| Abstract [eng] |
In this thesis, theoretical assumptions of volunteering phenomenon and its expression in the educational environment have been analysed. The hypothesis has been proposed that social educators are not active when it comes to promoting students' motivation to take part in voluntary activities. In order to determine the types of student volunteering activities, environment, motives, self-expression measures and to establish social educators’ support for volunteering students, the study was conducted using questionnaire survey method, followed by the descriptive statistical data analysis (frequencies, average and chi-square test). A total of 147 16 – 19 year-old school students involved in voluntary activities participated in the study. The study was conducted using a semi-structured interview method, aiming to establish social educators’ participation in preparing students for volunteering activities through their experience and view towards volunteering followed by a content analysis. The study involved 11 social educators. The empirical part examines social educator's practice opportunities to motivate students to volunteer. The main findings of the study: 1) Student volunteering is beneficial as it satisfies self-expression, social, cultural and spiritual needs. Main student motives for volunteering are based on a desire to help people, altruism, spirituality, morality and the sense of responsibility. The social educator aids students to find relevant activities, fosters their moral values and prepares them for living independently. Social educators’ motivation for voluntary work is associated with a ‘good’ school image; 2) Volunteers select different types of activities associated with helping those in need. Students learn to communicate and to reveal their own spiritual values. Students are publicly acknowledged in school communities, receive support from social educator who also takes part in voluntary activities. The main issues are the indifference of the surroundings, lack of time and information. Despite the current issues and difficulties, however, students are most likely to continue participating in voluntary activities; 3) Social educators evaluate students’ volunteering positively and participate in preparing them for voluntary activities. They claim that volunteering has educational function, meets students’ needs and shapes active members of society. They know that students want to be encouraged, invited to participate in volunteering activities; 4) Based on the results of the study, the project promoting the cooperation between students and social educators has been prepared. It will help social educators gain theoretical and practical knowledge in motivating student volunteering. Students will find information about volunteering, as necessary literature will be provided. They will meet other volunteers, share experience, and learn to solve problems practically. The hypothesis was partially proven: social educators are not active in promoting students’ motivation to participate in voluntary activities. |
