Afektivna vezanost i mentalizacija nastavnika kao prediktori stilova upravljanja razredom
Sažetak
Cilj ovog istraživanja je ispitivanje da li se na osnovu afektivne vezanosti i mentalizacije nastavnika može predvideti sklonost ka određenom stilu upravljanja razredom kao i da li usavršavanje u oblasti upravljanja razredom modifikuje odnos između prediktorskih i kriterijumskih varijabli. Istraživanje je obuhvatilo 100 nastavnika razredne nastave, 86 ženskog i 14 muškog pola, starosti od 28 do 64 godina i radnim stažom od 1 do 39 godina. Podaci su prikupljeni instrumentima i to: Inventar za samoprocenu stilova nastavnika u upravljanju razredom – ISNUR; upitnik „Iskustvo u bliskim odnosima”, srpska modifikovana i adaptirana verzija, SM-ECR-R; Upitnik za ispitivanje menatalizacije UM. Rezultati pokazuju da dimenzija afektivne vezanosti, anksioznost i mentalizacija sebe doprinose sklonosti ka neintervenišućem i intervenišućem stilu upravljanja razredom dok mentalizacija drugih i usavršavanje u oblasti upravljanja razredom dobrinose sklonosti ka interakcionističkom stilu upravljanja razredom. Ustanovljen je i moderatorski efekat usavršavanja na odnos mentalizacije drugih i interakcionističkog stila upravljanja razredom.
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