| Abstract [eng] |
The final work focuses on the causes of the conflicts among vocational training participants: specifics of the relationships and preconditions for conflicts prevention. The hypothesis of the research is the following: teachers and students come into conflict due to specificity of differences in estimation of the communication problems, what are consolidated by accents of pedagogical behavior. It was derived from analysis of the scientific courses published by various Lithuanian and foreign authors and the resent researches. In conformity with these declared problems and hypothesis, the aim of the research was to develop the specific of the difference in estimation of relationship between teachers and students in vocationally oriented school. To implement this aim the following tasks and research methods were used: study the scientific literature, analysis of pedagogical working experience, analysis students’ and teachers’ opinions about causes of conflicts and impact of school sociologist in school dispute between two warring sides, observation of the reaction to the conflict, questionnaire, analysis of statistics. The research working group was formed in the vocational school, in which took part 260 students and 50 teachers. The empirical research has lead to the following conclusions: • Students identify the reasons of the conflicts as a teacher’s indisposition to understand young people, teachers stress on lack of students’ motivation. • The rise of a conflict is influenced by an unequal position of both participants: teachers play a leader in class and identify relationship with students as cold and unfriendly; students feel themselves in an equal company with teachers and describe relationship as friendly. • Students are short of information about a possible help of school sociologist. In case of conflict more than half students do not appeal for any help and try to solve the problems themselves according to their aspiration level. Looking for compromise is indicated as a high statement in the rating scale by both researched groups. The hypothesis has been verified that quite frequent conflicts between students and teachers are conditioned by the specificity of differences in estimation of the communication problems and it is consolidated by accents of pedagogical behavior. |
