Abstract

School is an organization where relationships are intense, dependent, and occurring on a daily basis. The onus for shaping relationships is largely on teachers. Thus, it is of key importance to study and foster the emotional well-being of teachers in the workplace. This study aimed to explore and diagnose the psychosocial functioning of teachers faced with the changes brought about by Poland's current education reform; it also investigates relationships between personal variables (gender, age, and professional experience) and perceptions of the workplace; additionally, it was aimed at validating the School Climate Questionnaire (SCQ). The questionnaire study involved 224 teachers working at 10 elementary schools in little towns and villages across one county in the Lesser Poland. Selected outcomes demonstrate that particularly young teachers are burdened with workload and responsibilities. The study group has a positive outlook on their relationships with pupils, administrative staff, and other teachers. However, the outlook on their relationships with headmasters and parents is less positive. The same applies to their perceptions of Poland's current education reform. Further analysis reveals that the perceived school climate is shaped by their self-worth, self-agency, and self-esteem. The study suggests that young teachers (still learning the profession) and headmasters (faced with frustration and negative emotions from staff) are particularly in need of support. Both headmasters and teachers might benefit from know-how and experience in group processes. This may improve their understanding of group functioning and dynamics, regardless of the age and professional experience of group members.

Keywords: school climate, personal variables, interpersonal relationships, education reform

Klimat szkoły – perspektywa nauczycieli. Raport z badań prowadzonych w szkołach podstawowych w sytuacji reformy edukacji w Polsce Streszczenie

Szkoła jest organizacją, w której relacje miedzy uczestnikami są intensywne, codzienne i pełne zależności. Odpowiedzialność za kształtowanie relacji w znaczącej mierze spoczywa na nauczycielach. Stąd ważnym aspektem jest badanie i kształtowanie samopoczucia emocjonalnego nauczycieli w pracy. Celem prezentowanych badań była eksploracja i diagnoza funkcjonowania psychospołecznego nauczycieli w sytuacji zmiany, związanej z reformą w edukacji oraz poszukanie zależności pomiędzy zmiennymi podmiotowymi (płeć, wiek, staż pracy) a percepcją środowiska pracy oraz walidacja kwestionariusza Klimatu szkoły (SCQ).