magistrsko delo
Ivana Jakša (Avtor), Alenka Polak (Mentor)

Povzetek

Timskega dela se moramo strokovni delavci sistematično učiti in ga razvijati. Tega ni mogoče storiti zgolj s študijem strokovne literature, temveč ga je potrebno izvajati tudi v praksi. Spretnosti, ki pripomorejo k večji uspešnosti in učinkovitosti timskega dela, razvijamo le z neposrednim delom v timu. Motivacija za timsko delo je povezana s psihološkimi potrebami, ki jih posameznik zadovoljuje znotraj tima in od katerih je odvisno tudi vzdušje v timu. Morebitne ovire in konflikte v timu je treba reševati sproti, zato je pomembno, kako jih posamezniki zaznavajo ter kakšne strategije reševanja bodo uporabili. Brez pozitivne soodvisnosti vseh članov tima skupnih ciljev in strategij v timu ni mogoče doseči. Cilji, ki si jih tim oblikuje, naj bodo skladni z vzgojno-izobraževalnimi cilji in s potrebami otrok. Prav tako je treba pri strokovnih delavcih v vrtcu ozavestiti potrebo po nenehnem osebnostnem in strokovnem razvoju pedagoških delavcev, saj bolj razvite spretnosti timskega dela pripomorejo k bolj učinkovitemu timskemu delu, to pa zagotavlja kakovostnejše pedagoško delo z otroci. Emocionalna kompetentnost je sestavljena iz več spretnosti, ki so del osebnih in družbenih spretnosti. Emocionalna kompetentnost je manifestna oblika čustvene inteligentnosti in ni pogojena z delovno dobo posameznika, temveč odvisna od več osebnih faktorjev posameznika, s katerimi mora ta razviti notranje samozavedanje lastnih čustev in se znati vživeti v človeka ter obvladati celoten razpon družbenih spretnosti. V magistrskem delu sem želela raziskati, kakšne spretnosti timskega dela imajo vzgojiteljice in pomočnice vzgojiteljice ter kako emocionalno kompetentne se počutijo pri neposrednem delu v timu. V vzorec sem vključila 120 vzgojiteljic in pomočnic vzgojiteljice iz različnih vrtcev po Sloveniji, ki so odgovarjale na anketne vprašalnike. Analiza dobljenih rezultatov je ponudila nove možnosti in izhodišča za izboljšave na področju timskega dela strokovnih delavcev v vrtcu. V raziskavi sem ugotovila, da se pri spretnostih timskega dela in emocionalni kompetentnosti strokovnih delavcev pojavljajo razlike med vzgojiteljicami in pomočnicami vzgojiteljice glede na delovno mesto, ne pa glede na delovno dobo strokovnih delavk. Statistična analiza namreč pomembnih statističnih razlik med vzgojiteljicami in pomočnicami vzgojiteljice v njihovih spretnostih timskega dela glede na delovno dobo ni pokazala. Spretnosti timskega dela niso pogojene z delovno dobo ali s prakso, temveč v večji meri s stopnjo izobrazbe. Stopnja izobrazbe in praksa v času študija sta lahko ključna elementa, ki vplivata na razvoj spretnosti, saj veliko pripomoreta k boljšim medosebnim odnosom in timskemu delu. Potrdili smo tudi statistično pomembne razlike med strokovnimi delavkami v emocionalni kompetentnosti, ki pa niso povezane z delovno dobo, temveč prav tako z delovnim mestom. Rezultati so pokazali, da se med vzgojiteljicami in pomočnicami vzgojiteljice pojavljajo statistično pomembne razlike v emocionalni kompetentnosti. Anketirane vzgojiteljice so izkazale večjo emocionalno kompetentnost kot pomočnice vzgojiteljice, kar bi tudi lahko interpretirali z razlikami v stopnji njihove izobrazbe. Statistična analiza je pokazala, da je emocionalna kompetentnost posameznika pri timskem delu statistično pomembno povezana z razvitostjo spretnosti timskega dela (r = 0,39). Ugotovila sem, da vzgojiteljice pri drugih članih tima zaznavajo bolj razvite spretnosti timskega dela od pomočnic vzgojiteljice ter opažajo razlike v stopnji izobrazbe med posameznimi člani tima. Vzgojiteljice so tudi prizadevnejše od pomočnic vzgojiteljice pri tem, da različen položaj članov tima ne bi vplival negativno na kakovost njihovega timskega dela. Vzgojiteljice v svojem timu ocenjujejo spretnosti timskega dela kot ustrezne, v čemer se prav tako statistično pomembno razlikujejo od pomočnic vzgojiteljice.

