| Abstract [eng] |
Aim – to analyze the approach to the functions of teachers and social pedagogues and to carry out the comparative analysis. The study included 198 respondents: 59 social pedagogues and 139 teachers. The study was carried out in Telsiai district. The approach of teachers and social pedagogues to the functions of social pedagogue was investigated by questionnaires (questionnaires made by Andriuskeviciene (2005)). Hypothesis: it is likely that teachers are less favourable of the social pedagogues functions than social pedagogues themselves. The study found that teachers assess the functions of social pedagogue positively, however, 40,83 percent of social pedagogue‘s functions were assessed as not very essential or insignificant. It was noted that social pedagogues assess their own functions positively, but there was a fair part of neutral and negative evaluations. After the analysis of selected variable – work in training classes – it was found that teachers are positive with the function of social pedagogue – individual work with a student, and the collaboration with institutions and work with teachers, school administration evaluate adversely. It was found that, regardless of seniority, teachers and social pedagogues assess working functions with teachers, school administration and co-operation with institutions. It also revealed that teachers work with teachers and school administration is more important (10 percent more) that the co-operation with the authorities. However, the latter function is devaluated by the social pedagogues as well. The study hypothesis was partially confirmed. Teachers are lack of positive impact on functions of social pedagogues (40,83 percent), but not comparing with to the social pedagogues‘ evaluations, because the social pedagogues evaluate themselves negatively (38,83 percent) as if they were unnecessary and irrelevant to their work. The paper contains 4 sections. Theoretical sections (1 – 3) describes: the profession of social pedagogue, work specific, professional qualifications. Section 4 describes the analysis of the survey on the approach to the functions of teachers and social pedagogues. There are given the recommendations. |
