Profesionalni razvoj in poklicno zadovoljstvo učiteljev in učiteljic - Csipö, Jera (J. Csipö, 2017)
Učiteljski poklic je v sodobni družbi deležen velike pozornosti, predvsem zato, ker učitelji izobražujejo in vzgajajo bodoče generacije, ki bodo sledile svetovnim spremembam in jih soustvarjale. Evropa in tudi Slovenija pričakujeta vedno bolj izobražene in usposobljene ljudi, pri čemer imajo pomembno vlogo šole in učitelji. Družba potrebuje kakovostne učitelje, ki se bodo zavedali pomena lastnega profesionalnega razvoja. V zadnjih desetletjih so bile opravljene različne raziskave o tem, katere kompetence določajo dobrega učitelja, kakšen je njegov profesionalni razvoj in kaj vse vpliva na poklicno zadovoljstvo učiteljev. Vloga učiteljev postaja vse zahtevnejša, pričakovanja do učiteljeve poklicne vloge vse višja. Zato se morajo učitelji ves čas izobraževati, slediti spremembam na svojem področju v domačem in mednarodnem prostoru ter pridobivati nova znanja, spretnosti in sposobnosti. Namen magistrskega dela je bil ugotoviti, zakaj so se učitelji od 1. do 9. razreda osnovne šole odločili za ta poklic, kdo in kako vpliva na njihov profesionalni razvoj, kako oni sami razumejo profesionalni razvoj in kateri dejavniki in v kolikšni meri vplivajo na njihovo poklicno zadovoljstvo. Zanimalo nas je tudi, kakšna je razlika v odgovorih med učitelji in učiteljicami. Pridobljeni rezultati raziskovanja so pokazali, da se večina učiteljev odloči za svoj poklic po končani srednji šoli in da na to odločitev najbolj vpliva dejavnik veselje do dela z otroki. Ugotovili smo tudi, da so pri odločitvi za izbiro poklica ključni notranji dejavniki. Za uspešen profesionalni razvoj je po mnenju učiteljev najbolj pomembno sodelovanje s sodelavci, pa tudi med dejavnostmi, ki se jih poslužujejo za poklicni razvoj, je omenjeno sodelovanje na prvem mestu. Rezultati so pokazali, da se učitelji pogosteje poslužujejo tistih dejavnosti, ki spodbujajo profesionalni razvoj in katerim hkrati pripisujejo tudi večji pomen. Največji vpliv na zaviranje profesionalnega razvoja učitelji vidijo v nenaklonjenosti dodatnim strokovnim izobraževanjem s strani ravnatelja in vodstva šole. Učitelji svoje poklicno zadovoljstvo in skrb za profesionalni razvoj pedagoških delavcev na šoli, kjer učijo, ocenjujejo zadovoljivo. Ugotovili smo tudi, da obstajajo statistično pomembne razlike pri tem, kako zadovoljni so učitelji s svojim poklicem. Dejavnik, ki najbolj vpliva na poklicno zadovoljstvo, so odnosi s sodelavci in vodstvom šole. Raziskali smo, da največ stresa na delovnem mestu povzročijo delovna preobremenjenost, vzpostavljanje discipline v razredu in delo s starši. Učitelji svoj poklic ocenjujejo kot stresen. Skoraj vsi anketirani učitelji pa bi se ponovno odločili za poklic učitelj. Z raziskavo smo želeli spoznati in kritično opredeliti dejavnike, ki vplivajo na odločitev za poklic, na profesionalni razvoj učiteljev, na njihovo poklicno zadovoljstvo in stresnost učiteljskega poklica, ter ovrednotiti njihov vpliv na učiteljevo delo. Naš namen je bil tudi seznaniti osnovnošolske učitelje in javnost s pomembnostjo teh dejavnikov, ki pripomorejo k večji uveljavitvi in ugledu učiteljskega poklica. The teaching profession is getting a lot of attention in today’s society primarily because teachers educate and raise the future generations who will observe and co-create change in the world. In both Europe and Slovenia, the demand for highly educated and skilled people is increasing, and this is where teachers and schools play an important role. Therefore, there exists a great need for quality teachers who will be aware of the importance of their own professional development. Various studies have been conducted in recent decades on which competencies are essential for good teachers, what their professional development should be like, and which factors contribute to teachers’ professional fulfilment. The role of teachers is becoming increasingly more demanding, and the expectations put on their profession are also getting higher. This is precisely why it is paramount for teachers to constantly keep educating themselves, follow changes in their profession both at home and internationally, and gain new knowledge, skills, and competencies. The aim of this thesis was to discover why teachers employed in Slovene primary schools decided to pursue this vocation, who and how influences their professional development, how they themselves understand professional development, and which factors influence their vocational satisfaction and to what extent. We were also interested in observing the differences in answers given by male and female teachers. The results have shown that the majority of teachers decide upon their profession on completion of their secondary education and that the most prominent deciding factor is the joy of working with children. It has also been discovered that the decision is most dependent upon internal factors. For the advancement of their professional development, teachers claim that cooperation with co-workers is essential and they most often engage in activities involving their co-workers. The results have shown that teachers will more likely take part in activities beneficial for their professional development and will attribute the most value to such activities. Conversely, the biggest hindrance to their professional development comes in the form of the headteacher and school board’s unwillingness to invest in additional professional education and care for the professional development of teachers. Consulted teachers marked their work satisfaction and care for the professional development of pedagogical workers at the school of their employment as satisfactory. Additionally, it has also been observed that there are several statistical differences regarding the teachers’ satisfaction. The most influential factor is the relationship with co-workers and the school’s governing body. It has been observed that the greatest causes of stress in the workplace come in the form of exhaustion, establishing discipline within the classroom, and working with parents. Teachers generally assess their vocation as stressful. Still, nearly all teachers involved in the survey would, if given the chance to go back, still opt for the same vocation. The aim of the research was to uncover and critically evaluate the factors influencing people’s choice of profession, teachers’ professional development, their satisfaction, and stress brought about by the teaching profession, as well as to assess the influence of the aforementioned factors on teachers’ performance. The additional goal of this thesis was also to inform primary school teachers and the general public about the importance of these factors, which contribute to the establishment and reputation of teaching as a profession.