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Tema magistrskega dela je spletno nasilje v osnovnih šolah. Osredotočimo se na učitelje in njihovo soočanje s pojavom spletnega nasilja med učenci. Teoretični del magistrskega dela je najprej namenjen razlagi pojmov nasilje in medvrstniško nasilje, saj je razumevanje teh pojmov ključno za razumevanje osrednjega pojma spletno nasilje. Opisani so dejavniki, ki vodijo do nasilnih dejanj, vloge, ki jih imajo udeleženci v nasilnem dejanju, ter različne vrste in oblike nasilja. Osrednji del magistrskega dela se osredotoča na različne definicije in značilnosti spletnega nasilja ter razlike med spletnim in tradicionalnim nasiljem. Opisane so oblike in vrste nasilja. Nato analiziramo uporabo spleta med mladostniki in otroki z vključitvijo ugotovitev treh večjih raziskav, ki so bile izvedene v Sloveniji. Velik poudarek je na predstavitvi možnosti za preventivno ravnanje šole, učiteljev, staršev in otrok samih. Sledi opis ukrepanja in obravnave v primeru spletnega nasilja med učenci z vidika učitelja, vodstva šole, staršev in otrok. Empirični del je sestavljen iz kvantitativnega in kvalitativnega dela. Kvalitativni del zajema analizo šestih naključno izbranih vzgojnih načrtov slovenskih osnovnih šol. V analizi se osredotočimo na vrednote, ki jih šola zagovarja vzgojne oziroma preventivne dejavnosti, ki jih izvaja, ter vključenost tem nasilja in spletnega nasilja v vzgojni načrt. Kvantitativni del pa predstavlja raziskava med učitelji razrednega pouka, ki pokaže, kako so učitelji pripravljeni na odkrivanje in reševanje spletnega nasilja. Glavni cilj raziskav je ugotoviti, kakšna je pojavnost spletnega nasilja med učenci z vidika učiteljev in kako se učitelji nanj odzivajo. Z analizo vzgojnih načrtov ugotovimo, da vzgojni načrti v večini ne predvidijo tem spletnega nasilja, prav tako ne izvajajo vzgojnih dejavnosti, ki bi bile neposredno povezane s spletnim nasiljem. Vsi analizirani vzgojni načrti pa se zavzemajo za politiko proti medvrstniškemu nasilju. Vsi učitelji se strinjajo, da učenci tretjega, četrtega in petega razreda uporabljajo splet. Velika večina jih meni, da ga uporabljajo vsakodnevno. Rezultati so pokazali, da se več kot polovica učiteljev še ni srečala s spletnim nasiljem med učenci. Učitelji poročajo, da se ne čutijo dovolj kompetentne za odkrivanje in reševanje spletnega nasilja, poročajo namreč, da jim vodstvo šole ni podalo konkretnih navodil za ravnanje ob sumu spletnega nasilja. Večina učiteljev pa se zaveda, da so kljub temu, da se spletno nasilje največkrat dogaja v popoldanskem času, pristojni za reševanje in ukrepanje. The topic of this Master's thesis is online violence in primary schools. The thesis focuses on teachers and their management of the phenomenon of online violence among pupils. The theoretical part of the thesis starts with the definitions of concepts of violence and peer violence, as these concepts are crucial to understand and explain the thesis' main concept of online violence. The thesis describes antecedents of violent acts, roles of various persons involved in the act of violence, as well as various types and forms of violence. The central part of the thesis focuses on various definitions and characteristics of online violence and discusses differences between online and classical violence. The thesis further analyses the use of the Internet among children and adolescents, including also the findings of three major studies conducted in Slovenia. The thesis presents potential preventive actions that can be taken by schools, teachers, parents, and children themselves. The theoretical part concludes with the description of action taken when it does come to peer violence, by teachers, school management, parents, and children. The empirical part consists of a quantitative and a qualitative research. The qualitative research is an analysis of six randomly chosen educational plans of Slovenian primary schools. The analysis examines the values that the schools advocate, the educational and prevention measures, as well as the inclusion of violence and online violence-related topics into the curriculum. The quantitative research was conducted among primary schools teachers on the elementary level. This research showed how teachers are equipped to discover and solve acts of online violence among pupils. The aim of the studies was to discover the extent of online violence detected by the teachers and to examine the reaction of teachers on such violence. The analysis of educational plans revealed that the plans mostly do not address topics related to the online violence, neither do schools conduct educational activities on online violence. However, all 6 plans do include policy against peer violence. All teachers in the survey recognize that pupils of third, fourth and fifth class (aged 8-10 years) use the Internet. Most of the teachers believe that their pupils use the Internet daily. The results show that more than a half of the teachers have not yet witnesses online violence among their pupils. The teachers in the survey also report that they do not feel competent to detect and solve online violence, and report that the school management has not given them guidance on how to react when there are signs of online violence. Most of the surveyed teachers do feel responsible to act and solve problems related to the online violence, even though such violence mostly happens in the afternoon outside of schools.

