Učiteljska samoefikasnost i vođenje razreda

master's thesis

• Title (english): Teacher self-efficacy and classroom management
• Author: Lea Španiček
• Mentor: Dubravka Miljković (mentor)
• Committee member: Dubravka Miljković (predsjednik povjerenstva)
• Committee member: Marina Đuranović (član povjerenstva)
• Committee member: Irena Klasnić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2020-07-10, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Didactics

Abstract

Cilj je ovog istraživanja bio ispitati u kojoj je mjeri učiteljska samoefikasnost povezana s upravljanjem razredom. U istraživanju je sudjelovalo 249 učitelja razredne nastave i nastavnika predmetne nastave iz 15 osnovnih škola na području Hrvatskoga zagorja, koji su ispunjavali upitnik sastavljen od sljedećih skala: Skala upravljanja razredom koja se sastoji od 4 subskale (Priprema nastave, Poučavanje, Razredna klima i Vođenje učenika) te Skala samoefikasnosti. Rezultati pokazuju značajnu povezanost između učiteljske samoefikasnosti i upravljanja razredom. Sve komponente upravljanja razredom pokazuju visoke vrijednosti, kao i samoefikasnost, te su pozitivno i značajno povezane sa samoefikasnošću. Učitelji/nastavnici s više godina radnog staža u nastavi i učitelji/nastavnici s manjim brojem godina radnog staža ne razlikuju se u razini samoefikasnosti te upravljaju razredom. Razlikuju se jedino u subskali Vođenje učenika koju učitelji/nastavnici s više godina radnog staža procijenjuju višom. Učitelji razredne nastave imaju višu razinu samoefikasnosti te bolje upravljanje razredom u odnosu na nastavnike predmetne nastave. Ne postoji razlika jedino na subskali Priprema nastave.

Abstract (english)

The aim of this study was to examine the extent to which teachers self-efficacy is associated with classroom management. The research involved 249 classroom teachers and subject teachers from 15 elementary schools in Hrvatsko Zagorje, who filled out a questionnaire composed of the following scales: Classroom Management Scale consisting of 4 subscales (Teaching Preparation, Teaching, Classroom Climate and Student Leadership) and the Self-Efficiency Scale. The results show a significant association between teacher self-efficacy and classroom management. All components of classroom management show high values as well as self-efficacy, and are positively and significantly associated with self-efficacy. Teachers with more than one year of teaching experience and teachers with fewer years of service do not differ in the level of self-efficacy and can manage the classroom. They differ only in the Student Leadershipt subscale, which is assessed by teachers with more years of work experience as higher. Classroom teachers have a higher level of self-efficacy and better classroom management compared to subject teachers. There is no difference only on the Preparation Teaching subscale.

• Keywords: učitelji/nastavnici u osnovnoj školi; upravljanje razredom; vođenje razreda; samoefikasnost
• Keywords (english): primary school teachers; classroom management; classroom leadership; self -efficacy
• Language: croatian
• URN:NBN: urn:nbn:hr:147:549955
• Study programme: Title: Integrated Undergraduate and Graduate University Programme of Study of Primary Teacher Education and Integrated Undergraduate and Graduate University Programme of Study for Primary Teacher Education with English and German Language; Study programme type: university; Study level: integrated undergraduate and graduate; Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access; Embargo expiration date: 2021-01-10
• Created on: 2021-01-18 11:59:48