https://doi.org/10.59132/vviz/2025/1/128-144
Povzetek
Članek predstavlja rezultate raziskave, s katero smo želeli osvetliti razloge za kadrovsko problematiko na področju osnovnošolskega izobraževanja. Zanimalo nas je, kateri so tisti elementi pedagoškega dela, ki pozitivno oziroma negativno vplivajo na pedagoški kader in ga s tem privabljajo oziroma odvračajo od opravljanja pedagoškega poklica. Rezultati anketnega vprašalnika kažejo, da pedagoge najbolj razveseljujejo dobri učni rezultati učencev, motiviranost in pozitivne povratne informacije učencev, dobri odnosi s sodelavci in sam proces poučevanja. Negativen vpliv imajo predvsem učenci, ki ponavljajoče na različne načine motijo izobraževalni proces, različne oblike nekonstruktivnega sodelovanja med starši in šolo, ureditev delovnega časa in delovni pogoji. Rešitve je treba torej iskati na področju učinkovitega vzgojnega delovanja učiteljev v razredu, partnerskega odnosa med starši in šolo ter ureditve in nadzora delovnega časa.
Abstract
Factors Influencing the Experience of Pleasant and Unpleasant Emotions in Primary School Teachers
This article presents the results of a study aimed at identifying the reasons behind staffing challenges in primary education. We sought to determine which aspects of pedagogical work have a positive or negative impact on teaching staff, thereby attracting or discouraging them from pursuing a career in the teaching profession. The results of the survey questionnaire indicate that teachers derive the most satisfaction from good student academic performance, student motivation, positive feedback from students, good relationships with colleagues, and the teaching process itself. On the other hand, the most significant negative influences include students who repeatedly disrupt the educational process in various ways, different forms of unconstructive collaboration between parents and the school, work schedule arrangements, and working conditions. Therefore, solutions should be sought in more effective classroom management and disciplinary strategies, fostering a stronger partnership between parents and the school, and improving the organisation and supervision of teachers’ working hours.