V diplomskem delu raziskujem vlogo socialnega dela v šolski svetovalni službi v srednji šoli. Z raziskavo sem želela ugotoviti, katera področja dela opravljajo socialne delavke v svetovalni službi v srednji šoli, na katere socialnodelovne koncepte se pri tem opirajo in kakšen pomen pripisujejo prisotnosti socialnega dela v šolski svetovalni službi. Zanimalo me je, katere kompetence in znanja, ki jim pomagajo pri delu v svetovalni službi, so dobile tekom študija na Fakulteti za socialno delo in katere pri delu v šolski svetovalni službi. Želela pa sem tudi raziskati, s kakšnimi izzivi so se socialne delavke soočale pri svetovalnem delu v času epidemije COVID-19. Rezultati raziskave so pokazali, da socialne delavke opravljajo vse naloge šolske svetovalne službe, ki jih predvidevajo Programske smernice (Nagode, 2008a), pri čemer največji delež predstavlja področje dela z dijaki, opravljajo pa tudi naloge, ki jim jih naloži vodstvo šole, ki sicer presegajo okvirje Programskih smernic. Rezultati nakazujejo, da je bilo delo na daljavo naporno, socialne delavke pa so bile obremenjene in izčrpane. Raziskava je pokazala, da pri svetovalnem delu socialne delavke uporabljajo metode socialnega dela, najbolj pa se opirajo na koncept delovnega odnosa soustvarjanja. Kot specifiko socialnega dela v svetovalni službi socialne delavke prepoznavajo praktična znanja in širok spekter znanj, ki ga pridobijo na fakulteti, prispevek socialnega dela za šolsko svetovalno službo pa jim predstavlja uporaba socialnodelovnih načel, metod in konceptov. Raziskava nakazuje, da so socialne delavke na Fakulteti za socialno delo pridobile širok spekter znanj, največ kompetenc pa so v času študija pridobile na področju komunikacije, vzpostavljanja delovnega odnosa in skupinskega dela. Na delovnem mestu so socialne delavke pridobile znanje o zakonodaji s področja vzgoje in izobraževanja, največ kompetenc pa so na delovnem mestu pridobile za delo s starši in karierno orientacijo. Večina socialnih delavk pripisuje prisotnosti socialnega dela v šolski svetovalni službi velik pomen. In my bachelor's thesis I analyse the role of social work in the school counselling service in secondary schools. The aim of the research was to find out which areas of work are performed by social workers in the counselling service in secondary schools, which social work concepts they lean on and what meaning they attach to the presence of social work in the school counselling service. I was interested in which competences and knowledge pertaining to their work in the school counselling service they gained during their studies at the Faculty of Social Work and which ones at the workplace. I also researched what challenges social workers had to face during the COVID-19 epidemic. The results of the research show that social workers perform all school counselling service tasks predicted by the program guidelines »Programske smernice« (Nagode, 2008a), with the largest share being the field of working with students. Besides that they also perform tasks beyond the scope of the program guidelines, assigned to them by the school management. The results indicate that remote work was strenuous, that social workers were overburdened and exhausted. The research shows that social workers use the methods of social work in counselling and they lean on the concept of a co-creative working relationship the most. Social workers recognise practical knowledge and a wide range of knowledge acquired at the faculty as a specific of social work and the use of the principles, methods and concepts of social work as the contribution of social work to the school counselling service. The research indicates social workers acquired a wide range of knowledge at the Faculty of Social Work, with the greatest competences being communication, establishing a working relationship and group work. At their workplace social workers have acquired knowledge of legislation in the field of education, their greatest competences acquired at the workplace being working with parents and career guidance. Most social workers find the presence of social work in school counselling service of great importance.

V magistrskem delu sem raziskovala spletno nasilje med učenci na Osnovni šoli Marija Vera in Osnovni šoli Stranje. Obe šoli sta v Kamniku. Na začetku magistrskega dela sem opisala spletno nasilje ter informacijsko-komunikacijsko tehnologijo, njeno uporabo in razvoj skozi čas. Nato sem opredelila nekaj glavnih pojmov in oblike spletnega nasilja. Poznamo veliko oblik spletnega nasilja, in sicer ustrahovanje, zalezovanje, spolna zloraba, e-blatenje, zasužnjevanje, lažna identiteta, novačenje otrok, seksting, grooming, izključitev, razkrivanje zasebnosti in happy slapping. Spletno nasilje se najpogosteje izvaja prek mobilnih telefonov v obliki SMS in MMS sporočil ter prek raznih družbenih omrežij. Tako kot je pomembno prepoznati spletno nasilje, je pomembno poznati tudi vzroke in posledice spletnega nasilja. Prepoznavanje spletnega nasilja je nujno za samo preprečevanje spletnega nasilja, saj s tem, ko o spletnem nasilju govorimo, preprečujemo nadaljnje nasilno vedenje in ozaveščamo žrtev nasilja, da o nasilju, ki ga doživlja, spregovori. Pri preprečevanju in prepoznavanju nasilja pa imamo vsi zelo pomembno vlogo. Svetovalna služba, učitelji, vodstvo šole ter starši morajo sodelovati skupaj z učenci in se boriti proti spletnemu nasilju. Pomembno vlogo imata pogovor in delavnice na temo spletnega nasilja. Pomembno je, da nam žrtev nasilja zaupa, saj ji le tako lahko pomagamo pri soočanju z nasiljem. Otroci se morajo počutiti varne in upoštevane. Čutiti morajo zaupanje in varen prostor, saj se bodo samo tako odprli, se soočili in zaupali s strahom pred spletnim nasiljem, ki ga doživljajo. Z anketnimi vprašalniki, ki so bili za vse učenec obeh osnovnih šol enaki, sem raziskovala, koliko je spletnega nasilja med učenci, koliko je žrtev in povzročiteljev nasilja, v kakšni obliki se dogaja, kako se učenci ob tem počutijo, jih starši nadzorujejo pri uporabi tehnologije ter kakšno je mnenje učencev o spletnem nasilju in kako bi ga lahko preprečili. Rezultate obeh osnovnih šol sem nato primerjala med seboj. In my master's thesis, I explored cyberbullying between students at Marija Vera Elementary School and Stranje Elementary School. Both schools are located in Kamnik. At the beginning of my master's thesis, I described cyberbullying and information and communication technology, its use and development over time. Then I identified some of the main concepts and forms of cyberbullying. We know many forms of cyberbullying, such as bullying, stalking, sexual abuse, e-blaming, enslavement, false identity, child recruitment, sexting, grooming, exclusion, privacy disclosure and happy slapping. Cyberbullying is most often carried out through mobile phones in the form of SMS and MMS messages and through various online social networks. Just as it is important to recognize cyberbullying, it is very important to know the causes and consequences of cyberbullying. Recognizing cyberbullying is essential for preventing cyberbullying because by talking about cyberbullying we prevent further violent behavior and make the victim of violence aware of the violence he or she is experiencing. We all play a very important role in preventing and recognizing violence. Counseling, teachers, school leaders and parents should work together with students to combat cyberbullying. Conversations and workshops on cyberbullying play an important role. It is important that the victim of the violence trusts us, because this is the only way we can help him or her deal with the violence. Children need to feel safe and respected. They need to feel trust and a safe space, because this is the only way they will open up and face and trust with the fear of cyberbullying they are experiencing. Through the questionnaires, which were the same for all pupils of both Primary Schools, I explored how much cyberbullying is among the students, how many are victims and perpetrators of violence, what is happening, how the students feel about it, what their parents control when using technology and what students think about cyberbullying and how it can be prevented. At the end I compared the results of both Primary Schools with each other.

