Õpetajate suhtlemiskompetentsus ja suhtlemisoskused
Date
2011-05-02
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Abstract
Doktoriväitekiri koosneb kolmest artiklist ning kokkuvõtvast ülevaateartiklist. Töö üldine eesmärk oli selgitada välja, millised on erinevused Eesti üldhariduskoolide õpetajate erinevate gruppide suhtlemisoskustes ja leida suhtlemiskompetentsuse struktuur.
Tõstatati uurimisküsimused: Kas esineb erinevusi põhikooli ja keskkooli/gümnaasiumi õpilaste hinnangute vahel õpetaja käitumisviisidele klassiruumis? Kas esineb erinevusi selles, kuidas humanitaarainete ja loodusteadusainete õpetajad suhtlemiskompetentsust väljendavatele väidetele vastates end hindavad? Kas esineb erinevusi selles, kuidas mees- ja naissoost õpetajad suhtlemiskompetentsust väljendavatele väidetele vastates end hindavad? Missugune on Eesti õpetajate suhtlemiskompetentsuse struktuur? Uurimuse läbiviimiseks kasutati üht õpilaste küsitlust ja üht õpetajate küsitlust. Õpilaste küsitluse puhul hindas 1.044 õpilast 47 õpetaja käitumisviise, mis kuulusid kategooriatesse: hoolivus, valikute andmine ja kriitika lubamine, kehtestavus, ausus/õiglus ja agresssiivsus. Õpetajate küsitluse puhul hindas 592 õpetajat ennast, vastates 116-le suhtlemiskompetentsust väljendavale väitele. Tõstatatud uurimisküsimused said vastuse. Leiti statistiliselt olulisi erinevusi põhikooli ja keskkooli/gümnaasiumi õpilaste hinnangute vahel õpetaja käitumisviisidele klassiruumis. Leiti statistiliselt olulisi erinevusi selles, kuidas humanitaarainete ja loodusteadusainete õpetajad suhtlemiskompetentsust väljendavatele väidetele vastates end hindavad. Leiti statistiliselt olulisi erinevusi selles, kuidas mees- ja naisõpetajad suhtlemiskompetentsust väljendavatele väidetele vastates end hindavad. Erinevused, mis ilmnesid mees- ja naisõpetajate ning humanitaaraineid ja loodusteadusained õpetavate õpetajate enesehinnangutes, viitavad võimalusele, et õpetajate suhtlemisviisid on mõjutatud teatavatest ühiskonnas ja gruppides mõjuvatest teguritest. Saadud erinevuste edasine uurimine võimaldaks leida, kas ülalnimetatud tendentsid ilmnevad ka õpetajate reaalses käitumises. Viimasel juhul tuleb taolisi erinevusi õpetajate koolitusprogrammide arendamisel arvestada.
Uuringu tulemusena leiti õpetaja suhtlemiskompetentsuse kolmeklastriline struktuur. Selgus, et struktuuri esimene klaster asetseb eraldi ülejäänud kahest, teine ja kolmas klaster on aga omavahelises seoses. Ilmnes, et õpetaja klassiruumis suhtlemist käsitlevad väited on tugevas seoses väidetega, mis puudutavad õpetaja suhtlemist täiskasvanutega väljaspool klassiruumi. Nimetatu viitab vajadusele pöörata tähelepanu nii suhtlemisoskuste uurimisel kui nende õpetamisel sellele, et õpetaja suhtlemisoskused ei piirdu vaid klassiruumi kontekstiga.
Õpetaja sotsiaalse kompetentsuse struktuuri analüüsi põhjal saab esitada ka idee õpetada nii õpetajate ettevalmistamise tasemekoolituses kui täienduskoolituses ühtses kontekstis suhtlemisoskusi ja emotsionaalse sensitiivsusega seonduvat.
Kokkuvõttena saab öelda, et käesoleva väitekirja raamides teostatud nii teoreetiliste kui empiiriliste uuringute tulemused esitavad mitmeid uusi lähtekohti edasisteks Eesti õpetajate suhtlemiskompetentsuse ja suhtlemisoskuste uuringuteks ja õpetajakoolituse suhtlemisvaldkonna arendamiseks.
