Creating a positive elementary school climate based on cooperation between the form teacher, headmaster and social pedagogue

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F21%3A63534798" target="_blank" >RIV/70883521:28150/21:63534798 - isvavai.cz</a>

Výsledek na webu

<a href="https://soced.cz/wp-content/uploads/2021/04/5_STUDY_9-1-2021_3122_T_SocEd.pdf" target="_blank" >https://soced.cz/wp-content/uploads/2021/04/5_STUDY_9-1-2021_3122_T_SocEd.pdf</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.7441/soced.2021.09.01.03" target="_blank" >10.7441/soced.2021.09.01.03</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Creating a positive elementary school climate based on cooperation between the form teacher, headmaster and social pedagogue

Popis výsledku v původním jazyce

The empirical study presents the dimension of positive school climate using illustrative models that reflect the statements of the participants of a qualitatively oriented research survey including semi-structured interviews. The theoretical introduction deals with the definition of key concepts and briefly outlines selected domestic and foreign models of positive climate. Based on the interviews, it was found that interpersonal relationships are important for all actors who create the school climate and influence mutual cooperation. Teachers point to the need for a fair approach to all pupils; the school principal pays attention to physical and social-emotional security; and the social educator seeks to work with groups of pupils as well as provide counselling for teachers. The aim is to link all these processes in the interest of a positive school climate. For this reason, it is necessary to focus on the mutual cooperation of selected actors who affect the school climate and to reveal possible shortcomings in the field of their cooperation.These shortcomings include, in particular, little involvement, disinterest, lack of concern or poor school philosophy.

Název v anglickém jazyce

Creating a positive elementary school climate based on cooperation between the form teacher, headmaster and social pedagogue

Popis výsledku anglicky

The empirical study presents the dimension of positive school climate using illustrative models that reflect the statements of the participants of a qualitatively oriented research survey including semi-structured interviews. The theoretical introduction deals with the definition of key concepts and briefly outlines selected domestic and foreign models of positive climate. Based on the interviews, it was found that interpersonal relationships are important for all actors who create the school climate and influence mutual cooperation. Teachers point to the need for a fair approach to all pupils; the school principal pays attention to physical and social-emotional security; and the social educator seeks to work with groups of pupils as well as provide counselling for teachers. The aim is to link all these processes in the interest of a positive school climate. For this reason, it is necessary to focus on the mutual cooperation of selected actors who affect the school climate and to reveal possible shortcomings in the field of their cooperation.These shortcomings include, in particular, little involvement, disinterest, lack of concern or poor school philosophy.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

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

Název periodika

Sociální pedagogika | Social Education

ISSN

1805-8825

e-ISSN

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Svazek periodika

9

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

18

Strana od-do

36-53

Kód UT WoS článku

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EID výsledku v databázi Scopus

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