Poklic učitelja razrednega pouka je eden najbolj stresnih poklicev. Z raziskavo smo ugotavljali pojavnost stresa pri 110 učiteljih razrednega pouka, na mestnih in podeželskih šolah v Sloveniji, glede na delovno dobo. Namen je bil spoznati simptome, stresogene situacije in strategije obvladovanja stresa pri učiteljih. Rezultati so pokazali, da učitelji ocenjujejo svoje delo kot odgovorno in v večini ne razmišljajo o drugem delu. Najpogosteje opažajo telesne in čustvene simptome stresa, srečujejo pa se s stresogenimi situacijami pri delu z učenci, strokovnem delu in v odnosih s sodelavci, vodstvom šole ter s starši. Po pomoč se v težavah na delovnem mestu najpogosteje obrnejo na sodelavca ali vodstvo šole, stres pa obvladujejo s sprehodi in pogovori. The occupation of primary school teachers is considered one of the most stressful professions. The survey was used to determine the incidence of stress in 110 primary school teachers in urban and rural schools in Slovenia, depending on seniority. Its aim was to learn about stress symptoms, stressful situations and strategies to manage stress among teachers. The results show that teachers evaluate their work as a very responsible one and in majority do not think about changing their job. Teachers most often perceive physical and emotional symptoms of stress. They are faced with stressful situations when working with pupils, at their professional work, and in relations with colleagues, school management, and parents. When difficulties arise in their work, teachers most often turn for help to a colleague or the school management and they manage their stress by going for a walk and talking to their friends.

Magistrsko delo obravnava osebna pojmovanja učiteljev in svetovalnih delavcev o različnih vidikih pedagoškega dela in o stresu na delovnem mestu. Znotraj tega predstavim tudi povezave z zadovoljstvom s poklicem in uspešnostjo pri delu. V teoretičnem delu predstavljam pojem osebnih pojmovanj, kako delujejo, nastajajo, kako se spreminjajo in kako so vpeta v vzgojno - izobraževalni kontekst. Naslednji vsebinski sklop, ki ga predstavljam govori o stresu, predvsem se osredotočam na stres na delovnem mestu med učitelji in svetovalnimi delavci. Obravnavam tudi temi o zadovoljstvu s poklicem, ki se pomembno povezuje s stresom in osebnimi pojmovanji ter o timskem delu, ki predstavlja pomemben način dela in se ga pogosto poslužujejo tako učitelji kot tudi svetovalni delavci. Na koncu predstavim še teoretična spoznanja o čustvenem in socialnem učenju. V empiričnem delu sem uporabila integriran kvantitativno-kvalitativen pristop. Podatke sem pridobila s pomočjo anketnega vprašalnika, ki ga je v celoti rešilo 327 učiteljev in svetovalnih delavcev. Rezultati so pokazali, da imajo učitelji in svetovalni delavci osebna pojmovanja o poučevanju, učenju in znanja na najnižjem nivoju, saj so bili predstavljeni odgovori zelo enostavni in enosmerni. Pojmovanja učiteljev in svetovalnih delavcev o timskem delu, čustvenem in socialnem učenju so bolj sestavljena in podkrepljena z lastnimi primeri iz prakse. Učitelji in svetovalni delavci so navedli več dejavnikov, ki jim povzročajo stres na delovnem mestu. V največji meri so to ljudje s katerimi so v stiku pri delu, predvsem starši in vodstvo šole. Nekoliko manj je zanje stresno delo z učenci. Rezultati so tudi pokazali, da so učitelji in svetovalni delavci v večini zadovoljni s svojim poklicem in se pri svojem delu počutijo uspešne. This master's thesis deals with teachers’ and counselors’ personal conceptions about different spheres of pedagogy and stress at work. Furthermore, I describe the correlation between satisfaction and productivity at work. In the theoretical part, I present the concept of personal conceptions, how they function, develop, change and how they are relevant to the pedagogical field. The next part of my thesis relates to stress, especially stress at work i.e. among the teachers and counselors. I also analyze how satisfied educational workers are with their working conditions, which are closely connected with stress and personal opinion, and how well team work functions in the educational field. Finally, I present the theoretical conclusions on emotional and social learning. In the empirical part of my thesis, I used an integrated quantitative and qualitative approach. I collected the data for my research with the help of a survey, which was taken by 327 teachers and counselors. The results show that teachers and counselors have personal conceptions on teaching, learning and teaching low attaining groups of pupils, since the answers given were distinctively simple and straightforward. Their opinions on team work and emotional and social learning were more complex and supported by their personal experience. The participants listed many factors which induce stress in their work environment. For the most part the stress comes from the people who they are in contact with, especially parents and school management. Working with pupils is deemed slightly less stressful. The results show that educational workers are satisfied with their profession and feel successful about their work.

