Pregled bibliografske jedinice broj: 936137
Interpersonal relationships and school quality
Interpersonal relationships and school quality // International Teacher Educational Conference / prof.dr.sc.Aytekin, I. (ur.).
Cambridge: Harvard University, Cambridge, USA, 2017. str. 870-875 (ostalo, međunarodna recenzija, cjeloviti rad (in extenso), znanstveni)
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Naslov
Interpersonal relationships and school quality
Autori
Kolak, Ante
Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni
Skup
International Teacher Educational Conference
Mjesto i datum
Cambridge (MA), Sjedinjene Američke Države, 16.08.2017. - 19.08.2017
Vrsta sudjelovanja
Ostalo
Vrsta recenzije
Međunarodna recenzija
Ključne riječi
relationships in school, school quality, students, teachers, parents
Sažetak
Studying interpersonal relationships in a school provides a significant contribution to an understanding of the quality of the school, because its quality may be considered through the sum total of all the inter-personal relationships within the school as an institution. Educational practice is increasingly taking notice of the problems in interpersonal relationships which arise within a school. The teaching relationship fundamentally takes place between the student and the teacher, but relationships within the school go beyond the framework of that relationship. Therefore, in this study four key relationship dimensions are identified: the relationship between parents and teachers ; the relationships between students ; relationships between students and teachers ; and relationships between teachers. The order in which these relationships are listed does not express the criterion of the importance of these relationships for the quality of the school, but rather the quantitative criterion of the accessibility of scientific research and insights into its results. The relationships that have been researched most are the parent-teacher relationship, and relationships between students. The relationships between students and teachers has been somewhat neglected, and in the opinion of the authors, it is the most complex of these relationships. The relationships between teachers are the least researched. The relationship between parents and teachers may be traditional or contemporary, and it positions the subjects in terms of superiority and inferiority. The relationship between students is considered through peer relationships, in terms of popularity and friendship. The relationship between students and teachers is considered within the framework of attachment theory. The relationships between students express different dimensions which we could summarize as two dimensions of positive relationships (collegiality and intimacy) and two dimensions of negative relationships (disengagement and frustration).
Izvorni jezik
Engleski
