Predstave nastavnika o sopstvenoj ulozi u zadovoljavanju dečijih potreba

Abstract

Namera istraživačica u ovom radu bila je da empirijskim putem proniknu u način na koji nastavnici opažaju sopstvenu ulogu u zadovoljavanju potreba njihovih učenika. Pošlo se od pretpostavke da su nastavnici, po prirodi svoga posla, u toku svog radnog vremena dominantno upućeni na direktan kontakt sa decom i da to oblikuje njihovo ponašanje i subjektivne doživljaje. Nastavnici su, takođe, posebno obrazovani za profesionalno bavljenje obrazovanjem i vaspitanjem mladih, pa u tom pogledu (zajedno sa roditeljima) imaju ključnu ulogu, kako u zaštiti prava, tako i u zadovoljavanju potreba dece. Istraživanjem su dobijeni odgovori od 305 nastavnika razredne i predmetne nastave iz centralnih beogradskih škola. Rezultati pokazuju da nastavnici najveći značaj za normalan razvoj deteta daju fizičkim, emocionalnim i potrebama za organizacijom, a manji potrebama za ovladavanjem, raznovrsnom stimulacijom i socijalnim potrebama. Sopstvenu i roditeljsku odgovornost nastavnici ocenjuju kao dosta visoku. Učitelji se razlikuju od predmetnih nastavnika u vrsti odgovornosti, a nastavnice od nastavnika u rangiranju važnosti dečjih potreba i u oceni stepena odgovornosti različitih aktera.

The purpose of this paper was to empirically examine the way in which teachers perceive their role in satisfaction of the needs of pupils. We started with the assumption that teachers, by the nature of their work, are during their working hours mostly in direct contact with children, and therefore modify their behavior and subjective experiences. Since teachers are, also, specifically trained for professional engagement in education and upbringing of children, they are considered to have (along with parents) a key role in protection of rights, as well as in satisfaction of children needs. Research data were gathered on a sample of 305 teachers from Belgrade central schools. Results show that teachers perceive physical, emotional and organizational needs as more important then competence, variety and social needs. They highly evaluate their own and parental responsibility for satisfaction of these needs. Evaluations of teachers of younger students differ in value from ones of teachers of older students, and female teachers differ from male teachers in average rank of different children needs and evaluations of responsibility of various school life partakers in their satisfaction.