Slovenija je ena izmed redkih držav, kjer znotraj šolskega sistema deluje tudi šolska svetovalna služba. Sprva so na mesta svetovalnih delavcev zaposlovali psihologe, socialne delavce in pedagoge, kasneje še specialne pedagoge in v šolskem letu 1998/99 socialne pedagoge, ki so se izkazali za nepogrešljiv strokovni profil. Socialni pedagogi imajo zelo širok spekter znanja in kompetence na področjih socialne izključenosti, prepoznavanja in reševanja odklonskih pojavov, dela s posamezniki z vedenjskimi in čustvenimi motnjami, teh pa je v sodobnem času v šolah vedno več. Z namenom pridobitve bolj natančnega vpogleda v obravnavano temo o vlogi in položaju socialnega pedagoga v šolski svetovalni službi, sem izvedla kvantitativno raziskavo s pomočjo dveh anketnih vprašalnikov. Anketne vprašalnike sem poslala na vse slovenske osnovne šole, kjer so v šolski svetovalni službi zaposleni socialni pedagogi. Anketni vprašalnik 1 je bil namenjen socialnim pedagogom, anketni vprašalnik 2 pa ostalim svetovalnim delavcem in predstavnikom vodstva šole. Z raziskavo sem tako pridobila vpogled v to, s katerimi področji se v večini ukvarjajo socialni pedagogi, ki so zaposleni kot svetovalni delavci na slovenskih osnovnih šolah, kako so zadovoljni s pogoji dela, kako vidijo svojo vlogo socialni pedagogi sami in kako njihovo vlogo in položaj zaznavajo ostali svetovalni delavci in vodstvo šole. Ugotovila sem, da se v večini ukvarjajo z vsemi predpisanimi področji, prevladuje pa predvsem področje nudenja neposredne pomoči učencem s posebnimi potrebami in učencem z učnimi težavami. Socialni pedagogi poročajo, da je zelo pomembno tudi področje preventivnega dela z učenci, vendar pa zaradi naraščanja obsega administrativnih nalog, za omenjeno pogosto primanjkuje časa, zaradi česar se šolski svetovalni delavci velikokrat znajdejo v vlogi šolske krizne službe. Slovenia is one of few counries where school system also operates with school counselors. At first, as school counselors were employed psychologists, social workers and pedagogues, later also special pedagogues and in school year 1998/99 social pedagogues, who have proven to be an indispensable professional profile. Pedagogues have a very wide range of skills and competences in the fields of social exclusion, identifying and resolving negative phenomena, work with individuals with emotional and behavioral disorders, which in school appears more and more. In order to obtain more accurate insight into topic of the role and position of social educator in the school counseling service, I conducted a quantitative survey using two questionnaires. I sent questionnaires to all Slovenian primary schools, where are employed social pedagogues as school counselors. The questionnaire 1 was aimed to social pedagogues, a questionnaire 2 was aimed to other counselors and headmasters. Through my research I acquired insight into which areas social pedagogues, who are employed as school counselors in Slovenian primary schools, paid most attention, how are they satisfied with work conditions, how they see their role and how the role of social pedagogues is seen through eyes of other counselors and headmasters. I found out that social pedagogues deal with all work areas, especially with direct assistance to pupils with special needs and with pupils with learning problems. Social pedagogues reports that area of preventive work with pupils is also very important work, but because increase of administrative tasks, there is not enought time for that. This is why school counselors often find themselves in the role of school crisis services.

V raziskavi za magistrsko nalogo smo ugotavljali, kakšne so možnosti za vključevanje šolske knjižnice v delo z učenci s specifičnimi učnimi težavami. S pomočjo izvedbe standardiziranega in strukturiranega intervjuja pri 30-ih učencih, ki imajo specifične učne težave in 8-ih šolskih knjižničarkah iz osnovnih šol na goriškem, smo želeli izvedeti kaj tem učencem pomeni šolska knjižnica, kako jim ustreza ureditev gradiva, kako pogost je njihov obisk knjižnice, ter kakšen je razlog le tega, kakšnega knjižničarja si želijo v knjižnici, h komu se odpravijo po pomoč, ter ali si želijo sodelovanja s knjižničarjem pri individualni uri. Pri šolskih knjižničarkah pa smo želeli spoznati, s katero skupino teh učencev se najpogosteje srečujejo, kakšni občutki, jih prevzamejo ob stiku z učenci s specifičnimi učnimi težavami, kako ocenjujejo svojo kompetentnost in možnosti izobraževanja na področju specifičnih učnih težav, kako po mnenju šolskih knjižničark na možnost vključevanja šolske knjižnice v delo z učenci s specifičnimi učnimi težavami gledajo vodstvo in drugi strokovni delavci šole, kako goriške šolske knjižničarke vidijo nastalo situacijo, na kakšen način knjižničarke tem učencem pomagajo in kako jih motivirajo za knjižnico. Rezultati kažejo, da tej skupini učencev knjižnica pomeni možnost izposoje gradiva, učenja in druženja. Postavitev gradiva v knjižnici večini učencem ne ustreza, primernejša bi bila označitev gradiva s piktogrami. Težave, ki jih imajo učenci ne vplivajo na pogostost obiska knjižnice, najpogosteje jo ti učenci obiščejo 2 krat tedensko, zaradi izposoje gradiva, pisanja domače naloge in druženja. V svojih knjižnicah si želijo knjižničarja, ki jim je pripravljen pomagati in je obenem prijazen. Po pomoč pa se kljub temu najprej zatečejo k staršem, prijateljem in učiteljem. Torej ne preseneča, da vsakršno sodelovanje s knjižničarjem pri individualnih urah zavračajo. Rezultati goriških šolskih knjižničark kažejo na to, da se najpogosteje srečujejo z dislektiki, ob stiku z učenci, ki imajo specifične učne težave največkrat začutijo strah in dvom. Knjižničarke sebe ne ocenjujejo kot kompetentne za delo s to skupino učencev, kljub dobrim možnostim izobraževanja na tem področju. Vodstvo šole in ostali strokovni delavci se zavedajo pomena vključitve šolskega knjižničarja v proces dela z učenci s specifičnimi učnimi težavami, a tega ne izvajajo, kar potrdijo tudi knjižničarke, ki nimajo priložnosti za delo s temi učenci. Lahko pa jim nudijo pomoč v knjižnici, najpogosteje pri iskanju in svetovanju glede ustreznosti izbranega gradiva, ter jih motivirajo za knjižnico prek kvizov, pomoči v izposoji itd. Želja in volja šolskih knjižničark na goriškem za delo z učenci s specifičnimi učnimi težavami ni vprašljiva, le še specialni pedagogi morajo uvideti, da tudi šolski knjižničar lahko pripomore k napredku te skupine učencev. The point of this research was to find out what are the possibilities to include school library in the work with students that have specific learning disorders. We conducted a standard and structured interview with 30 students with specific learning disorders and 8 school librarians in Goriška region, to find out the following: what is the meaning of school library for these children, what they think about library's arrangement, how often they visit it and what is the reason of their visits, what would they like their librarian to be like, who they ask for help and if they would want to have an individual class with a librarian. I also wanted to know the opinions of the librarians about which is the most frequnt group of students with specific learning disorders they meet, what feelings they experience in contact with those students, how they would asses their competences and possibilties for education about specific learning disorders, what is the opinion of their superiors, the school managent, about librarians' work with the students with specific learning disorders and what is the view of the school librarians of the situation with these children and how they help and motivate them. The results show that these students see the library as a place where they can borrow books, where they can learn and sociate with their friends and schoolmates. They would need a different arrangement of the library, for example with pictograms. Their disorders do not affect the frequency of visits to the library usually they visit it 2 times a week. They would like to have a librarian who is friendly and willing to help. But they seek help with their parents, friends and teachers first. So it is not surprising that they reject any kind of individual class with their librarian. The librarians of Goriška are mostly in contact with dyslexics and they mostly feel fear and doubt their own capabilites when being near those children. They feel they are not competent enought to work with them, though they have good possibilities for education in that direction. The school management is aware of the importance of integration of shool library in the process of working with students with specific learning disorders, but they don't help to make things different. The librarians do help the students though, mostly when it comes to searching and consulting about the books and they motivate them to visit the library through different quizes, help with borrowing etc. The will and desire to work with students with specific learning disorders from librarians is not questionable, the special education teachers are the ones that need to see that the school librarian can also help in the improvement of this group of students.