The Doctoral Thesis consists of three articles and the summarizing overview. The general goal of the thesis is to establish the differences in the communi¬cation skills of different groups of Estonian teachers in general educational schools and to find the structure of communication competence. The thesis has four research questions. Are there any differences between the assessments of the students of the lower secondary and upper secondary school given to their teacher`s behaviours in the classroom? Are there differences between the self- perceptions of the teachers of arts and sciences given to the statements expressing communication competence? Are there differences between the self- perceptions of male and female teachers given to the statements expressing communication competence? What is the structure of the communication competence of Estonian teachers like? For carrying out the research, one questionnaire of students and one questionnaire of teachers were used. In the case of the questionnaire of students 1,044 students assessed the behaviours of 47 teachers which belonged to the following categories: caring, providing choice and allowing criticism, assertiveness, justice/honesty and aggressiveness. In the case of the questionnaire of teachers 592 teachers assessed themselves answering to the 116 statements expressing communication competence. The raised research questions were answered. Differences between the assessments of the students of lower and upper secondary school given to their teachers` behaviours in the classroom were found. Differences between the self-perceptions of the teachers of art and the teachers of science given to the statements expressing communication competence were found. Differences between the self-perceptions of male and female teachers given to the statements expressing communication competence were found. The differences which were revealed in the self-perceptions of male and female teachers, the teachers teaching art and sciences refer to the possibility that the forms of communication of teachers are influenced by certain factors in society and groups of people. The further research of the obtained differences would allow to find whether the above mentioned tendencies appear in the real behaviour of teachers. In this case such differences should be taken into consideration in developing programmes for teacher-training. The structure of the components of the teachers` communication competence was found. The results of this research showed that the teacher’s social competence consists of three clusters. One of them was independent from the other two. The second and third clusters were related to each other and were concerned correspondingly to relations with pupils and with colleagues, parents and the administration. The results of this research showed that teachers skills in class and teachers skills for communication with adults are related to each other. In further research, these should be studied together as components of the whole. On the basis of the analysis of the structure of the teacher`s social competence an idea can be put forward that emotional sensitivity and communication skills should be taught in pre-service and in-service education in the common context. The current research was one step towards a clearer understanding of Estonian teachers’ communication competence. It provides some directions for further research and ideas for developing the social competence of teachers.
The Doctoral Thesis consists of three articles and the summarizing overview. The general goal of the thesis is to establish the differences in the communi¬cation skills of different groups of Estonian teachers in general educational schools and to find the structure of communication competence. The thesis has four research questions. Are there any differences between the assessments of the students of the lower secondary and upper secondary school given to their teacher`s behaviours in the classroom? Are there differences between the self- perceptions of the teachers of arts and sciences given to the statements expressing communication competence? Are there differences between the self- perceptions of male and female teachers given to the statements expressing communication competence? What is the structure of the communication competence of Estonian teachers like? For carrying out the research, one questionnaire of students and one questionnaire of teachers were used. In the case of the questionnaire of students 1,044 students assessed the behaviours of 47 teachers which belonged to the following categories: caring, providing choice and allowing criticism, assertiveness, justice/honesty and aggressiveness. In the case of the questionnaire of teachers 592 teachers assessed themselves answering to the 116 statements expressing communication competence. The raised research questions were answered. Differences between the assessments of the students of lower and upper secondary school given to their teachers` behaviours in the classroom were found. Differences between the self-perceptions of the teachers of art and the teachers of science given to the statements expressing communication competence were found. Differences between the self-perceptions of male and female teachers given to the statements expressing communication competence were found. The differences which were revealed in the self-perceptions of male and female teachers, the teachers teaching art and sciences refer to the possibility that the forms of communication of teachers are influenced by certain factors in society and groups of people. The further research of the obtained differences would allow to find whether the above mentioned tendencies appear in the real behaviour of teachers. In this case such differences should be taken into consideration in developing programmes for teacher-training. The structure of the components of the teachers` communication competence was found. The results of this research showed that the teacher’s social competence consists of three clusters. One of them was independent from the other two. The second and third clusters were related to each other and were concerned correspondingly to relations with pupils and with colleagues, parents and the administration. The results of this research showed that teachers skills in class and teachers skills for communication with adults are related to each other. In further research, these should be studied together as components of the whole. On the basis of the analysis of the structure of the teacher`s social competence an idea can be put forward that emotional sensitivity and communication skills should be taught in pre-service and in-service education in the common context. The current research was one step towards a clearer understanding of Estonian teachers’ communication competence. It provides some directions for further research and ideas for developing the social competence of teachers.
Description
Väitekirja elektrooniline versioon ei sisalda publikatsioone.
Keywords
pedagoogika, õpetajad, suhtlemisoskused, sotsiaalsed oskused, kompetentsus, täienduskoolitus, Eesti, communication skills, social skills, competence, teachers, teacher training, further training, Estonia