Prerequisites of Good Cooperation between Teachers and School Psychologists: A Qualitative Analysis

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15210%2F23%3A73620252" target="_blank" >RIV/61989592:15210/23:73620252 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.mdpi.com/2227-7102/13/11/1078" target="_blank" >https://www.mdpi.com/2227-7102/13/11/1078</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3390/educsci13111078" target="_blank" >10.3390/educsci13111078</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Prerequisites of Good Cooperation between Teachers and School Psychologists: A Qualitative Analysis

Popis výsledku v původním jazyce

The aim of this study was to determine what kind of factors play a role in the formation of relationships and cooperation between teachers and school psychologists in Czech schools and the ways in which these factors operate. We used a qualitative methodological design with data collection conducted in the form of semi-structured interviews with eight teachers and ten school psychologists. Subsequent analysis was performed using the grounded theory method. The results indicated the central importance of how a given teacher views the school psychologist, which further determines which factors will influence the degree to which the psychologist is accepted. The following factors were shown to be important in the relationship between a psychologist and a teacher’s neutral attitude toward them: the characteristics of the teacher and the psychologist, the role of school management, the role of school focus and the degree to which the psychologist’s role is understood. The discrepancy between the actual role of the school psychologist and how their role is perceived by the teachers can be a source of issues in cooperation and trust between the two.

Název v anglickém jazyce

Prerequisites of Good Cooperation between Teachers and School Psychologists: A Qualitative Analysis

Popis výsledku anglicky

The aim of this study was to determine what kind of factors play a role in the formation of relationships and cooperation between teachers and school psychologists in Czech schools and the ways in which these factors operate. We used a qualitative methodological design with data collection conducted in the form of semi-structured interviews with eight teachers and ten school psychologists. Subsequent analysis was performed using the grounded theory method. The results indicated the central importance of how a given teacher views the school psychologist, which further determines which factors will influence the degree to which the psychologist is accepted. The following factors were shown to be important in the relationship between a psychologist and a teacher’s neutral attitude toward them: the characteristics of the teacher and the psychologist, the role of school management, the role of school focus and the degree to which the psychologist’s role is understood. The discrepancy between the actual role of the school psychologist and how their role is perceived by the teachers can be a source of issues in cooperation and trust between the two.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Education Sciences

ISSN

2227-7102

e-ISSN

2227-7102

Svazek periodika

2023

Číslo periodika v rámci svazku

13(11)

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

14

Strana od-do

1078-1091

Kód UT WoS článku

001119778400001

EID výsledku v databázi Scopus

2-s2.0-85178298718