| Abstract [eng] |
The aim of the master’s study is to reveal the opinion of education process participants (pedagogues and students) about the expression of teenager’s behavior management system in education process. Theoretical scientific literature analysis of behavior peculiarities manifesting in adolescence and the expression of behavior management system was carried out in the work. Theoretical scientific analysis showed that there is a risk of aggression, behavior and emotional difficulties as well as other manifestations of conflicting behavior in adolescence. However it is not a permanent manifesting behavior peculiarity typical to all young people of this age. With the reference to the scientific literature analysis, it was revealed that with a view to control teenager’s behavior in education process, it is necessary to establish a clear student’s behavior rules and standards, which not only define undesirable and proper student’s behavior but also form a unanimous system of action measures (encouragement and discipline). Teenager’s behavior management system should be based on positive behavior support and encouragement replacing improper behavior with desirable. A survey method helped to carry out a study, where subject teachers educating teenagers of the age 12 to 19 and teenagers themselves participated. The study instrument is a semi-structured questionnaire, which was created by the author of the master thesis with the reference to the analyzed literature. 579 respondents participated in the study, 352 of them were teenagers and 227 teachers. Electronic and written survey was carried out from May to September, 2013. The results were treated by using statistical data, content analysis method. Empirical part provides the analysis of the expression of teenager’s behavior management systems according to levels: institutional, class and individual. The most important findings of empirical study: • According to the evaluation of teachers and students, disciplinary system dominates to control the behavior of improperly behaving students at the institutional level. • At the class level, according to students, disciplinary system dominates to control the behavior of improperly behaving teenagers, meanwhile according to teacher’s evaluation – encouragement system. • It was identified that to control teenager’s behavior teachers usually refer to the statements of behavioristic approach in their activity. The opinion of students and teachers differed when evaluating the statements of ecological systematic and clinical-corrective approaches – pedagogues claim that in order to control student’s behavior they refer to the statements of ecological systematic approach, and teenagers emphasize the statements of clinical-corrective approach. Key words: behavior control, behavior management system, adolescence, action measure, behavior management levels: institutional, class and individual. |
