| Abstract [eng] |
Theoretical analysis of teacher’s as a class tutor work influence for pupils self evaluation displayed that, tutor in a various scientific sources is interpreted as skilled worker of education, expert of management, lectured subject and pupil’s psychology, education, who coordinates educational process of class through various fields of pedagogical activities. However, whether teacher’s work as class tutor is effective to personnel, depends on educator competence, especially when communicating and trying to profound and understand them deeper, creating various situations of interaction. Teacher has to know the personnel very well, to perceive their behaviour, personality and to correct an observed inadequate pupils self evaluation. It is the truth that self evaluation is one of the most significant inner personality derivatives, which leaves indelible trace in all human deeds and actions from early childhood till venerable age. In generalising pupil’s self evaluation problem in academic literature, it could be presumed that: in modern literature of education, sociology, psychology, self evaluation of individuals is the research object of the majority scientist; self evaluation of individual is interpreted as complicated derivative, which is inseperable from surrounding people; it is important to seek adequate self evaluation. Teacher’s as a tutor of the class work influence in fortifying self evaluation of primary school pupils. Revalating hypothesis: it is probable that teacher as a class tutor with his work has influence to primary school pupils self evaluation. The research has been fulfilled using questionnaire inquest method, which goal is empirically substantiate the connection between primary school pupils self evaluation and teacher’s as a class tutor work. In order to fulfil pupil’s instrument analysis it has been used Dembo Rubinstein polar in profil methodology. It has been obtained data of research generalized by statistical methods (analysis of frequency, correlation, undressation). Up to 200 primary school pupils and 10 teachers as a class tutors participated in this research. In order to carry out analysis of the teacher’s work influence in fortifying pupils self evaluation, it has been followed theories of social constructionism, interaction. Pupil’s self evaluation is discussed on the empirical part, it is looked at the possible connections between self evaluation and influence by teacher’s work. Aiming at more objective research it has been tried to detect peculiarities of pupil’s self evaluation and to that end it has been fulfilled questionnaire inquest of educators. The chief empirical research conclusions: • Results of this research indicated that how the teacher values pupil’s it has influence for the adequate pupil’s self evaluation The vast majority of participated pupil’s in this research expressed their view that even the way they feel is influenced by class tutor. Before carrying out the program – “class tutor’s influence in fortifying primary school pupils self evaluation”, city and small town teacher’s valued children differently, they praised pupils differently and had influence to their self-esteem. Educators from small town educational institutions praised pupils more and valued them properly and had more influence than those from city. After the realisation of the program these disparities had gone. So, it could be asserted that the program abolished the differences between the districts pupils in self evaluation aspect. Hypothesis that teacher as a class tutor has influence to primary school pupil’s self evaluation has been proved-correct; so one of influencing pupils self evaluation factors is class tutor. |
