Kako vzgojitelji v vrtcu zaznavajo vodenje

Lihtenvalner, Lea

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Title:	Kako vzgojitelji v vrtcu zaznavajo vodenje
Authors:	ID Lihtenvalner, Lea (Author) ID Lepičnik-Vodopivec, Jurka (Mentor) More about this mentor...
Files:	UNI_Lihtenvalner_Lea_2009.pdf (1,25 MB) MD5: 959BA506A180D1E426AB89652D129293 PID: 20.500.12556/dkum/d5473918-16f6-4f56-aab9-871a7095d6af
Language:	Slovenian
Work type:	Undergraduate thesis
Organization:	FF - Faculty of Arts
Abstract:	V zadnjem času večino primarne socializacije prevzamejo vrtci oz. vzgojitelji v njih. Le-ti so tako dvojno obremenjeni. Na eni strani so jim naložene dolžnosti s strani zakona, na drugi strani pa vzgojitelje v vrtcih obvezujejo pričakovanja in zahteve družbe. Z diplomsko nalogo smo želeli ugotoviti, kako se vzgojitelji in pomočniki vzgojiteljev počutijo v vrtcu in kako doživljajo ravnatelja kot pedagoškega vodjo. Poleg tega smo želeli ugotoviti, kaj menijo vzgojitelji in pomočniki vzgojiteljev o pogostosti pojavljanja konfliktov v kolektivu in kakšni so vzroki za pojavljanje le-teh, kako ocenjujejo lastno obremenjenost in kakovost odnosov med sodelavci ter kako pomembno jim je strokovno znanje in kakšen odnos imajo do vseživljenjskega učenja. Pri omenjenih sklopih smo preverjali obstoj razlik, glede na delo, ki ga oseba opravlja v vrtcu, glede na število let dela v vrtcu na delovnem mestu vzgojitelja oz. pomočnika vzgojitelja, glede na velikost kolektiva in glede na opremljenost vrtca (oz. pogoje za pripravo in evalvacijo dela). Podatke smo zbrali z deskriptivno in kavzalno neeksperimentalno metodo empiričnega pedagoškega raziskovanja. Ugotovili smo, da se vzgojitelji in pomočniki vzgojiteljev v vrtcu večinoma počutijo dobro oz. zelo dobro. Ravnatelja doživljajo kot strokovnjaka, ki mu zaupajo. Menijo, da svoje delo opravlja zelo dobro oz. dobro in cenijo, da se pogosto posvetuje z njimi pri uvajanju novih ukrepov. V večini vrtcev se konflikti med sodelavci pojavljajo redko, če pa se že pojavijo, so najpogostejši vzroki za njihov nastanek različno mnenje o izvajanju aktivnosti v vrtcu, slabo razpoloženje sodelavcev in preobremenjenost z nalogami v vrtcu. Skoraj polovica vzgojiteljev in pomočnikov vzgojiteljev ocenjuje, da so preobremenjeni redko in tretjina, da se nikoli ne čutijo preobremenjene. V nekaterih vrtcih so odnosi med sodelavci dobri, osebni in profesionalni, spet v drugih so formalni in profesionalni, vendar pa vseeno prevladujejo vrtci, v katerih sodelavci pogosto ali celo vedno sodelujejo med sabo. Vzgojiteljem in pomočnikom vzgojiteljev je vseživljenjsko učenje pomembno in postaja vse pomembnejše, zato pogosto posegajo po strokovni literaturi. V dodatnem izobraževanju namreč vidijo priložnost, da izboljšajo kvaliteto svojega dela in da izmenjajo izkušnje z ostalimi kolegi. Vseživljenjsko učenje je zato pomembno, saj omogoča boljše prilagajanje konkretnim situacijam in posameznik lahko okrepi šibkejša področja. To opažajo tudi ravnatelji, zato vseživljenjsko izobraževanje vzpodbujajo in celo priskrbijo sredstva za izvajanje le-tega.
Keywords:	vzgojitelj, ravnatelj, vzgoja, vodenje, zaznavanje vodenja, sodelovanje, vseživljenjsko učenje
Place of publishing:	Maribor
Publisher:	[L. Lihtenvalner]
Year of publishing:	2009
PID:	20.500.12556/DKUM-11711
UDC:	373.2(043.2)
COBISS.SI-ID:	17210888
NUK URN:	URN:SI:UM:DK:I79YFM08
Publication date in DKUM:	17.11.2009
Views:	4005
Downloads:	502
Metadata:
Categories:	FF
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Secondary language

Language:	English
Title:	How teachers in kindergarten perceive leadership
Abstract:	Latterly, a large portion of primary socialization has been taken over by kindergartens, i.e. by the teachers in kindergartens. They must thus shoulder a double burden. On the one hand, they must meet the obligations imposed by the law, while on the other they are obliged to comply with the expectations and requirements of society. With my diploma thesis, we wanted to find out how teachers and teacher’s assistants feel in kindergartens and how they experience their headmaster as an educational leader. Furthermore, we wanted to find out what teachers and teacher’s assistants think of conflict incidence in the work team and its causes; how they asses their own burdens and the quality of co-worker relationships, as well as how important expertise is to them and what is their position on lifelong learning. In the mentioned categories, we also looked for differences according to the line of work the surveyed were engaged in at the kindergarten, according to work experience in the kindergarten as a teacher or a teacher’s assistant, according to the size of the team and according to the kindergarten equipment (or the conditions for preparation and evaluation of work). The data were gathered by a descriptive and causal non-experimental method of empirical pedagogical research. We came to the conclusion that the well-being of teachers and teacher’s assistants is good or very good. The headmaster is experienced as an expert they can trust. His/her work is, in general, evaluated as very good or good and the staff appreciate that the headmaster consults them before adopting new measures. In most kindergartens, conflicts among co-workers are rare; if they do occur, the most common causes are a difference of opinion in undertaking activities in the kindergarten, co-workers’ bad mood and overburden with work in the kindergarten. Almost half of the teachers and teacher’s assistants estimate that they are rarely overburdened, while one third of them never feel overburdened. In some kindergartens, the co-worker relationships are good, personal and professional, in others the relationships are rather formal and professional, but it is to say that in most kindergartens co-workers often or almost always cooperate with each other. Teachers and teacher’s assistants rated lifelong learning as important or becoming increasingly important to them; therefore they often refer to professional literature. They see further education as an opportunity to improve the quality of their work and to exchange their experience with other colleagues. Lifelong learning is thus seen as important, because it improves their abilities to adapt to specific situations and every individual can strengthen his/her weak points. Headmasters have also noticed these positive effects; that is why they encourage and even provide the funds for lifelong learning.
Keywords:	Educator, Headmaster, Education, management, Detection of management, cooperation, lifelong Learning

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