Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje, Vol 18, No 4 (2016)

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The Social, Emotional and Educational Competences of Teachers as Predictors of Various Aspects of the School Culture / Socijalne, emocionalne i pedagoške kompetencije nastavnika kao prediktori različitih aspekata kulture škole

Maja Brust Nemet, Tena Velki

Abstract


Culture is a very subtle concept which has a great influence on the life of the school. Identifying the school culture and providing guidelines for its improvement reveals factors that promote or hinder students' progress, their development and achievements and the fulfillment of their objectives. Teachers' competence is closely linked to satisfaction and self-determination of teachers as human beings, and is a necessary factor in the development of students' competences, i.e. students' satisfying their biological, social and self-realization needs. The objective of this research was to identify, on the basis of theoretical assumptions and empirical research, which factors predict the positive culture and success of schools. Potential predictors, demographics, social, emotional and pedagogical competences of teachers were established on the bases of teachers' self-evaluation, which proved to be associated with the perception of some aspects of a positive school culture. The results of the study conducted among 696 teachers in 30 primary schools in Slavonian counties showed that demographic features were not significant for predicting school culture, but that the characteristics of teachers were significant, in a way that teachers who, by means of self-assessment, reported higher levels of educational and emotional competences, assessed school culture to be positive as well. Pedagogical and emotional competences proved to be the best predictors of all aspects of school culture. Pedagogical, social and emotional competences of teachers and school cultures were connected and one category did not exclude the other, therefore it is necessary, during formal training, to increase the emphasis on teachers' educational, social and emotional competences that can strongly affect various school segments and school culture in particular.
Key words: pedagogical; school performance; social and emotional competences.

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Kultura je vrlo suptilna, ali i utjecajna na život škole. Identificiranjem kulture škole i smjernica za njezino poboljšanje uočavaju se čimbenici koji potiču ili ometaju napredak učenika, njihov razvoj i dostignuća, kao i ostvarenje ciljeva. Kompetentnost je nastavnika u snažnoj vezi sa zadovoljstvom i samoodređenjem nastavnika kao čovjeka, a neophodan čimbenik razvijanja kompetencija učenika, odnosno učenikova zadovoljenja bioloških, socijalnih i samoaktualizacijskih potreba. Cilj je istraživanja na temelju teorijskih postavki i empirijskog istraživanja utvrditi koji čimbenici predviđaju pozitivnu kulturu i uspješnost škole. Na temelju samoprocjena nastavnika utvrđuju se potencijali prediktori, demografske značajke, socijalne, emocionalne i predagoške kompetencije nastavnika koji su se pokazali povezanima s percepcijom nekih aspekata pozitivne kulture škole. Rezultati istraživanja provedenog među 696 nastavnika u 30 osnovnih škola u slavonskim županijama pokazuju kako demografske značajke nisu značajne za predviđanje kulture škole, ali su zato značajne karakteristike nastavnika u tome da nastavnici koji samoprocjenjuju viši stupanj pedagoške i emocionalne kompetencije procjenjuju i pozitivniju kulturu škole. Pedagoške i emocionalne kompetencije pokazale su se kao najbolji prediktori svih aspekata kulture škole. Pedagoške, socijalne i emocionalne su kompetencije nastavnika i kultura škole povezani i jedna kategorija ne isključuje drugu, stoga je tijekom formalne izobrazbe potrebno povećati naglasak na pedagoške, socijalne i emocionalne kompetencije nastavnika koje mogu snažno utjecati na različite segmente škole, a ponajprije na kulturu škole.
Ključne riječi: pedagoške; socijalne i emocionalne kompetencije; uspješnost škole.

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