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Perception communication of pedagogical workers at teamwork in a kindergarten group

Ana Gerčar (2014) Perception communication of pedagogical workers at teamwork in a kindergarten group. MSc thesis.

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    Abstract

    Constructive communication of kindergarten teachers at team work within a section is very important for maintaining interpersonal relations as well as for effective team work. It is the main bearer of social occurrences among participants (Lipičnik 1996: 68). Feedback is important to maintain a positive communication process (ibid. 69). With the research within my master’s thesis I wanted to determine how kindergarten teachers feel communication in their teams. I formed research goals and hypotheses which I wanted to answer and which are bound to experience, opinions and observations of kindergarten teachers and their assistants. The research sample includes kindergarten teachers and assistants from Slovene kindergartens. I chose a non-probability, convenience sample. The research included 156 educators, among them 100 (64.1 %) kindergarten teachers and 56 (35.9 %) kindergarten-teacher assistants. The data was collected with a pre-set questionnaire which included closed- and open-type questions and a marking scale. To form the questionnaire I collected the questions and statements from scholarly sources by different authors (A. Polak 2012: 59; 2007: 51—55; C. Razdevšek-Pučko 1994: 23—25). The questionnaire included 4 closed-type questions, 3 open-type questions and a marking scale with 30 statements. The data was gathered anonymously; the educators answered the questionnaire in the form of an internet survey. Based on the research results I can affirm that the perception of communication in teams of kindergarten educators is constructive. With the second research question I explored the expectations of educators regarding team communication. I found out that educators in most cases expect friendly communication, straightforward expressing of criticism in a team, two-way communication, and the possibility of expressing opinions and ideas in a relaxed atmosphere. In the third research question, Which communication problems do kindergarten teachers within a section encounter, the educators most often expressed that there were no problems regarding interpersonal communication within teams in kindergarten sections. In the fourth question I asked about the successfulness of resolving communication problems within a team, and the research results showed that resolving communication problems in teams is successful. In the fifth research question I asked about the strategies of resolving communication problems, and the interviewees in most cases stated that they solved communication problems together with their team co-workers. In the sixth research question I asked about the opinion of educators on advantages of constructive communication, and as an advantage most often the interviewees listed atmosphere (respect, trust, feeling of acceptance, relaxed atmosphere). With the research I confirmed (H1) that in the perception of communication in a team there is a statistically important difference between kindergarten teachers and kindergarten-teacher assistants, (H3), that there is a statistically important difference between kindergarten teachers and kindergarten-teacher assistants in the perception of the successfulness of solving communication problems at team work, and rejected H2. I can conclude that teamwork communication in a kindergarten section has to be positive, honest, open, two-way and trust-worthy, so that the team can work more effectively.

    Item Type: Thesis (MSc thesis)
    Keywords: communication, conflicts in communication, problems in communication, team work, collaborative attitude
    Number of Pages: 75
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Darija SkubicMentor
    doc. dr. Alenka PolakComentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=10070857)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 2164
    Date Deposited: 12 Jun 2014 12:04
    Last Modified: 12 Jun 2014 12:04
    URI: http://pefprints.pef.uni-lj.si/id/eprint/2164

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