In-class atmosphere and school efficiency

Abstract

Danas, suvremena škola naglašava važnost ozračja u školi kao bitnog čimbenika koji djeluje na razvoj učenika, a tako i na rad nastavnika i same škole jer, činjenica je da učenici golemi dio svoga života provedu u školskom, odnosno razredno-nastavnom okruženju. Razredno-nastavno ozračje se promatra kao kompleksan pojam koji označava uži dio školskog ozračja, a uključuje odnos između nastavnika i učenika, koji ovisi o specifičnim obilježjima nastavnika i učenika. Na ozračje u razredu također utječu i obilježja nastave i uporaba različitih nastavnih strategija, izgled učionice i brojni drugi čimbenici koje nastavljaju istraživati brojni autori. Nastavnik je istaknut kao najvažniji čimbenik jer svojim radom djeluje na sve ostale čimbenike, te je bitno da bude kompetentan u kreiranju ozračja kako bi tijek nastave mogao teći u pozitivnom i motivirajućem okruženju. Kada se govori o predikatoru učinkovitosti škole, u obzir se uzima školsko ozračje, ali razredno-nastavno ozračje bitno djeluje na školsko ozračje. Učinkovitost škole predstavlja opseg ostvarenih željenih ciljeva, na što osim ozračja, bitno djeluje vođenje škole, organizacijski čimbenici i zadovoljstvo poslom. Učinkovita škola je ona škola kojom vlada pozitivno ozračje u kojem rade nastavnici i ostali djelatnici koji su zadovoljni poslom, vodi ju kompetentan ravnatelj i učenici pokazuju dobre rezultate.It is a well-known fact that pupils spend a large portion of their lives in school, i.e. classroom environments, which is why contemporary school emphasizes the importance of the school climate as an important factor affecting a pupil’s development, as well as the teacher’s and the school’s work. Classroom climate is a complex term denoting a narrower part of the school climate, and it includes the teacher-student relationship, which is itself dependent on the specific qualities of teachers and students. The climate is also influenced by the characteristics and use of various teaching strategies, the appearance of the classroom and many other factors which are continually explored by a number of authors. The teacher is singled out as the most important factor because their work affects all other factors; it is important that they be able to competently create an atmosphere which will allow the teaching to occur in a positive and motivating environment. School climate is a predictor of school efficiency, but, at the same time, it is affected by the classroom climate. A school’s efficiency represents the extent to which stated goals are accomplished, and is influenced by the school’s leadership, organizational factors, and work satisfaction, as well as by the climate. That school is efficient which has a positive climate, whose teaching and other staff are satisfied with their work, is run by a competent headmaster and whose students show good results