V diplomskem delu smo obravnavali temo motivacije in nagrajevanja zaposlenih na Osnovni šoli Brežice. Osredotočili smo se na to, ali imajo zaposleni občutek, da so dovolj motivirani s strani ravnateljice, kateri so tisti dejavniki, ki jih motivirajo pri samem delu in v kolikšni meri. Zanimalo nas je tudi kako na njihovo delo vplivajo nagrade in kakšen pomen pripisujejo posameznim vrstam nagrad. Pomembno je, da vodstvo šole ve, kako so s sistemom motiviranja in nagrajevanja zaposleni zadovoljni, saj bodo le z učinkovitim sistemom lahko uspešno dosegli cilje, ki so si jih zadali. Zadovoljni in motivirani delavci bodo vsekakor bolje in z več vneme opravljali vsakodnevne naloge. Se pa seveda sistemi motiviranja in nagrajevanja razlikujejo od organizacije do organizacije. Zato je treba najti neko optimalno rešitev, da ne prihaja do negativnih posledic, kot so nezadovoljstvo, pomanjkanje motivacije, slabši odnosi in ne nazadnje tudi odhod kadrov iz organizacije. Cilj diplomskega dela je spoznati motivacijo in sisteme nagrajevanja, ter ugotoviti, v kolikšni meri vplivajo na zaposlene in njihovo vsakodnevno delo. V teoriji smo preučili motivacijske dejavnike, motivacijske teorije in sisteme plač in nagrad. Topic of our diploma work is motivation and employee remuneration at Elementary school Brežice. We focused on whether employees have the feeling that they are motivated by the principal, which are the factors that motivate the work itself and to what extent. We were also interested in how their work is affected by rewards and what importance they attach to individual types of awards. It is important that managament of a school knows how the system of motivation and remuneration satisfy employees, because only with effective system they can achieve goals they have set themselves. Satisfied and motivated employees are definitely better at doing everyday tasks and they do it with more satisfaction. Of course the systems of motivation and rewards vary from organization to organization. It is therefore necessary to find an optimal solution to avoid any negative effects, such as frustration, lack of motivation, poor relations and finally the departure of staff from the organization. The aim of diploma work is to understand the motivation and reward systems, and to determine to what extent they impact on employees in their daily work. In theory, we examined the motivational factors, motivational theories and systems of salaries and bonuses.

Podaljšano bivanje (v nadaljevanju PB) je oblika vzgojno-izobraževalnega varstva, ki jo učenci prostovoljno oz. glede na odločitev staršev obiskujejo po pouku. Učitelji, vodstvo šole in starši vlogi učitelja podaljšanega bivanja pripisujejo zelo različno vrednost. Nekateri so mnenja, da je podaljšano bivanje namenjeno le kosilu, opravljanju domače naloge in razvedrilu. Vendar je PB lahko veliko več kot samo to. Kako kakovostno organizirati čas in dejavnosti v podaljšanem bivanju? Kako učence motivirati za pisanje domače naloge? Kako jih motivirati za še dodatno učno delo in hkrati doseči, da bodo v podaljšanem bivanju zadovoljni? Kaj učence pritegne in jih dela radovedne? Vse to so vprašanja, ki si jih zastavi skoraj vsak učitelj na začetku svojega dela in tekom poučevanja. Postavila sem si cilja, da bom učence v oddelku podaljšanega bivanja poskušala na različne načine motivirati, da bodo domačo nalogo pisali vestno in z veseljem ter da bodo v času podaljšanega bivanja še dodatno utrjevali matematične vsebine. Zakaj ravno ti dve vsebini? Domača naloga je del vsakdanjika in prav je, da učenci čim prej začutijo pomen domače naloge. Z rednim opravljanjem naloge se že sproti veliko naučijo, utrdijo snov in s tem pridobivajo delovne (učne) navade. Matematiko sem želela približati skozi igro, ker se zavedam, da je igra naravna potreba otrok in zato obvezen dodatek pri pouku oz. drugi obliki vzgojno-izobraževalnega varstva. Uporabiti je bilo treba tako imenovane didaktične igre. To je zvrst igre, ki je prilagojena izobraževalnim namenom, kar pomeni, da so cilji, ki jih želimo skozi igro doseči, vnaprej jasno načrtovani. Zanemariti ne smemo vzgojnih ciljev, ki so prav tako pomembni in jih prek igre razvijamo (npr. upoštevanje pravil, sodelovanje v skupini, naučiti se prenesti poraz itd.). Namen magistrskega dela je bilo ugotoviti, ali bodo ponujene matematične didaktične igre učence podaljšanega bivanja pritegnile in v kolikšni meri lahko z igro realiziramo zastavljene matematične cilje ter na kakšen način učence motivirati za pisanje domačih nalog. Zanimalo me je tudi, ali se uspešno opravljanje domačih nalog povezuje z motivacijo za dodatno zaposlitev (izborom matematičnih didaktičnih iger). V teoretičnem delu sem tako na kratko predstavila vsebine: matematika kot učni predmet v 3. razredu, domače naloge, motivacija, igra in koncept podaljšanega bivanja. V nadaljevanju so v praktičnem delu magistrskega dela predstavljene izbrane matematične didaktične igre. Raziskovalni del je sestavljen iz dveh delov, najprej so zapisane analize iger in opravljanje domače naloge glede na moja opažanja in pogovore z učenci, v drugem delu pa so predstavljeni rezultati ankete, ki so jo rešili učenci ob zaključku raziskave (po obdelavi vsebin z igro). Evalvacija dela in analiza anketnih vprašalnikov sta pokazali, da je didaktična igra kot motivacijsko sredstvo za utrjevanje matematičnih vsebin zelo primerna metoda. Učencem so bile igre všeč in si jih večina želi tudi v prihodnje. Prav tako sem ugotovila, da zunanja motivacijska sredstva za spodbujanje učencev pri opravljanju domačih nalog pripomorejo k večji motiviranosti in spremembi odnosa učencev do domače naloge. Opazila sem, da redno in vestno opravljanje domačih nalog ni povezano z motivacijo za dodatno učno delo, npr. izborom matematične didaktične igre. Ni res, da bi po igrah z učno vsebino posegali le uspešnejši učenci oz. učenci, ki so sicer bolj motivirani za učno delo. Extended stay is a form of educational care, which is attended by students voluntarily or. depending on the decision of their parents, when school lessons end. Teachers, school management and parents, attach a different value to the role of the extended stay. Some think that the extended stay is meant only for eating lunch, doing homework and entertainment. Extended stay can be much more than that. How to organize quality time and activities, how to motivate pupils to write homework, how to motivate them for further learning and work and at the same time try to achieve that students enjoy staying in the extended stay. These are all questions that are raised by almost every teacher