Komunikacijska kompetenca učiteljev razrednega pouka : magistrsko delo

Broz, Zala

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Title:	Komunikacijska kompetenca učiteljev razrednega pouka : magistrsko delo
Authors:	ID Broz, Zala (Author) ID Mithans, Monika (Mentor) More about this mentor... ID Ograjšek, Sabina (Comentor)
Files:	MAG_Broz_Zala_2024.pdf (1,74 MB) MD5: 23E5D6341C990D23A7DE9714AC3E8A29
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	Komunikacijska kompetenca vključuje verbalno in neverbalno izražanje, aktivno poslušanje ter prilagajanje komunikacije glede na situacijo in sogovornika. Pri učiteljih razrednega pouka je to temeljna profesionalna veščina, ki vpliva na kakovost poučevanja in sodelovanja z različnimi deležniki. Namen magistrskega dela je bil raziskati, kako učitelji ocenjujejo pomen verbalne in neverbalne komunikacije, svojo kompetentnost pri delu z učenci, starši in strokovnimi sodelavci ter pomen stalnega strokovnega izpopolnjevanja na tem področju. V raziskavi je sodelovalo 221 učiteljev razrednega pouka iz Slovenije. Rezultati deskriptivne ravni kažejo, da učitelji visoko vrednotijo pomen verbalne in neverbalne komunikacije, pri čemer je nekoliko bolj poudarjena verbalna. Med verbalnimi komponentami izstopa govorna modulacija, med neverbalnimi pa drža telesa in govorica oči. Učitelji se pri delu z učenci večinoma ocenjujejo kot komunikacijsko kompetentni, in sicer tako pri ustni kot pisni komunikaciji, pri čemer najvišje ocenjujejo svojo komunikacijsko kompetentnost pri individualnih učnih oblikah dela. Pri delu s starši je komunikacijska kompetenca preko elektronskih sporočil in govorilnih ur ocenjena najvišje, nekoliko nižje pa pri roditeljskih sestankih in družabnih dogodkih. Pri delu s strokovnimi delavci učitelji najvišje ocenjujejo svojo komunikacijsko kompetentnost z učitelji in šolsko svetovalno službo, nekoliko nižje pa z ravnateljem. Raziskava potrjuje tudi, da učitelji pripisujejo velik pomen stalnemu razvijanju komunikacijske kompetence. Izsledki raziskave poudarjajo pomembnost kontinuiranega strokovnega izpopolnjevanja učiteljev na področju komunikacije, saj prispeva k izboljšanju njihove kompetentnosti in kakovosti dela z učenci, starši ter strokovnimi sodelavci.
Keywords:	komunikacija, komunikacijska kompetenca, učitelji, izobraževanje, strokovni naziv
Publication status:	Published
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	[Z. Broz]
Year of publishing:	2024
Number of pages:	1 spletni vir (1 datoteka PDF (XII, 89 str.))
PID:	20.500.12556/DKUM-91366
UDC:	37-051:005.336.5:005.57(043.2)
COBISS.SI-ID:	226113283
Publication date in DKUM:	14.02.2025
Views:	173
Downloads:	98
Metadata:
Categories:	PEF
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Licences

License:	CC BY 4.0, Creative Commons Attribution 4.0 International

Link:	http://creativecommons.org/licenses/by/4.0/
Description:	This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.

Secondary language

Language:	English
Title:	Communicative competence of first to fifth grade teachers in primary school
Abstract:	Communication competence includes verbal and nonverbal expression, active listening, and the ability to adjust communication to different situations and conversation partners. For primary school teachers, this is a fundamental professional skill that significantly affects the quality of teaching and collaboration with various groups. The aim of this master's thesis was to explore how teachers evaluate the importance of verbal and nonverbal communication, their competence in working with students, parents, and professional colleagues, and the relevance of continuous professional development in this area. 221 primary school teachers from Slovenia participated in the research. Descriptive results show that teachers place high value on both verbal and nonverbal communication, with a slightly greater emphasis on verbal communication. Among verbal components, speech modulation stands out, while posture and eye contact are the most prominent aspects of nonverbal communication. Teachers generally rate themselves as competent communicators in their work with students, both in oral and written communication, with the highest ratings given to their competence in individual forms of teaching. In their work with parents, communication competence is rated highest in email correspondence and parent-teacher conferences, while slightly lower ratings are noted for parent meetings and social events. In collaboration with professional colleagues, teachers rate their communication competence highest in interactions with fellow teachers and school counselors, with slightly lower ratings in communication with principals. The study also confirms that teachers attribute great importance to the constant development of their communication skills. The findings highlight the importance of continuous professional development for teachers in communication, as it contributes to the improvement of their competencies and improves the quality of their work with students, parents, and professional colleagues.
Keywords:	communication, communication competence, teachers, education, professional title

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