Pamatskolas pedagogu sociāli emocionālās kompetences un skolēnu disciplinēšanā izmantojamās metodes
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Latvijas Universitāte
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lav
Abstract
Skolotāju sociāli emocionālās kompetences (SEK) spēlē nozīmīgu lomu stresa situācijās, nodrošinot aizsardzību, veicinot viņu labklājību un stiprinot pašefektivitātes sajūtu klasē. Klases disciplīna ir būtiska ne tikai skolēnu, bet arī skolotāju aizsardzībai, kā arī drošas un efektīvas mācību vides uzturēšanai. Literatūras analīze apliecina SEK nozīmīgumu skolotāja darbā un saistību starp skolotāju emocionālo intelektu un pieejām klases disciplinēšanā. Tas ir īpaši nozīmīgi pamatskolas posmā, kad skolēnu mentālās un fiziskās attīstības procesi un to izpausmes veicina viņu tieksmi izaicināt noteiktos ierobežojumus un normas. Šī maģistra darba ietvaros tiks pētītas pamatskolas skolotāju sociāli emocionālās kompetences un skolēnu disciplinēšanā izmantotās metodes. Darba mērķis ir noteikt, kāda saistība pastāv starp skolotāju sociāli emocionālām kompetencēm un skolēnu disciplinēšanā izmantotām metodēm, kā arī kāda ir to saistība ar skolotāju vecumu un darba stāžu. Pētījuma veikšanai tika saņemta atļauja izmantot divus validētus pašnovērtējuma instrumentus: SECTRS 14 un BIMS SCALE. Pētījumā piedalījās 138 skolotāji, veicot pašnovērtējumu 14 apgalvojumiem par savu sociāli emocionālo kompetenci un 12 apgalvojumiem par savām skolēnu disciplinēšanā izmantotām metodēm, kā arī atbildot uz jautājumiem par vecumu, darba stāžu, klašu grupu, kurām skolotājs māca un mācību priekšmetu, kuru pasniedz. Pētījums apstiprināja pozitīvo saistību starp skolotāju sociāli emocionālo kompetenci un vienu no skolēnu disciplinēšanā izmantotām metodēm - iesaistošo mācīšanu. Pētījums neapstiprināja saistību starp skolotāju sociāli emocionālo kompetenci, skolēnu disciplinēšanā izmantotām metodēm un skolotāju vecumu un darba stāžu. Darba apjoms ir 56 lapas, darbā ietvertas 6 tabulas un 2 pielikumi, izmantoti 96 literatūras avoti.
Teachers' social and emotional competencies (SEC) play a significant role in stressful situations, providing resilience, enhancing their well-being, and strengthening their sense of self-efficacy in the classroom. Classroom discipline is essential not only for ensuring students' safety but also for supporting teachers and maintaining a safe and effective learning environment. Literature analysis confirms the importance of SEC in teaching and highlights the connection between teachers' emotional intelligence and their approaches to classroom discipline. This is particularly important at the primary school level, where students' mental and physical developmental processes and their expressions often lead them to challenge established rules and norms. This master's thesis investigates primary school teachers' social and emotional competencies and the methods they use in student discipline. The aim of the research is to determine the relationship between teachers' social and emotional competencies and the methods they employ for student discipline, as well as to explore the connection of these factors with teachers' age and years of teaching experience. For the study, permission was obtained to use two validated self-assessment instruments: SECTRS 14 and BIMS SCALE. The study involved 138 teachers who conducted self-assessments on 14 statements about their social and emotional competence and 12 statements regarding their methods of student discipline. Additionally, the teachers provided information about their age, years of teaching experience, class groups they teach, and the subjects they deliver. The study confirmed a positive relationship between teachers' social and emotional competencies and one of the methods used in student discipline—engaging teaching. However, no significant relationships were found between teachers' social and emotional competencies, methods of student discipline, and their age or years of teaching experience. The thesis comprises 56 pages, including 6 tables and 2 appendices, and references 96 sources.
Teachers' social and emotional competencies (SEC) play a significant role in stressful situations, providing resilience, enhancing their well-being, and strengthening their sense of self-efficacy in the classroom. Classroom discipline is essential not only for ensuring students' safety but also for supporting teachers and maintaining a safe and effective learning environment. Literature analysis confirms the importance of SEC in teaching and highlights the connection between teachers' emotional intelligence and their approaches to classroom discipline. This is particularly important at the primary school level, where students' mental and physical developmental processes and their expressions often lead them to challenge established rules and norms. This master's thesis investigates primary school teachers' social and emotional competencies and the methods they use in student discipline. The aim of the research is to determine the relationship between teachers' social and emotional competencies and the methods they employ for student discipline, as well as to explore the connection of these factors with teachers' age and years of teaching experience. For the study, permission was obtained to use two validated self-assessment instruments: SECTRS 14 and BIMS SCALE. The study involved 138 teachers who conducted self-assessments on 14 statements about their social and emotional competence and 12 statements regarding their methods of student discipline. Additionally, the teachers provided information about their age, years of teaching experience, class groups they teach, and the subjects they deliver. The study confirmed a positive relationship between teachers' social and emotional competencies and one of the methods used in student discipline—engaging teaching. However, no significant relationships were found between teachers' social and emotional competencies, methods of student discipline, and their age or years of teaching experience. The thesis comprises 56 pages, including 6 tables and 2 appendices, and references 96 sources.