at the beginning of their work and in the course of teaching. I set myself a goal, that I will try to motivate students in various ways, so they will write their homework diligently and at the same time try to further strengthen the mathematical contents of school lessons. Why these two contents? Homework is a part of everyday life and it is right that the students feel the importance of homework as soon as possible. With regular task carried out they learn and obtain the working habbits. I wanted to approach mathematics through game, because I am aware that learning through game is a natural need of children and therefore mandatory appendix in the classroom or. other types of educational care. I had to use the so-called didactic games, because this is the type of game that is customized to educational practice, which means that the targets we want to achieve through the game, are clearly planned in advance. We must not neglect the educational goals, which are very important and should be developed through play (eg. Compliance with the rules, group participation, learning to cope with failure, etc.). The purpose of the master thesis was to figure out whether the offered mathematical didactic games attract students in extended overstay and to what extent can we realize the set mathematical goals and how to motivate students to do their homework. I was also interested in if carrying out domestic tasks is anyhow associated with motivation for further employment (selection of mathematical didactic games). In the theoretical part I presented the contents: Mathematics as a learning subject in the 3rd grade, homework, motivation, play and the concept of extended stay. The following parts of this master thesis present selected mathematical didactic games. The research part of the thesis is composed of two parts, first the written analysis of games and doing homework are gathered, according to my observations and conversations with students (students' attitude towards homework, motivation, self-responsibility), while the second part presents the results of a survey that students filled up at the end of my study (after finishing play related contents). Evaluation of the work and analysis of the questionnaires showed that the didactical games are by all means very suitable method as a motivational tool for the consolidation of mathematical contents. The pupils liked the games and most of them would like to more of it in the future. I can also ensure that the external motivational tools to encourage students to do their homework helps to boost motivation and change students' attitudes towards homework. However, I noticed that regular and conscientiously carrying out domestic tasks is not related to motivation for further learning process, for example by selecting a mathematical didactical game. It is also not true that only more succesfull students are more eager to choose mathematical didactic games, which are more frequently motivated for learning process.

Naslov diplomskega dela je Zgodovina Osnovne šole Ob Dravinji od ustanovitve do danes. Namen dela je predstaviti zgodovino in razvoj osnovnega šolstva v Slovenskih Konjicah, podrobneje centralno Osnovno šolo Ob Dravinji ter njuni podružnici. Zajela sem obdobje od 1958 (ustanovitev šole) do danes. Zanimal me je učni uspeh učencev skozi leta, organizacija, delovanje in vodstvo šole, želela sem ugotoviti socialno stanje družin in število šoloobveznih otrok, spoznati učiteljstvo in nadzorstvo šole ter predstaviti dosežke, dejavnosti otrok in aktivno vključevanje učencev v različne prireditve. Za lažje razumevanje je opisana zgodovina Slovenskih Konjic, njene družbeno-geografske značilnosti in statistični podatki o prebivalstvu. Precej informacij o zgodovini šole v samem kraju najdemo na knjižnih policah mestne knjižnice, številne vire tudi v šolski knjižnici OŠ Ob Dravinji, ključne podatke pa v šolskih kronikah, ki so bile temeljni vir raziskovanja. Potrebno je bilo preučiti tudi zgodovino šolstva na Slovenskem, da bi lažje razumeli vzroke za nastanek šole in njeno delovanje. Pri nastanku teoretičnega diplomskega dela sem uporabila naslednje raziskovalne metode: komparativno, ki je bila najbolj primerna za proučevanje in medsebojno primerjanje različnih procesov, zgodovinsko za opisovanje preteklosti ter deskriptivno za interpretacijo dejstev in procesov. S pomočjo teh treh metod in prebiranja literature sem lahko poiskala številne dejavnike in pokazala, kako ti pozitivno ali negativno vplivajo na uspehe učencev skozi leta, in jih skušala povezati s splošnimi okoliščinami v kraju. The title of my dissertation is The History of Ob Dravinji primary school from its establishment to nowadays. The main aim is to present the history and the development of the educational system of the primary schools in the town of Slovenske Konjice. The dissertation presents Ob Dravinji primary school and its branches in detail from 1958 to nowadays. I have been interested in pupils’ academic achievement throughout the history, organization, functionality and the leadership of the school. I have also been researching a social condition of the families, the number of the school age children, their achievements, activities and their integration in different events. I have also introduced the teaching stuff and the inspectorate of the school and its branches. For easier understanding I have described the history of the town, its socio-geographical characteristics and the statistical data of its inhabitants. I could find a lot of information about the school’s history at the town’s library. I have found numerous sources at the school’s library, the key information were available at the school’s chronicles which were the main source of my research. It was necessary to study the history of the Slovene educational system which led that I have easier understood the reasons for the school’s establishment and its function. At this dissertation I have used the following research methods: comparative method which was the most appropriate for studying and comparing of the different processes historical method for describing the historical facts descriptive method for interpretation of the facts themselves and of the processes. With the help of these methods and with the help of the different written sources I was able to look for the numerous parameters and show that they influence (positively or negatively) on the pupils’ academic achievement throughout the history. I have also been researching if the general circumstances in the town were somehow connected with the pupils’ academic achievement.

