Školska klima i adaptivne karakteristike učenika mlađih razreda osnovne škole
Sažetak
Uvod: Odavno je ustanovljeno da školska klima može uticati na tok i ishode obrazovanja, ali nalazi prethodnih istraživanja nisu saglasni u pogledu toga koji su elementi školske klime presudni za pozitivne ishode. Ovaj rad pruža detaljniji uvid u pojedinačni doprinos dimenzija i determinanti školske klime za adaptivno funkcionisanje učenika. Cilj: Cilj istraživanja bilo je sagledavanje obrazaca povezanosti kvaliteta školske klime i njenih determinanti (programskih, procesnih i materijalnih) i adaptivnih karakteristika učenika. Metode: Istraživanje je rađeno u pet osnovnih škola na teritoriji Beograda. Za procenu školske klime korišćen je Profil školske klime (The Charles F. Kettering, Ltd. – CFK School Climate Profile), a za procenu adaptivnih karakteristika učenika Skala adaptivnih karakteristika iz Ahenbahovog sistema empirijski zasnovane procene, verzija za nastavnike (TRF Adaptive Functioning Profile). Oba upitnika popunjavali su nastavnici razredne nastave. Rezultati: Otkrivene su pozitivne korelacije između kvaliteta školske klime, programskih, procesnih i materijalnih determinanti, s jedne i adaptivnih karakteristika učenika, s druge strane. Na osnovu rezultata regresione analize izdvojene su programske determinante školske klime kao jedini značajan prediktor. Zaključak: Rezultati ovog istraživanja potvrđuju da dobra školska klima, a pogotovo školski programi i prakse u domenu učenja i podučavanja, mogu doprineti adaptivnim karakteristikama učenika. Polazeći od dobijenih rezultata u radu su opisane implikacije za buduća istraživanja i praksu u ovoj oblasti.
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