Ključne besede

timsko delo;vzgojiteljice predšolskih otrok;pomočnice vzgojiteljice predšolskih otrok;strokovni delavci;emocionalna kompetentnost;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [I. Jakša]
UDK: 373.2(043.2)
COBISS: 12007753 Povezava se bo odprla v novem oknu
Št. ogledov: 748
Št. prenosov: 153
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Teamwork skills of preschool teachers and preschool teachers' assistants
Sekundarni povzetek: Team work is a skill professional workers have to learn and develop. This cannot be achieved merely by studying professional literature, but is rather obtained with practice. Competences that contribute to better team work efficiency and performance are only developed through straightforward team work. The motivation for team work is related to individual’s psychological needs that are fulfilled within a team and on which the team’s atmosphere depends on. Possible obstacles and conflicts in a team need to be solved regularly, therefore it is important how individuals perceive them and which methods of solving them they use. Mutual team goals and strategies are impossible to achieve without a positive co-dependence of all team members. The goals that are set by a particular team should be in accordance with educational goals and children’s needs. In addition, professional workers in kindergartens need to be made aware of the need for constant personal and professional development of teachers, since better developed teamwork skills contribute to a more efficient team work which guarantees better educational performance with children. Emotional competency is comprised of several skills that are a part of personal and social skills. It is a manifestation of emotional intelligence and is as such not a consequence of an individual’s seniority, but rather a result of multiple personal factors pertaining to an individual, which are then applied to develop an inner self-awareness of emotions as well as the ability to empathize with other human beings and master an entire array of social skills. This master’s thesis studies the team work skills of preschool teachers and preschool teacher’s assistants and tries to establish how emotionally competent they feel when working directly as a part of a team. The sample includes 120 preschool teachers and preschool teachers’ assistants from different Slovenian kindergartens that answered the survey questionnaire. The analysis of obtained data showed new possibilities and starting points for improvement in the field of professional worker’s team work in a kindergarten. The research revealed certain differences in team work skills and emotional competence of professional workers regarding their work position but not their seniority. The statistical analysis showed no significant differences between preschool teachers and preschool teachers’ assistants regarding their years of service as professionals. Team work skills are not defined by seniority of practice but rather by the level of education. The latter, along with the practice which is a part of the university program, is a key element that influences their skill development, because it contributes greatly to better interpersonal relations and team work. The research also indicates statistically significant differences in the emotional competence of professional workers that is not related to their years of service, but to their work position. The results show that there are statistically significant differences in emotional competency between preschool teachers and preschool teachers’ assistants. Interviewed teachers have demonstrated more emotional competency than teachers’ assistants, which could be interpreted as a difference in the level of education. The statistical analysis has shown that the emotional competency of an individual at team work is statistically significantly related to the development of team work skills (r = 0,39). I have discovered that preschool teachers are more likely to perceive developed team work skills in other team members than the preschool teachers’ assistants and will more clearly identify differences in the level of education of individual team members. Preschool teachers are also more diligent than assistant teachers when it comes to ensuring that different position of team members does not negatively affect the quality of teamwork. Teachers, unlike teachers’ assistants, have estimated the teamwork skills within their respective teams as adequate, which is another statistically significant difference.
Sekundarne ključne besede: nursery school;vrtec;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Strani: 91 str.
ID: 10937689