Proces informatizacije posamezne šole je v zadnjih letih ponovno eden pomembnejših področij šolstva, ki se razvija v sinergiji z ostalimi širšimi ali ožjimi dejavnostmi: vodenje šole, samoevalvacija, učinki izobraževanja itd. V ta namen šole potrebujejo nove konkretne pristope in orodja, ki jim bodo v pomoč pri načrtovanju, izvajanju in evalvaciji teh dejavnosti. V raziskovalni nalogi smo razvili model samoocenjevanja stopnje informatizacije šole, ki zajema neprekinjeno zanko: reševanje samoevalvacijskega vprašalnika, refleksijo dobljenih rezultatov z namenom poenotenja pogleda različnih deležnikov izobraževanja na obstoječe stanje in razumevanje celovitosti informatizacije šole ter na podlagi tega spremembe pri nadaljnjem načrtovanju in posledično izvajanju dejavnosti na šoli. Na podlagi teoretičnih in praktičnih izhodišč ter lastnih izkušenj smo samoevalvacijski vprašalnik razvili in preizkusili v obliki večparametrskega hierarhičnega modela. Drevo kriterijev zajema tri glavna področja: »šola in okolje«, »učitelji in e-skupnosti« ter »učenci in polje bivanja«. Model smo preizkusili in testirali na šolah. Rezultati so pokazali, da uporabnikom omogoča celovit in poenoten pogled na informatizacijo posamezne šole, prav tako pa omogoča vključitev vseh deležnikov: ravnatelja oz. vodstvo šole, učitelje in druge strokovne delavce šole ter učence in starše. Vključene šole in strokovnjaki so razviti model ocenili kot učinkovito orodje za oceno trenutnega stanja, ki lahko pripomore h kakovostnejšemu nadaljnjemu načrtovanju in izvajanju procesa informatizacije. V raziskovalnem projektu smo povezali teorijo in prakso procesa samoevalvacije in njenega vpliva na nadaljnje načrtovanje s teorijo odločitvenih znanj, uporabili kvalitativna hierarhična večparametrska programska orodja odločanja in tako prispevali k nadaljnjemu raziskovanju in nadgradnji informatizacije šolstva. The process of school informatisation in the last years represents one of the important areas of education, which is being developed in synergy with other broad or narrow activities: school leadership, self-evaluation, effects of education etc. Schools need new approaches and practical tools to support planning, implementation and evaluation of these activities. We developed a model for self-assessment of level of school informatisation. It includes a continuous loop: solving the self-evaluation questionnaire, reflecting the results obtained to unify the view of different stakeholders on the current situation and comprehensive understanding of the school informatisation and on the basis of this change with further planning and implementation the activities at the school. Based on the theoretical and practical background and our own experience we developed a multi-attribute hierarchical model of school informatisation. A tree of criteria covers three main areas: “the school and environment”, “teachers and online communities”, and “students and environment”. The model was piloted and tested in schools. The results showed that enables users a comprehensive and unified view of the computerization of the individual schools, but also allows the inclusion of all stakeholders: principal or school management, teachers and other professional school staff and students and parents. Piloted schools and experts evaluated the model as an excellent tool for assessing the current situation which may lead to a higher level of further planning and implementation of the school informatisation. The development project linked the theory and practice of self-evaluation process, the impact on future planning and implementation with the theory of decision-making process. We used a qualitative hierarchical multi-attribute decision-making tools and thereby contributed to further development and improvement of the school informatisation.

Reševanje konfiktov na miren in konstruktiven način je ena temeljnih vrlin, ki pripomore k boljši komunikaciji, prav tako pa jo posameznik potrebuje za kakovostno in produktivnejšo življeneje v tako raznoliki družbi. Že od nekdaj je odraščanje povezano s konflikti, proces odraščanja pa poteka tudi v šoli. Šola je kraj, kjer v veliki meri prihaja do sporov med učenci, saj šolo obiskujejo učenci, ki izhajajo iz družin, ki so različnega verskega in kulturnega prepričanja, prav tako nekateri otroci izhajajo iz družin, ki niso socialno ogrožene in iz družin, ki so socialno ogrožene. Tako imajo otroci različne poglede na komuniciranje, mišljenje in reševanje nastalega konflikta. Šola lahko uporabi za reševanje konfliktov vrstniško mediacijo, ki je neformalen način reševanja konfliktov, je vzgojna dejavnost, ki se uporabi za reševanje konfliktov med učenci. Vrstniška mediacija je oblika reševanja sporov, ki temelji na osnovnih načelih mediacije in povezujočega pogajanja, in se izvaja med vrstniki na osnovnih in srednjih šolah. Vrstniki v sporu se pogovarjajo z namenom, da bi našli rešitev, ki bi zadovoljila obe strani, pri tem pa jim pomaga tretja nevtralna oseba – mediator. Vrstniška mediacija vstopa v izobraževalni sistem skozi najrazličnejše konflikte, v katerega je vpleteno več raznolikih oseb, kot so učenci, učitelji, starši, vodstvo šole. Vrstniška mediacija vnaša v šole prostor za komunikacijo, razmišljanje in ovrednotenje konfkiktnih situacij. Pripomore k temu, da se otroci naučijo spretnosti reševanja konfliktov, spodbuja aktivno poslušanje in komunikacijo ter uči sočutja do drugačnosti in kot najpomembnejše privzgaja otrokom občutek za pravičnost. Solving conflicts in a peaceful and constructive manner is one of the fundamental virtues that contribute to a better communication, but also the individual need for quality and productive life in such a diverse society. The growing up has always been associated with the conflicts and the process of growing up takes place in school. School is a place where many conflicts come between students as they attend school from families who have different religious and cultural beliefs, as well some of the children belong to families that are not socially disadvantaged and some of the children belong to families that are socially disadvantaged. Children have different views on communication, thinking and solving of conflicts. School can be used for conflict resolution Peer Mediation in an informal way of resolving conflicts, and it is educational activity that is used to resolve conflicts between students. Peer mediation is a form of dispute resolution, which is based on the basic principles of mediation and negotiation and is carried out among their peers in elementary and secondary schools. Peers discuss the dispute in order to find a solution that would satisfy both sides, while being helped by a third neutral party third party - the mediator. Peer mediation is entering into the education system through the various conflicts. It involves many diverse persons such as students, teachers, parents and school board members. Peer mediation is introduced into the school liberty for communication, reflection and evaluation conflicts situations. It helps children learn the skills of conflict resolution, encourage active listening and communication and teaches compassion to diversity and most importantly it educate children a sense of fairness.

