Skolotāja darba slodze sākumskolas posmā
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Latvijas Universitāte
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lav
Abstract
Latvijas skolās šobrīd notiek pilnveidotā mācību satura ieviešana, kas sev līdzi nes jaunus izaicinājumus skolotāju ikdienā. Līdz ar mācību satura pārmaiņām, mainās arī skolotāja pienākumi un ir nepieciešams pārskatīt skolotāju slodzi. Šobrīd izglītības iestādes Latvijā saskaras ar skolotāju trūkumu un zemu profesijas prestižu, un viena no iespējām piesaistīt jaunus profesijas pārstāvjus, kā arī nepazaudēt esošos, ir darba slodzes sakārtošana, tāpēc maģistra darba mērķis ir izstrādāt ieteikumus sākumskolas skolotāju darba slodzes plānošanai, lai efektīvi īstenotu kompetenču pieejas ieviešanu mācību saturā. Maģistra darbā, analizējot teorētisko literatūru trīs nodaļās, izpētīts darba slodzes jēdziens un noskaidroti pārslodzes galvenie cēloņi un izraisītās sekas, izpētīts darba efektivitātes jēdziens un tā būtība, ietekmējošie faktori, kas atkarīgi no darba devēja un darba ņēmēja, kā arī apkopoti galvenie darba laika plānošanas principi. Empīriskajā daļā, izmantojot secīgi izskaidrojošā jauktā pētījuma dizainu, ar anketas un dokumentu analīzes (skolotāju dienasgrāmatas) palīdzību, tika izpētīta skolotāju slodze, labizjūta un dažādiem pienākumiem veltītas laiks. Pētījuma dati atklāja skolotāju pārslodzi, darba efektivitāti mazinošus faktorus un norādīja uz nepieciešamajām pārmaiņām slodzes plānošanā. Pēc gūtajiem secinājumiem tika izstrādāti ieteikumi slodzes plānošanai skolotājiem, skolu vadītājiem un Izglītības un zinātnes ministrijas pārstāvjiem.
Schools in Latvia are currently in the process of introducing improved learning content, bringing new challenges to teacher’s daily life. With changes in the content of teaching, the role of the teachers is also changing, and the load of teachers needs to be reviewed. Currently, educational institutions in Latvia are facing a lack of teachers and low professional prestige, and one of the opportunities to attract new professionals, as well as not to lose existing ones, is workload adjustment, therefore the aim of the Master’s Thesis is to develop recommendations for planning the initial schoolteachers’ workload in order to effectively implement the skills approach in the content of the training. Analysing the theoretical literature in three chapters of Master’s Thesis, the concept of workload is examined and the main causes and consequences of congestion are identified, the concept of work efficiency and its nature, the factors that depend on the employer and the worker, as well as the main principles of working time management are examined. In the empirical part of the research, the design of the sequentially explained mixed study, through a questionnaire and document analysis (teacher diary), examined teacher load, wellbeing and time spent on different responsibilities was explored. The study’s data revealed teacher overload, job-efficiency mitigation factors and pointed to the necessary changes in load planning. Following the conclusions reached, recommendations were developed for load planning for teachers, school leaders and representatives of the Ministry of Education and Science.
Schools in Latvia are currently in the process of introducing improved learning content, bringing new challenges to teacher’s daily life. With changes in the content of teaching, the role of the teachers is also changing, and the load of teachers needs to be reviewed. Currently, educational institutions in Latvia are facing a lack of teachers and low professional prestige, and one of the opportunities to attract new professionals, as well as not to lose existing ones, is workload adjustment, therefore the aim of the Master’s Thesis is to develop recommendations for planning the initial schoolteachers’ workload in order to effectively implement the skills approach in the content of the training. Analysing the theoretical literature in three chapters of Master’s Thesis, the concept of workload is examined and the main causes and consequences of congestion are identified, the concept of work efficiency and its nature, the factors that depend on the employer and the worker, as well as the main principles of working time management are examined. In the empirical part of the research, the design of the sequentially explained mixed study, through a questionnaire and document analysis (teacher diary), examined teacher load, wellbeing and time spent on different responsibilities was explored. The study’s data revealed teacher overload, job-efficiency mitigation factors and pointed to the necessary changes in load planning. Following the conclusions reached, recommendations were developed for load planning for teachers, school leaders and representatives of the Ministry of Education and Science.