MANAGEMENT AND MOTIVATION OF EMPLOYEES IN THE PRIMAY SCHOOL X

POVZETEK O vodenju in motivaciji zaposlenih je že precej napisanega. Kaj je to, kako priti do nje, kako motivirati sebe in druge, o pomenu, o nujnosti in potrebi, da smo motivirani za uspeh, kakšne so »univerzalne formule za uspeh«. Pa vendar sem ob pogovorih s prijatelji, sodelavci in znanci zasledili ogromno nezadovoljstva, jeze, razočaranja in nemotiviranosti za delo. Tudi sama sem na lastni koži izkusila vse te občutke. Najbolj pa sem se zgrozila ob dejstvu, da je večina mojih sogovornikov, tako kot sem tudi sama, šele na začetku svoje karierne poti. Redkokdaj srečam nekoga, ki z veseljem pripoveduje o svoji službi, delu, ki mu predstavlja izzive, nekoga ki je za dobro opravljeno delo pohvaljen, o napakah ob katerih se uči in o dobrih medsebojnih odnosih. Poskušala sem ugotoviti razloge za to nezadovoljstvo in odkrila, da so v veliki večini krivi prav vodje, včasih pa celo direktorji podjetij, ki vodenje zamenjujejo z upravljanjem, direktivnim nadzorom in kontrolo. In prav iz teh razlogov sem se odločila, da bom pisala diplomsko nalogo na temo Vodenja in motivacije zaposlenih na Osnovni šoli X. Diplomska naloga je razdeljena na dva širša dela, in sicer na teoretičen in praktičen del. V teoretičnem delu bom najprej obravnavala različne stile in modele vodenja ter skušala odkriti kakšne naj bi bile osebnostne lastnosti vodje. Obravnavala bom vrste motivov, motivacijske teorije in opredelili dejavnike, ki uničujejo motivacijo, obenem pa dejavnike, ki učinkujejo na motivacijo. Teoretičnemu delu bo sledila empirična raziskava s katero bom ugotavljala kako so zaposleni na Osnovni šoli X motivirani za delo. Proti koncu bom prikazala rezultate in ugotovitve raziskave katero sem izvedla na eni izmed gorenjskih osnovnih šol. Anketa je bila izvedena anonimno. Sledi zaključek v katerem je zajeta sklepna misel.SUMMARY About management and motivation of employees is already written a lot. What is it, how to get to it, how to motivate yourself and others , the sense of urgency and the need that we are motivated to succeed to, what are “universal formula for success”. I have conversations with friends, colleagues and acquaintances. I registrated lot of frustration, anger and demotivation. I felt it on my own skin. I shuddered by the fact that me and my colleagues we are on the beginning of our career. Rarely I meet someone who gladly talk about his job, which represents a challenge for someone who has been praised for work well done. I tried to determine the reasons for this dissatisfaction and found out that mostly the leaders are guilty, sometimes even company directors are guilty because they are mixing management with the leading, supervision and directive control. Because of these reasons, I decided to wrote degree, based on the topic of leadership and motivation of employees on primary school X. Graduation is divided on two general parts, theoretical and practical part. In theoretical part, we will discuss about different styles and models of leading. We will identify what kind of personality should be the leader. We will discuss about types of motivations, motivation theory and we will identify factors which affect on motivation. Theoretical part will be composed from empirical research. The purpose of research results and research findings on one of Gorenjska primary school is how employees are motivated. We will show the results and findings on school where I carried out the anonymously questionnaire. In a conclusion is captured Final thought

Parks, gardens and abroretum as a dance stimulus

The term dance has a broad meaning. Basically, it can be explained as having desire for movement, enjoying life (Koban Dobnik, 2005). We can also say that dancing is freedom. While dancing, we are relaxing or we can also apply all our energy to it. People often forget about their worries while dancing. We could say dance is a sign of life. Children sometimes find it difficult to express verbally, but, they can show their inner selfs through dance without describing it with words. Encouragement is the key to a child's dance development, so we need to enable a wide variety of incetives (from material incentives to incentives such as the senses – hearing, smell, taste, touch, sight ...). While becoming aware of the movement of the material, a child discovers its own movement. Thus, a relationship between the material and the child is established. Dance can be incorporated into various areas (math, language, nature, movement, etc.). It is also common in combination with other arts (architecture, music, film and television, etc..). In the theoretical part (first part), I presented some of the basics of dance, what can be used for a boost to dance, how can dance be linked to other disciplines and how dance connects with other arts. Second part (the empirical part) is devoted to various activities for children which served as an instrument for the promotion of dance and learning about different gardens, parks and arboretums

Prostori prezentacije: razstava kot praktični del D izbirnega predmeta, mentor doc. Andrej Brumen Čop

Razstava Prostori prezentacije je dobila ime po D izbirnem predmetu, ki se je v tem šolskem letu na Oddelku za likovno pedagogiko izvajal prvič. Predmet je zasnovan kot množica teoretičnih in praktičnih vsebin, ki se tičejo problema prezentacije oziroma predstavitve. Pri tem so nam bile v pomoč misli teoretikov (B. Groys, J. Elkins, M. J. Jacob, J. Baas idr.), ki se ukvarjajo z opazovanjem spreminjanja prezentacij v sodobni umetnosti. Šli smo tudi na teren in si ogledali nekatere postavitve v muzejih, galerijah in zbirkah, potem pa se dejansko lotili razstave v galeriji Pef, ki ima popolnoma študijski namen

Prostori prezentacije: razstava kot praktični del D izbirnega predmeta, mentor doc. Andrej Brumen Čop

Razstava Prostori prezentacije je dobila ime po D izbirnem predmetu, ki se je v tem šolskem letu na Oddelku za likovno pedagogiko izvajal prvič. Predmet je zasnovan kot množica teoretičnih in praktičnih vsebin, ki se tičejo problema prezentacije oziroma predstavitve. Pri tem so nam bile v pomoč misli teoretikov (B. Groys, J. Elkins, M. J. Jacob, J. Baas idr.), ki se ukvarjajo z opazovanjem spreminjanja prezentacij v sodobni umetnosti. Šli smo tudi na teren in si ogledali nekatere postavitve v muzejih, galerijah in zbirkah, potem pa se dejansko lotili razstave v galeriji Pef, ki ima popolnoma študijski namen