INTERPERSONAL RELATIONS IN SCHOOL

Authors

  • Siniša Opić Faculty of Teacher Education, University of Zagreb, Croatia

DOI:

https://doi.org/10.5937/IJCRSEE1602009O

Keywords:

interpersonal relations, teachers, pupils, singularity, didactic support and interaction, rough verbal and physical treatment

Abstract

As part of the scientific project titled “The Curriculum of Social Competences and Relations in School”, the aim of this paper is to examine the quality of interpersonal relations between teachers and pupils. On a sample of 432 teachers from 20 towns, 35 primary schools in the Republic of Croatia, and 432 pupils, it was confirmed that there is a difference in the appraisal of the quality of their interpersonal relations. Although the overall quality of interpersonal relations between pupils and teachers is at a moderately satisfactory level, pupils still appraise the quality of interpersonal relations lower than their teachers. In view of latent dimensionality, a factor questionnaire structure was used (14 variables; ordinal type) and two main components (subscales) determined: didactic support and interaction, and rough verbal and physical treatment. As part of the differential draft of our research, no gender differences were established (between female and male teachers) in the appraisal of the quality of interpersonal relations with pupils (on two subscales). The correlation analysis confirmed a low negative statistically significant correlation between the years of service and the subscale rough verbal and physical treatment (Rho=-0.101). In view of the subscale of rough verbal and physical treatment between pupils and teachers, such results on a negative correlation imply that older teachers, as opposed to their younger colleagues, use more corporal punishment in schools, treat pupils rudely, use nasty and impolite words, and call pupils insulting names.

Downloads

Download data is not yet available.

References

Andrilović, V., & Cudina, M. (1988). Psihologija učenja i nastave. Školska knjiga, Zagreb.

Borovečki, Ž., Čiček, M. (1986). Teškoće prilagođavanja i poremećaji ponašanja. In M. Kutanjac (Ed.), Od puberteta do zrelosti (pp. 311-331). Zagreb: Mladost.

Brajša, P. (1995). Sedam tajni uspješne škole. Školske novine, Zagreb.

Brajša, P., Brajša-Žganec, A., Slunjski, E. (1999). Tajna uspješnog roditelja i odgojitelja; [The secret to becoming successful parents and educators] priručnik za rad na sebi namijenjen roditeljima, odgojiteljima, učiteljima i svima koji žele unaprijediti svoj odnos s djecom. Pula: C.A.S.H.

Bratanić, M., Šikić, A., Biondić, I., Pšunder, M., & Spajić-Vrkaš, V. (2002). Paradoks odgoja: studije i eseji. Hrvatska sveučilišna naklada.

Bukowski, W. M., & Hoza, B. (1989). Popularity and friendship: Issues in theory, measurement, and outcome. In T. J., Bendt; G. W., Ladd (Eds.), Peer Relationship in Child Development (pp 15-45). New York: John Wiley & Sons.

Furlan, I. (1967). Učenje kao komunikacija; usvajanje znanja, vještina i navika. Zagreb: pedagoško – književni zbor.

Glasser, W., & Jakovlev, B. (1999). Nastavnik u kvalitetnoj školi: Posebne sugestije nastavnicima koji u razredu pokušavaju primijeniti ideje iz knjige Kvalitetna škola. Educa.

Glasser, W., Ana-Mari, G., Hana, Ž., & Mamary, A. (2001). Svaki učenik može uspjeti. Alinea.

Gossen, D. C., & Despotović, M. (1994). Restitucija: preobrazba školske discipline. Alinea.

Green, V. A., Cillessen, A. H., Rechis, R., Patterson, M. M., & Hughes, J. M. (2008). Social problem solving and strategy use in young children. The Journal of genetic psychology, 169(1), 92-112.

Greene, B., Šćurić, L., & Jurinić, M. P. (1996). Nove paradigme: za stvaranje kvalitetnih škola. Alinea.

Huitt, W. (2003). The information processing approach to cognition: Educational psychology. Interactive valdostaga. GA: Valdosta University.

Jurić, V. (2004). Metodika rada školskoga pedagoga. Školska knjiga.

Juul, J., Jensen, H. (2010). Od poslušnosti do odgovornosti; kompetencije u pedagoškim odnosima. Zagreb: Naklada Pelago.

Klarin, M. (2006). Razvoj djece u socijalnom kontekstu: roditelji, vršnjaci, učitelji-kontekst razvoja djeteta. Naklada Slap.

Klarin, M., Lukić, LJ., Ušljeberka, I. (2003). Kvaliteta interakcije s učiteljicom i ponašanje djeteta rane školske dobi. Zbornik radova; Učitelj-učenik-škola. (str.156-165).

Knapp, M. L., & Hall, J. A. (2010). Neverbalna komunikacija u ljudskoj interakciji. Slap.

Kyriacou, C., & Jakovlev, B. (2001). Temeljna nastavna umijeća. Educa.

Ladd, G. W. (1989). Toward a further understanding of peer relationships and their contributions to child development. Peer relationships in child development, 1-11.

Ma, H. K., Cheung, P. C., & Shek, D. T. (2007). The relation of prosocial orientation to peer interactions, family social environment and personality of Chinese adolescents. International Journal of Behavioral Development, 31(1), 12-18.

Marinković, J. (2008). Učiteljstvo kao poziv. Rastakanje pedagogije i potraga za smislom, (Zagreb: Kruzak).

Matijević, M., & Radovanović, D. (2011). Nastava usmjerena na učenika. Zagreb: Školske novine.

Miljković, D. (1991). Organizacija nastave i odnosi nastavnika i učenika. Napredak, 132 (3), 238-248.

Neill, S., & Mikulić, G. (1994). Neverbalna komunikacija u razredu. Educa.

O’Reilly, M. F., O’Halloran, M., Sigafoos, J., Lancioni, G. E., Green, V., Edrisinha, C., ... & Olive, M. (2005). Evaluation of video feedback and selfmanagement to decrease schoolyard aggression and increase prosocial behaviour in two students with behavioural disorders. Educational Psychology, 25(2-3), 199-206.

Previšić, V. (2003). Suvremeni učitelj: odgojitelj–medijator–socijalni integrator. U: Učitelj–učenik–škola. Ur. I. Prskalo, S. Vučak, Petrinja, VUŠ i HPK, 2, 13-20.

Šimić-Šašić, S., & Sorić, I. (2010). Pridonose li osobne karakteristike nastavnika vrsti interakcije koju ostvaruju sa svojim učenicima? Društvena istraživanja, 19(6 (110)), 973-994.

Stevanović, M., & Papotnik, A. (2004). Škola po mjeri učenika. Tonimir.

Downloads

Published

2016-12-20

How to Cite

Opić, S. . (2016). INTERPERSONAL RELATIONS IN SCHOOL. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 4(2), 9–21. https://doi.org/10.5937/IJCRSEE1602009O

Metrics

Plaudit