The results of the study, which was conducted in April 2014 among 254 parents of students in five primary schools in the Pomurje region, showed that parents are largely satisfied with teachers' work and also trust their expertise. It has proven that the differences become visible when comparing the answers with the parents' level of education and the grade that their child is attending. The analysis has demonstrated that parents with higher levels of education showed less interest in becoming involved in the teacher's professional decision-making as opposed to parents with lesser education. Generally, the results show that the parents of children from lower grades have more trust in the teachers than the parents of children visiting higher primary school grades.
Secondary keywords: primary school teachers;parents;teacher's experience;teacher's expertice;teacher's autonomy;involvement of parents;master theses;
URN: URN:SI:UM:
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Filozofska fak., Oddelek za pedagogiko
Pages: III, 119 f., 6 f. pril.
ID: 8772575