Povezanost med miselno naravnanostjo strokovnih delavcev in njihovimi stališči o sodelovanju in timskem delu - Pisnjak, Andrea (A. Pisnjak, 2018)
V magistrskem delu Povezanost med miselno naravnanostjo strokovnih delavcev in njihovimi stališči o sodelovanju in timskem delu smo preučevali stališča učiteljev in svetovalnih delavcev o vzajemnem sodelovanju in zaznavanju dela, povezanost med miselno naravnanostjo in stališčem o sodelovanju ter povezanost med miselno naravnanostjo in delovno dobo pri obeh poklicnih profilih, obenem pa razlike med učitelji in svetovalnimi delavci v stopnji miselne naravnanosti in pobudniku za sodelovanje. Magistrsko delo je razdeljeno na dva dela teoretičnega in empiričnega. V prvem delu je podrobno opisano delo učitelja in svetovalnega delavca, nato sledi opis sodelovanja med njima z izsledki nekaterih raziskav. V nadaljevanju podrobneje predstavimo pojem miselne naravnanosti s poudarkom na področju sodelovanja. V drugem, empiričnem delu so predstavljeni rezultati raziskave, v kateri je sodelovalo 154 udeležencev, od tega 112 učiteljev in 42 svetovalnih delavcev. Rezultati kažejo, da ni statistično pomembne povezanosti med miselno naravnanostjo in stališčem o sodelovanju pri učiteljih in svetovalnih delavcih. Raziskava ni potrdila povezanosti med miselno naravnanostjo in delovno dobo pri učiteljih in svetovalnih delavcih. Učitelji in svetovalni delavci delo drug drugega ocenjujejo pozitivno. Nadalje je bilo ugotovljeno, da se učitelji in svetovalni delavci v stopnji miselne naravnanosti statistično ne razlikujejo, kljub temu, da so svetovalni delavci poročali o višji stopni miselne naravnanosti k rasti. Presenetljiva ugotovitev raziskave je bila, da tako učitelji kot svetovalni delavci ocenjujejo, da so sami najpogosteje pobudniki za sodelovanje. In the Master’s thesis Connection between the mindset of professional staff and their views on cooperation and team work we examined the views of teachers and school counselors on mutual cooperation and perceptions of work, the connection between the mindset and the view on cooperation and the link between the mindset and years of service of both professional profiles, and at the same time the differences between teachers and counselors in the level of mindset and being the initiator of cooperation. The master thesis is divided into two parts: theoretical and empirical. The first part describes the work of a teacher and a counselor in detail, followed by a description of the cooperation between them with the findings of some researches. Further on, the concept of mindset focused on cooperation is presented in more details. In the second, empirical part, the results of the research which included 154 participants, of whom 112 being teachers and 42 counselors, are presented. The results show that there is no statistically significant link between the mindset and the view on cooperation of teachers and counselors. The research did not confirm the correlation between the mindset and the years of service of teachers and counselors. Teachers and counselors evaluate each other's work positively. It was further found that teachers and counselors did not differ statistically in the level of mindset although the latter reported a higher degree of growth mindset. The surprising finding of the research was that as well teachers as counselors estimate that they themselves are most often the initiators of cooperation.