Utjecaj različitih stilova rukovođenja razreda na motivaciju učenika u srednjoškolskoj nastavi sociologije

master's thesis

• Title (english): The influence of different classroom management styles on students' motivation in high school sociology classes
• Author: Mihaela Topol
• Mentor: Zvonimir Bošnjak (mentor)
• Committee member: Anton Vukelić (predsjednik povjerenstva)
• Committee member: Đurđica Degač (član povjerenstva)
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Sociology); Zagreb
• Defense date and country: 2024-09-30, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Sociology; Sociological Methodology

Abstract

Motivacija za učenje je visoko značajna tijekom učenja ili usvajanja znanja te je povezana s
pozitivnim stavovima prema školi, zadovoljstvom kod učitelja i učenika te većom disciplinom.
Motivacija je u obostranom odnosu učenja i rada, odnosno, motivacija utječe na učenje i
izvedbu, a ono što učenici rade i uče utječe na njihovu motivaciju. Ovim se radom želi ispitati
utjecaj stilova rukovođenja razredom na spomenutu motivaciju učenika. Razlikuju se tri stila:
autokratski, demokratski i laissez-faire. Autokratski stil karakterizira strogoća i kontrola,
demokratski potiče raspravu i suradnju, dok laissez-faire ostavlja učenicima slobodu, ali može
dovesti do nedostataka u organizaciji. Kroz provedene nastavne satove, želi se ispitati kakav
utjecaj određeni stil ima na motivaciju učenika, s pretpostavkom da će u autokratskom stilu biti
najmanje, a u demokratskom najviše motivirani.
Rezultati istraživanja potvrđuju da su učenici vođeni autokratskim stilom manje unutarnje
motivirani, pasivniji, lošije su riješili test i dali izrazito negativno mišljenje o načinu vođenja
sata. Potpuna suprotnost viđena je kod demokratskog stila rukovođenja, gdje su učenici
pokazali najviši stupanj unutarnje i vanjske motivacije, otvorenu komunikaciju, jasnu strukturu
uz preuzimanje učeničke odgovornosti te bolju usvojenost sadržaja. Kod trećeg stila, laissezfaire stila, rezultati su pokazali karakteristike indiferentnosti i proizvoljnosti i nedostatak
strukturiranosti u grupnoj dinamici, gdje se određeni broj učenika prilagodio načelima labavog
organiziranja nastave i uvidio njegove prednosti, a drugi dio je zamijetio nedostatke u vođenju
i vanjskoj motivaciji.

Abstract (english)

Motivation for learning is highly significant during the process of learning or acquiring
knowledge and is associated with positive attitudes towards school, satisfaction among teachers
and students, and better discipline. Motivation has a reciprocal relationship with learning and
performance, meaning that motivation influences learning outcomes, while what students do
and learn affects their motivation. This paper aims to examine the impact of classroom
leadership styles on student motivation. Three styles are distinguished: autocratic, democratic,
and laissez-faire. The autocratic style is characterized by strict control, the democratic style
encourages discussion and collaboration, while the laissez-faire style allows students freedom
but may lead to organizational challenges. Through the conducted lessons, the aim is to explore
how each style affects student motivation, with the assumption that students will be least
motivated under the autocratic style and most motivated under the democratic style.
Research results confirm that students led by an autocratic style were less intrinsically
motivated, more passive, performed worse on tests, and expressed a highly negative opinion
about the teaching method. The complete opposite was observed with the democratic
leadership style, where students demonstrated the highest level of intrinsic and extrinsic
motivation, open communication, a clear structure with the assumption of student
responsibility, and better content retention. In the third style, the laissez-faire style, the results
showed characteristics of indifference and arbitrariness, as well as a lack of structure in group
dynamics. While some students adapted to the principles of loose classroom organization and
recognized its advantages, others noticed shortcomings in leadership and external motivation.

• Keywords: motivacija; učenje; nastavne metode; stilovi rukovođenja nastavom; uloga nastavnika
• Keywords (english): motivation; learning; teaching methods; classroom leadership styles; teacher's role
• Language: croatian
• URN:NBN: urn:nbn:hr:131:166885
• Study programme: Title: Sociology (double major); specializations in: Research, Teaching; Course: Teaching; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra edukacije sociologije (magistar/magistra edukacije sociologije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2024-09-30 19:35:10