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Title:Zaznava učeče se skupnosti in strokovne opore v odnosu do profesionalne dobrobiti in zaznane kompetentnosti strokovnih delavcev v vzgoji in izobraževanju : magistrsko delo
Authors:ID Jerman, Ksenija (Author)
ID Košir, Katja (Mentor) More about this mentor... New window
Files:.pdf MAG_Jerman_Ksenija_2026.pdf (691,28 KB)
MD5: 22C72E6EA7AD0FE82300B2EA06747D15
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:V sodobnem izobraževalnem prostoru, ki poudarja inkluzijo, se strokovni delavci pri delu z otroki s posebnimi potrebami pogosto srečujemo z večjimi delovnimi obremenitvami. Strokovno delo vključuje stalno prilagajanje vzgojno-izobraževalnega procesa, sodelovanje z različnimi strokovnjaki ter odzivanje na raznolike učne in socialno-čustvene potrebe otrok. Magistrsko delo obravnava vlogo učečih se skupnosti, strokovne in čustvene opore ter njihove povezanosti s profesionalno dobrobitjo strokovnih delavcev in kakovostjo inkluzivne prakse v vzgojno-izobraževalnih ustanovah. Namen raziskave je bil preučiti, kako in v kolikšni meri strokovni delavci v vrtcih in osnovnih šolah zaznavajo učeče se skupnosti, različne oblike strokovne in čustvene opore ter kako se te zaznave povezujejo z njihovo profesionalno dobrobitjo in samoporočano uspešnostjo dela z otroki s posebnimi potrebami. Poleg tega se je ugotavljala povezanost med navedenimi konstrukti ter preverjala prisotnost statistično značilnih razlik glede na izbrane značilnosti strokovnih delavcev. V teoretičnem delu so predstavljena izhodišča o sodelovanju med strokovnimi delavci, pomenu opore v kolektivu ter vplivu medosebnih odnosov na delovanje posameznika v pedagoškem procesu. Vključena je tudi razlaga inkluzivnega izobraževanja, ki poudarja pomen vključevanja vseh otrok ter zagotavljanja enakih možnosti za njihovo sodelovanje in razvoj. Poseben poudarek je namenjen vlogi vodstva pri oblikovanju šolske kulture in zagotavljanju podpore. Empirični del temelji na kvantitativni raziskavi, izvedeni z anketnim vprašalnikom med strokovnimi delavci v vrtcih in osnovnih šolah. Sodelovalo je 176 strokovnih delavcev. 59 sodelujočih je zaposlenih v vrtcih in 112 je zaposlenih v osnovnih šolah. Rezultati kažejo statistično značilne pozitivne povezave med učečo se skupnostjo, strokovno in čustveno oporo, profesionalno dobrobitjo ter zaznano kakovostjo inkluzivne prakse. Ugotovitve poudarjajo pomen sodelovalnega in podpornega delovanja okolja. To se potrjuje, saj je pokazalo, da sta učeča se skupnost ter strokovna in čustvena opora pomembno povezani tako s profesionalno dobrobitjo strokovnih delavcev, kakor tudi z zaznano kakovostjo inkluzivne prakse pri delu z otroki s posebnimi potrebami. Dobljeni rezultati hkrati kažejo, da formalne in neformalne oblike sodelovanja predstavljajo pomemben del podpornega delovnega okolja v vzgojno-izobraževalnih ustanovah.
Keywords:vzgoja in izobraževanje, inkluzija, inkluzivno izobraževanje, otroci s posebnimi potrebami, učeče se skupnosti, strokovna opora, čustvena opora, vloga vodstva, profesionalna dobrobit, sodelovanje
Place of publishing:Maribor
Place of performance:Maribor
Publisher:K. Jerman
Year of publishing:2026
Number of pages:1 spletni vir (1 datoteka PDF (XI, 41 str.))
PID:20.500.12556/DKUM-98208 New window
UDC:376(043.2)
COBISS.SI-ID:286474243 New window
Publication date in DKUM:30.07.2026
Views:195
Downloads:10
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:26.05.2026

Secondary language

Language:English
Title:Perception of Learning Communities and Professional Support in Relation to Occupational Well-being and Perceived Competence among Education Professionals
Abstract:Within the modern educational environment, which emphasizes inclusion, education professionals working with children with special needs are often faced with increased workloads. Their professional practice requires continuous adaptation of the educational process, collaboration with various specialists, and responsiveness to the diverse learning as well as social and emotional needs of children. This master’s thesis examines the role of learning communities as well as professional and emotional support. It also explores the latter's relationship with the occupational well-being of education professionals and the quality of inclusive practice in educational institutions. The aim of the study was to investigate how and to what extent educational professionals in preschools and primary schools experience and perceive learning communities and various forms of professional and emotional support, and how these perceptions relate to their occupational well-being and successful work with children with special needs. In addition, the study explores the relationships among the aforementioned constructs and examines whether statistically significant differences exist with regard to selected characteristics of education professionals. The theoretical part presents the foundations of collaboration among education professionals, the importance of support within the professional community, and the influence of interpersonal relationships on individuals within the educational process. It also addresses inclusive education, emphasizing the importance of including all children and ensuring equal opportunities for their participation and development. Particular emphasis is placed on the role of leadership in shaping school culture and providing support. The empirical part is based on quantitative research conducted through a questionnaire survey among education professionals in preschools and primary schools. A total of 176 professional staff members participated in the study. Of These, 59 participants were employed in kindergartens and 112 were employed in primary schools. The results indicate statistically significant positive correlations between the learning community, professional and emotional support, professional well-being, and the perceived quality of inclusive practice. The findings highlight the importance of a collaborative and supportive work environment. This is further confirmed by the results showing that the learning community, as well as professional and emotional support, are significantly related both to the professional well-being of educational professionals and to the perceived quality of inclusive practice when working with children with special needs. At the same time, the obtained results indicate that both formal and informal forms of collaboration represent an important part of a supportive work environment in educational institutions.
Keywords:education, inclusion, inclusive education, children with special needs, learning communities, professional support, emotional support, leadership, occupational well-being, collaboration


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