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Zadovoljstvo učenika školom definira se kao kognitivno-afektivna evaluacija zadovoljstva školskim iskustvom (Huebner, 1994). Zadovoljstvo učenika školom izuzetno je važno za kvalitetno odrastanje učenika i značajno doprinosi općem zadovoljstvu životom. Ovim se radom nastojalo predstaviti najvažnije spoznaje i rezultate istraživanja iz područja zadovoljstva učenika školom. Rad uključuje pojmovno određenje zadovoljstva školom i subjektivne dobrobiti učenika. Prikazani su rezultati dosadašnjih istraživanja, karakteristike učenika koje su povezane sa zadovoljstvom te posljedice učeničkog nezadovoljstva školom. Isto tako, rad donosi pregled svih mjernih instrumenata za ispitivanje zadovoljstva učenika školom. Na kraju se iznose preporuke za buduća istraživanja te unapređenje školske prakse.

The aim of this research was to examine students’ perceptions of online teaching, their own engagement and abilities, and their success expectancy in the future profession. 713 students attending the University of Zagreb, Croa-tia, took part in the research. The results indicate that students spend an aver-age of 6 hours studying per day. Statistically significant differences were identified in students’ perceptions of the way in which the teaching process was conducted, support provided by professors and the engagement of stu-dents in terms of the time they spend in organized and independent studying. Students who study less than 5 hours per day tend to give lower rating to the quality of the teaching process and their own engagement. Students who study more than 6 hours per day tend to give lower rating to the support pro-vided by professors. Regression analysis revealed that the perceptions of the way in which the online teaching process was organized and conducted, of the abilities, engagement and hope significantly contribute to the interpreta-tion of success expectancy in the future profession. Students’ age was not found to be a significant predictor.

Student misbehaviour is an increasing problem of contemporary school. The aim of this research was to examine the extent to which teachers perceive student misbehaviour, how self-efficient they are, how satisfied they feel with support from their environment and with the teaching job itself, and to which extent they experience the burnout syndrome. The research included 603 primary and secondary school teachers in the Republic of Croatia, and it found quite low, but significant negative correlations between student misbehaviour and teachers’ self-efficacy, personal accomplishment, and job satisfaction. Besides, positive correlations between student misbehaviour and teacher burnout were also proven. Statistically significant differences between primary and secondary school teachers were found in their experience of student misbehaviour, dealing with adversities related to student misbehaviour and provided support from expert associates. The results of regression analysis indicate that the overall misbehaviour and satisfaction with help from parents significantly contribute to satisfaction with the teaching profession, and emotional exhaustion and depersonalization lead to decrease of job satisfaction. The results also indicate that demographic characteristics, namely years in service and the type of school, do not contribute to the explanation of neither burnout nor job satisfaction. The implications applicable in practice could relate to the need for preventing student misbehaviour and empowering teachers, regardless of their in-service years and the type of school they work at. Keywords: burnout, classroom management, job satisfaction, quantitative methodology, self-efficacy

Student self-efficacy is defined as an individual's belief of being able to perform certain actions necessary for achieving a specific goal, i.e. the belief one is capable of organising and performing actions in a way needed to attain the planned types of effect. Engagement is defined as a measure of student involvement, connectedness and devotion to academic and social school activities. Three-component engagement model includes cognitive, emotional and behavioral engagement. The basic presumption in the research of student self-efficiency and engagement is that, for the students to achieve success in schooling, not only regular class attendance is sufficient but also students’ work engagement and belief they are capable of performing the required tasks. The main goal of this research was to examine the differences between the students in their self-efficiency and engagement regarding gender and age. The research included 659 students from the 4th to the 8th grade of a primary school in Zagreb in Croatia. The sample encompassed 330 girls and 329 boys of the average age of 11.37 years (SD = 1.73). The implementation of the one-way analysis of variance found statistically significant differences in the perceptions of self-efficacy and engagement, wherein younger students (4th and 5th grade) assessed all the examined variables as higher. In examining gender differences, statistically significant differences were found in the engagement dimensions, wherein girls show higher cognitive, behavioral and emotional engagement, but are not different in self- efficacy.

Research on school discipline and student misbehaviour has focused so far on examining the connection between these constructs and school achievement and student welfare. The authors agree up to a point that culture influences school and student behaviour. This work sought to find out whether there are differences in school discipline between individualistic and collectivistic cultures. Minor differences in school discipline were determined in comparative review of quantitative and qualitative research done in the last 20 years. In both individualistic and collectivistic cultures, the following forms of student misbehaviour were proven the most frequent: constant talking with classmates, task avoidance, giggling and non-attentiveness.

