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Inovacije u nastavi - časopis za savremenu nastavu
2020, vol. 33, br. 2, str. 15-28
jezik rada: srpski
vrsta rada: izvorni naučni članak
objavljeno: 02/08/2020
doi: 10.5937/inovacije2002015V
Creative Commons License 4.0
Školska klima kao faktor obrazovne efektivnosti škola - sekundarna analiza podataka iz TIMSS 2015 studije
Institut za pedagoška istraživanja, Beograd

e-adresa: mvujacic@ipi.ac.rs

Projekat

Ministarstvo prosvete, nauke i tehnološkog razvoja Republike Srbije (institucija: Institut za pedagoška istraživanja, Beograd) (MESTD - 451-03-68/2020-14/200018)

Sažetak

Školska klima, kao važan faktor školske efektivnosti, obuhvata različite aspekte rada škole i ima snažan uticaj na celokupan proces učenja i postignuće učenika. Namera NAM je bila da sekundarnom analizom podataka iz ciklusa istraživanja TIMSS 2015 utvrdimo da li je i kako školska klima povezana sa postignućem učenika, demografskim karakteristikama škole, obrazovanjem direktora i dužinom angažovanja na toj funkciji, školskim resursima i ponašanjem učenika i nastavnika. Reprezentativni uzorak obuhvata 160 direktora, 192 učitelja, 3911 roditelja i 3999 učenika četvrtih razreda osnovnih škola u Srbiji. Nalazi ukazuju na to da na celokupnom uzorku nije utvrđena povezanost školske klime i postignuća učenika iz matematike i prirodnih nauka. Izdvajajući škole u dve grupe prema kriterijumu ekstremnih veličina skorova školske klime, utvrđeno je da je postignuće učenika iz ova dva predmeta veće u školama u kojima je klima izrazito povoljna, u poređenju sa školama u kojima je klima izrazito nepovoljna. Školska klima je povezana sa demografskim varijablama, te je povoljnija u školama koje se nalaze u manjim mestima, sa manjim brojem stanovnika i manjim brojem učenika, u kojima je dostupnost kompjutera veća i u kojima su u manjoj meri zastupljeni neprimereni oblici ponašanja učenika i nastavnika. Ključne pedagoške implikacije našeg istraživanja odnose se na negovanje onih praksi u školama koje doprinose stvaranju pozitivne školske klime kao što su prevencija i rešavanje disciplinskih problema, smanjivanje broja upisanih učenika i omogućavanje pristupa informacionim tehnologijama nastavnicima. Ukazano je na ograničenja istraživanja i date su preporuke za dalja proučavanja u ovoj oblasti.

Ključne reči

školska klima; TIMSS 2015; postignuće učenika; kontekstualne varijable; sekundarna analiza podataka

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