502 KB0 KB200520252020Kozina, AnaMlekuž, AnaPivec, TinaŠtremfel, UrškaVeldin, ManjaVidmar, MašaVršnik Perše, Tinaštevilka:3letnik:71 = 137str. 26-43, 208-225ISSN:0038-0474COBISSID:36374787URN:URN:NBN:SI:doc-5AD5JP0WenslZveza društev pedagoških delavcev SlovenijeSodobna pedagogikačustvene kompetencemedkulturne kompeteneprofesionalni razvojsocialne kompetencestrokovna usposobljenostučiteljizadovoljstvoSocialne, čustvene in medkulturne kompetence učiteljev| napovedna vrednost za zadovoljstvo z delom| predictive value for job satisfaction| Teachers' social, emotional and intercultural competencies|The purpose of the present study was to examine the social, emotional and intercultural competencies of teachers in more detail and to determine the predictive value of these competencies for teachers' satisfaction with their work. The paper focuses on the results of a pilot study of the project HAND in HAND (Kozina et al., 2017), which was conducted among teachers in Slovenia (N = 97, gender: F = 89.7%, age: M = 44.05 years, SD = 9.55). The validity of the internal structure of each questionnaire was checked by Exploratory Structural Equation Modeling (ESEM) and multiple regression analysis was used to verify the predictive value of the variables. In a sample of Slovenian teachers, we investigated the relationship between social and emotional competencies according to CASEL (2015) (self-awareness, self-management, social awareness, relationship skills) and intercultural competencies in relation to teachers' satisfaction with their work. The overall model, with all included predictors of emotional, social, and intercultural competencies, explains 34% of the variance in teachers' job satisfaction, with the strongest predictor being relational skills. This justifies the importance of developing these competencies throughout the professional development of teachersNamen prispevka je podrobneje preučiti socialne, čustvene in medkulturne kompetence učiteljev ter ugotoviti napovedno vrednost teh kompetenc za zadovoljstvo učiteljev z delom, ki ga opravljajo. V prispevku se osredinjamo na rezultate pilotne raziskave projekta ROKA v ROKI (Kozina idr. 2017), izvedene med učitelji v Sloveniji (N = 97, 89,7 % žensk, starost: M = 44,05 leta, SD = 9,55). Veljavnost notranje strukture vsakega vprašalnika je bila preverjena z eksploratornim strukturnim modeliranjem enačb (ESEM), za preverjanje napovedne vrednosti posameznih spremenljivk pa je bila uporabljena mul- tipla regresijska analiza. Na vzorcu slovenskih učiteljev in učiteljic smo raziskovale odnos med socialnimi in čustvenimi kompetencami po CASEL (2015) (samozavedanje, samouravnavanje, socialno zavedanje, odnosne spretnosti) ter medkulturnimi kompetencami v povezavi z zadovoljstvom učiteljev z njihovim delom. Skupno model z vsemi vključenimi napovedniki čustvenih, socialnih in medkulturnih kompetenc pojasni 34 % variance v zadovoljstvu učiteljev z delom, najmočnejši napovednik pa so odnosne spretnosti. To utemeljuje pomembnost razvijanja navedenih kompetenc skozi celotno pot profesionalnega razvoja učiteljevTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaZveza društev pedagoških delavcev Slovenije