V diplomskem delu Bralna značka na osnovnih šolah v Upravni enoti Ruše smo želeli osvetliti problematiko bralne značke na ta način, da smo s pomočjo anketiranih spodbujevalcev bralne značke v osnovnih šolah odkrili nekatere inovativne ideje, s pomočjo katerih lažje motiviramo otroke, da bi sodelovali pri bralni znački in brali leposlovje, hkrati pa smo opozorili tudi na morebitne probleme z opuščanjem branja, ki se lahko pojavijo v določeni starosti otrok. Živimo v hitro spreminjajoči se družbi, kjer tehnološki razvoj prednjači pred nekaterimi, nekoč bolj cenjenimi, dejavnostmi človeštva. Mediji s svojim močnim vplivom vse bolj posegajo v naša življenja, še bolj pa v življenja otrok in mladostnikov, branje knjig pa je tako vedno bolj odrinjeno na stran, zato se morajo odrasli, učitelji in drugi spodbujevalci branja pri otrocih zelo potruditi, da dodobra uspejo motivirati mlade bralce, da le-ti začnejo posegati po kvalitetni leposlovni literaturi. Zato smo v diplomskem delu veliko prostora namenili kratki zgodovini bralne značke pri nas, da lahko to gibanje primerjamo glede na svoje začetke ter kako poteka danes. Zelo pomembni so tudi spodbujevalci bralne značke: starši, mentorji bralne značke, knjižničarji in ravnatelji (vodstvo šole), saj je od le-teh odvisno, ali bodo otroci sodelovali pri bralni znački ali ne. Mentorji se morajo zavedati, da je bralna značka interesna dejavnost, da si lahko učenci izberejo knjigo po svoji presoji in da pogovor o prebrani knjigi med njimi in učenci poteka v sproščenem vzdušju. Tako starši kot mentorji se morajo truditi, da otroci nikoli ne prenehajo z branjem, morajo jim stati ob strani, jih spodbujati in jim pomagati, če med branjem naletijo na kakšno težavo. In the graduation thesis Reading Badge at Primary Schools in the Administrative Unit Ruše the issue of reading badge is highlighted. Therefore, we carried out a survey among the promoters of reading badge at primary schools. They filled in the questionnaire, and based on their answers some innovative methods for motivating children to read belles-lettres, and to read for reading badge were discovered. At the same time, the issue of abandoning reading that can occur among children at the certain age was addressed. We live in a society where changes are a part of a daily life, and where the technological development is more important than some other human activities that were once appreciated. The media has a strong influence on our way of life, especially in the case of children and adolescents. Hence, the process of reading books is abandoned therefore adults, teachers and other promoters of reading among children have to make an effort to motivate children for reading quality belles-lettres. This is a reason for a detailed description of short history of reading badge in Slovenia. The historical overview enables a comparison of the present day reading badge and reading badge at its beginnings. The promoters of reading badge, namely parents, mentors of reading badge, librarians and head teachers (school management team) play a very important role it depends on them whether children read for reading badge or not. It is important for mentors to know that reading badge is an extra-curricular activity in which pupils themselves choose the book they want to read. Furthermore, a discussion among pupils and teachers about the book read should take place in a relaxed atmosphere. Parents as well as teachers have to make an effort that children continue with reading they have to encourage them and help them if they encounter a problem in the process of reading.

The aim of the paper is to explore what is perceived to be successful school leadership in the challenging urban communities in Poland and England. This paper reports on outcomes from two case studies. These studies were conducted in two groups of schools in challenging urban communities in Lodz, Poland and in the Yewlands area of Sheffield, England. This paper builds upon outcomes so far from a three-year joint project (2008 - 2011) and firstly presents some differences of context and approach towards school leadership in the Polish and English studies. However, significant similarities in terms of pedagogy and leadership between the two contexts constitute what can be characterised as inclusive school leadership in three main areas: teacher leadership, building "social capital" and in the adoption of subversive approaches. Namen prispevka je raziskati, kaj je dojeto kot uspešno šolsko vodstvo v zahtevnih urbanih skupnostih na Poljskem in v Angliji. Članek poroča o rezultatih dveh študij primerov. Ti študiji sta bili izvedeni v dveh skupinah šol v zahtevnih urbanih skupnostih v Lodzu na Poljskem in na področju Yewlands v Sheffieldu v Angliji. Članek temelji na dosedanjih rezultatih triletnega skupnega projekta (2008 - 2011) in prvič predstavlja nekatere razlike v okviru in pristopu k vodenju šol v poljskih in angleških študijah. Vendar pa velike podobnosti z vidika pedagogike in vodenja šol med dvema okoljema pomenijo to, kar lahko označimo kot vključujoče vodstvo šole na treh glavnih področjih. To so: učiteljsko voditeljstvo, oblikovanje "socialnega kapitala" in upoštevanje subverzivnih pristopov.