Povezanost između učitelja i učenika kao i akademska postignuća učenika znatno ovise o učenikovom ponašanju u razredu i učiteljevoj percepciji učeničkih ponašanja. Cilj je ovoga istraživanja bio ispitati učiteljske percepcije učeničkih ponašanja. U istraživanju je sudjelovalo 143 učitelja razredne nastave iz dviju županija, Grada Zagreba i Zagrebačke županije. Korišten je upitnik Pupil Behavior Patterns (PBS) koji mjeri tri dimenzije: nepoštivanje, socijalizaciju i pozornost na satu. T-testom ispitane su razlike u percepcijama između učitelja razredne nastave koji rade u nastavi i učitelja koji rade u produženom boravku. Rezultati su pokazali statistički značajne razlike u ispitivanim percepcijama, pri čemu učitelji zaposleni u nastavi višim ocjenama procjenjuju dimenzije socijalizacije i pozornosti na satu. Analizom varijance nisu utvrđene razlike u percepcijama učeničkih ponašanja s obzirom na radno iskustvo učitelja., The relationship between the teacher and the student, and students' academic achievements significantly depends on the students' behaviour in the classroom and teachers' perception of students' behaviour. The aim of this research was to examine teachers' perceptions of students’ behavior. The research involved 143 classroom teachers from two counties, the City of Zagreb and the Zagreb County. The questionnaire Pupil Behavior Patterns (PBS) was used which measures three dimensions: disrespect, socialization and attentiveness. With the applied T-test the differences in perceptions between classroom teachers and teachers working in an extended stay were examined. The results showed statistically significant differences in the examined perceptions, whereat the classroom teachers graded higher the dimensions of socialization and attentiveness. By the analysis of variance the differences in perceptions of students’ behavior with respect to teachers' work experience were not determined.

Cilj ovog istraživanja bio je ispitati koliko su učitelji u osnovnim školama odani organizacij, te utječu li njihove osobne karakteristike na organizacijsku odanost. U istraživanju je korišten jednodimenzionalni upitnik za mjerenje afektivne odanosti zaposlenika, Organizational Commitment Questionnaire. U istraživanju je sudjelovalo 205 učitelja iz sedam zagrebačkih osnovnih škola. Rezultati pokazuju vrlo dobru organizacijsku odanost učitelja, no nema značajnih razlika između učitelja razredne i predmetne nastave kao ni među učiteljima s različitim radnim iskustvom. Pokazale su se razlike između ispitivanih škola, što upućuje na zaključak da karakteristike organizacije više utječu na odanost učitelja., The aim of this research was to establish the extent to which primary school teachers are devoted to the organization and whether their personal characteristics influence their organizational commitment. The unidimenzional Organizational Commitment Questionnaire was applied in the research in order to measure the affective commitment of the employee. The sample consisted of 205 teachers from 7 primary schools in Zagreb. The results show very good organizational commitment of teachers however, there are no statistically significant differences between class teachers and subject area teachers or between teachers with varying work experience. Observable differences were found between schools, and this leads to the conclusion that characteristics of organization have a greater influence on teacher commitment.

Cilj ovoga rada bio je ispitati percepcije zadovoljstva poslom učitelja u osnovnoj školi te postoje li razlike u zadovoljstvu učitelja s obzirom na radno iskustvo i radno mjesto.Istraživanje je provedeno na uzorku od 205-ero učitelja zaposlenih u sedam zagrebačkih osnovnih škola. U istraživanju je primijenjen upitnik Job Descriptive Index (JDI) koji mjeri pet dimenzija zadovoljstva. Rezultati pokazuju da su učitelji najzadovoljniji odnosima sa suradnicima, ravnateljem i samim poslom, nešto manje mogućnostima napredovanja u struci, a najmanje su zadovoljni plaćom. Utvrđene su statističke razlike između učitelja razredne i predmetne nastave. Analiza podataka je pokazala da su učitelji razredne nastave općenito zadovoljniji poslom te mogućnostima napredovanja u struci; analiza podataka dobivenih za učitelje s obzirom na duljinu radnoga staža pokazala je da su učitelji s više od 10 godina radnoga staža zadovoljniji mogućnostima napredovanja., This paper aims to examine the perceived job satisfaction of elementary school teachers, and whether there are differences in satisfaction between teachers according to their years of service and their position. The research was conducted on a sample of 205 teachers employed at seven elementary schools in Zagreb. The JDI (Job Descriptive Index), which measures five aspects of satisfaction, was applied in the survey. The results show that teachers are most satisfied with the relationships with their peers, with the school principal and the job itself; they are somewhat less satisfied with promotion opportunities, and the least satisfied with their salaries. Statistical differences were established between class teachers and subject teachers. The data analysis shows that class teachers are generally more satisfied with the job itself and with the opportunities of promotion. The results of the analysis in terms of length of service show that teachers with more than 10 years of service are more satisfied with the opportunities of promotion.