Kako nastavnici procenjuju okolnosti u kojima rade?

Abstract

Složenost delatnosti i unutrašnje strukture školske institucije omogućava izdvajanje tzv. sadržajno-strukturalnih komponenata škole i njihovih sastavnih elemenata. Ukoliko školu posmatramo kao kontekst u kojem nastavnici ostvaruju svoju profesionalnu ulogu, pojedine komponente škole i njihove elemente možemo razumevati i kao okolnosti u kojima deluju nastavnici. U radu je dat prikaz dela rezultata ispitivanja mišljenja nastavnika o elementima sadržaja i strukture škole kao ograničavajućim ili podsticajnim okolnostima za rad. Dobijeni rezultati pokazuju da najveći broj ispitanih nastavnika izdvaja pojedine elemente organizacije rada i života škole kao okolnosti koje ih ograničavaju u radu, a pojedine elemente socijalnog sistema škole kao okolnosti koje ih podstiču u radu. Iako se ograničavajuće ili podsticajne okolnosti za rad nastavnika samo delimično nalaze u školi, mišljenje nastavnika o tome šta ih ograničava, a šta podstiče u radu može predstavljati dobru polaznu osnovu za restrukturiranje i razvoj škole kao institucije.

The complexity of work and internal structure of school institutions enables the distinguishing of the so-called content-structural components of school and their constitutive elements. If we regard school as a context in which teachers play their professional roles, some school components and their elements can be seen as the conditions in which teachers act. The paper offers a review of the partial results of a research on teachers' views of the elements of the content and structure of the school that they find limiting or stimulating for work. The obtained results show that the majority of the interviewed teachers select particular elements of the organization of work and life in their school as factors that limit their work, while some elements of the school social system are seen as stimulating factors. Although both limiting and stimulating factors for teachers' work are only partially situated in schools themselves, the teachers' opinions about what limits them and what stimulates them may be used as a good starting point for restructuring and development of the school as an institution.