Strokovna avtonomija učitelja v osnovni šoli - Farič, Tamara ([T. Farič], 2016)
Učiteljski poklic je lep, a hkrati zelo zahteven, saj biti strokovno avtonomen učitelj zahteva od človeka zelo veliko. Zato je prav govoriti o avtonomiji učitelja – predvsem strokovni avtonomiji učitelja kot eni izmed učiteljevih vrednot in eni izmed dimenzij njegove profesionalnosti. Avtonomija je tema, s katero se strokovnjaki sicer ukvarjajo že zelo dolgo, vendar je v današnjem času in prostoru še vedno zelo pomembna in aktualna. V empiričnem delu magistrskega dela smo proučili strokovno avtonomijo učitelja v osnovni šoli pri nas, in sicer, kako današnji učitelji sami dojemajo in si razlagajo svojo strokovno avtonomijo, kako ocenjujejo svojo strokovno avtonomijo ter njene posamezne dimenzije, kako ocenjujejo vpliv različnih zunanjih dejavnikov na svojo strokovno avtonomijo, kako dojemajo podporo in pomoč pri uvajanju sprememb pri pouku, kako se čutijo strokovno usposobljeni oz. pripravljeni, kako pojmujejo svoj odnos s starši ter kako pojmujejo svojo vlogo in položaj. Pri tem nas je zanimal obstoj razlik glede na delovne izkušnje v šolstvu (število let poučevanja) in stopnjo poučevanja (razredni, predmetni pouk) učiteljev v osnovni šoli. Podatke za raziskavo smo s pomočjo anketnega vprašalnika zbrali v šolskem letu 2014/2015, in sicer na neslučajnostnem priložnostnem vzorcu 203 učiteljev. Rezultati naše raziskave kažejo, da učitelji ustrezno dojemajo, razumejo in si razlagajo svojo strokovno avtonomijo. Presenetljivo visoko učitelji ocenjujejo svojo strokovno avtonomijo ter njene posamezne dimenzije, vpliv različnih zunanjih dejavnikov na svojo strokovno avtonomijo pa ocenjujejo dokaj skladno s teoretičnimi spoznanji in ugotovitvami. Učitelji pozitivno dojemajo tudi podporo in pomoč pri uvajanju sprememb pri pouku ter se čutijo precej visoko strokovno usposobljeni oz. pripravljeni za svoje delo. Presenetljivo pozitivno pa ocenjujejo tudi svoj odnos s starši ter pojmujejo svojo vlogo in položaj. Being a teacher in present-day means performing a wonderful but at the same time demanding vocation, for being a professionally autonomous teacher is not easy. Therefore there is a lot of talk about autonomy – foremost professional autonomy as one of the values of teachers and as one of the dimensions of their professionalism. Autonomy has been studied by experts for a long time, but it still is a relevant question in current time and space and becomes even more so. In the empiric part of the master thesis we examined the professional autonomy of elementary school teachers in Slovenia, in particular how present-day teachers perceive and explain their professional autonomy, how they assess their professional autonomy and its indiviual dimensions, how they assess the influence of different external factors on their professional autonomy, how they comprehend support and help for the introduction of change in class, how they feel to be professionally able or respectively prepared, how they define their relationship to the parents and their role and status. We were interested in the differences with regard to work experience (years of teaching) and the level of teaching (first cycle, second cycle of basic education) of teachers in elementary school. We gathered research data during the school year 2014/2015 with the help of a questionnaire namely a non-probability convenience sample of 203 teachers. The results of our research showed that teachers perceive, understand and explain their professional autonomy appropriately. Surprisingly teachers assessed their professional autonomy to be high and their assessment of the individual dimensions, the influence of external factors on their professional autonomy was relatively in accordance with theoretical findings and conclusions. Teachers perceived support and help when introducing change in class to be positive, they felt their professional qualification or their preparedness for work to be fairly high They surprisingly assessed their relationship to parents and their role and status to be positive.