Nastavnička uvjerenja i podržavanje participativnih prava učenika

master's thesis

• Title: Nastavnička uvjerenja i podržavanje participativnih prava učenika : Uloga nastavničke samoefikasnosti, stila upravljanja razredom i upoznatosti s dječjim pravima
• Title (english): Teachers beliefs and support of student participation rights : The role of teacherself-efficacy, classroom management style and teachers knowledge of child rights
• Author: Antonia Klepić
• Mentor: Aleksandra Huić (mentor)
• Committee member: Gordana Keresteš (predsjednik povjerenstva)
• Committee member: Aleksandra Huić (član povjerenstva)
• Committee member: Zvonimir Galić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Psychology); Zagreb
• Defense date and country: 2021-09-23, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Psychology; School Psychology and the Psychology of Education

Abstract

Cilj ovog istraživanja bio je utvrditi odnos pojedinih nastavničkih uvjerenja i ponašanja s njihovom percepcijom participativnih prava učenika u izvannastavnim i nastavnim situacijama unutar školskog konteksta. Uzorak se sastojao od 173 nastavnika te su podaci bili prikupljeni putem online upitnika. Za potrebe istraživanja konstruiran je upitnik kojim su se mjerile nastavnička percepcija o razini učeničke participacije u izvannastavnim i nastavnim situacijama, nastavnička upoznatost i interes za temu dječjih participativnih prava, nastavnička samoefikasnost te stil upravljanja razredom. Rezultati su pokazali da nastavnici općenito podržavaju više razine učeničke participacije u izvannastavnim situacijama nego u nastavnim situacijama. U izvannastavnim situacijama participaciju učenika više podržavaju nastavnicis višom procjenom samoefikasnosti, višom procjenom upoznatosti i interesa za participativna prava te manje izraženim kontrolirajućim stilom upravljanja razredom. S druge strane, u nastavnim situacijama participaciju učenika više podržavaju nastavnici s višom procjenom upoznatosti i interesa za participativna prava te manje izraženim kontrolirajućim stilom upravljanja razredom dok se nastavnička samoefikasnost nije pokazala značajnim prediktorom podrške učeničkoj participaciji.

Abstract (english)

The aim of this study was to examine the connection between teachers beliefs and behaviours and their support of students' participation rights inside and outside of class in school environment. The sample consisted of 173 teachers and the data was collected through an online questionnaire. For the purposes of this study we constructed a questionnaire that measured teachers perception of students participation inside and outside of class, teachers knowlegde and interest in student participation rights, teachers'self-efficacy and classroom managment style. The results showed that teachers supported higher levels of participation in situations outside of class rather then in classroom situations. Teachers with higher levels of self-efficacy, more knowledge and interest in participation rights and less controlling classroom management styles, supported higher levels of student participation in situations outside of class. On the other hand, in classroom situations, participation was more supported by teachers with more knowledge and interest in student participation rights and less controlling classroom management styles, while teacher self-efficacy didn’t turn out to be a significant predictor of participation support.

• Keywords: participacija; nastavnička samoefikasnost; nastavnička upoznatost s participativnim pravima; upravljanje razredom
• Keywords (english): participation; teachers self-efficacy; teachers knowledge of participational rights; classroom management style
• Language: croatian
• URN:NBN: urn:nbn:hr:131:627188
• Study programme: Title: Psychology; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra psihologije (magistar/magistra psihologije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2021-09-29 09:30:46