POMOČ ŠOLSKEGA SVETOVALNEGA DELAVCA UČITELJU PRI REŠEVANJU VEDENJSKE PROBLEMATIKE V OSNOVNIH ŠOLAH - Kovačič, Mojca (M. Kovačič, 2012)
Diplomsko delo opredeljuje vlogo učitelja in šolske svetovalne službe ter njuno medsebojno sodelovanje pri reševanju vedenjske problematike. Teoretični del zajema temeljne pojme in spoznanja šolske kulture, klime, vzgoje, reda, discipline in neprimernega vedenja, socialnih spretnosti ter sodelovanje učiteljev in šolskih svetovalnih delavcev pri soočanju z vedenjsko problematiko. V empiričnem delu je predstavljena raziskava, ki smo jo izvedli med učitelji mestnih in podeželskih šol Podravske in Pomurske regije. Namen empiričnega dela je bil raziskati šolsko klimo, vzgojne dejavnosti, usposobljenost učiteljev za reševanje vedenjske problematike, sodelovanje in oceno sodelovanja učiteljev z drugimi udeleženci vzgojno-izobraževalnega procesa, posebej s šolskimi svetovalnimi delavci. Pri omenjenih sklopih smo preverjali obstoj razlik glede na stratum šole in delovno dobo učiteljev. V raziskavi je uporabljena deskriptivna in kavzalno neeksperimentalna metoda empiričnega pedagoškega raziskovanja. Rezultati kažejo, da se učitelji najpogosteje obrnejo po pomoč k šolski svetovalni službi zaradi vzgojnih in disciplinskih problemov. Za uresničevanje vzgojnega načrta se jim zdi najbolj pomembna doslednost in enotnost pri postavljenih pravilih. Večina učiteljev verjame v svojo usposobljenost glede reševanja vedenjske problematike, tisti, ki se ne čutijo dovolj usposobljene, pa si želijo predvsem več praktičnega dodatnega izobraževanja. Ugotovili smo, da so učitelji v splošnem zadovoljni s sodelovanjem s šolsko svetovalno službo na področju vedenjske problematike. Nekoliko bolje pa so ocenili medsebojno sodelovanje učitelji podeželskih šol. Prav tako smo ugotovili, da učitelji vedenjske težave pri učencu velikokrat rešujejo sami, v kolikor je potrebno, pa se na šolskega svetovalnega delavca obrnejo samo po dodatne informacije ali nasvet. This graduation thesis discusses the role of teachers and school counselors as well as their mutual cooperation in solving behavioural problems. The theoretical part presents the basic notions and findings on the school culture and climate, raising children, school policy, discipline and inappropriate behaviour, social skills and cooperation of teachers and school counselors in dealing with behavioural problems. The empirical part presents the research that was conducted among teachers of urban and rural schools in two areas, Podravje and Pomurje. The aim of the empirical work in this graduation thesis was to investigate the school climate, educational activities, how the teachers are prepared for dealing with behavioural problems, the frequency and evaluation of teacher’s cooperation with other participants of the educational process, especially with school counselors. In the mentioned categories, we also wanted to find out if there are any differences according to school’s strata (urban, rural) and teacher’s work experience. The data were gathered by a descriptive and causal non-experimental method of empirical pedagogical research. The results show that teachers turn to school counselors mostly for educational and disciplinary problems. For the realization of an educational plan they consider most important consistency and uniformity in the rules. Most teachers feel well prepared to deal with behavioral problems those who do not feel well prepared, mostly want more additional practical training. We found out that teachers are generally satisfied with the counseling services in the area of behavioural problems. Results revealed that rural teachers reported slightly greater satisfaction with school counseling services than urban teachers. We also found out that teachers often solve student behaviour problems by themselves if necessary they turn to school counselor for further information or advice.