Školska klima i prosocijalno ponašanje kao faktori bezbednosti u srednjim školama

Abstract

Školska klima je brojnim istraživanjima prepoznata kao faktor koji promoviše bezbednost u školi, kvalitetne odnose, kao i učenje i razvoj mladih, dok su istraživanja o značaju prosocijalnog ponašanja za bezbednost u školi malobrojna. Cilj ovog istraživanja bio je da ispita relacije između bezbednosti u školi, prosocijalnog ponašanja i školske klime. Istraživanje je sprovedeno na uzorku 719 učenika od II do IV razreda srednje škole, kao i 149 nastavnika. Uzorkom je obuhvaćeno devet srednjih škola na teritoriji Republike Srbije. Istraživanje je sprovedeno upotrebom četiri upitnika: Upitnik školske klime za učenike; Upitnik prosocijanog ponašanja; Upitnik bezbednosti u školi; Upitnik školske klime za nastavnike. Istraživanjem su potvrđene postavljene hipoteze. Prvo, prosocijalno i asocijalno ponašanje su se pokazali kao značajni prediktori bezbednosti u školi, s tim da se prosocijalno ponašanje nije pokazalo značajnim prediktorom viktimizacije kao jedne od dimenzija bezbednosti. Kanoničkom korelacionom analizom i koeficijentom linearne korelacije je utvrđena povezanost između prosocijalnog i asocijalnog ponašanja i svih dimenzija bezbednosti u školi. Drugo, utvrđeno je da samo dimenzija učeničko zalaganje i interakcije iz domena varijabli školske klime značajno predviđa bezbednost u školi. Kanoničkom korelacionom analizom i koeficijentom linearne korelacije je utvrđena veza učeničkog zalaganja i interakcija i podrške nastavnika i škole, sa svim dimenzijama bezbednosti u školi. Treće, utvrđene su povezanosti između prosocijalnog ponašanja i obe dimenzije školske klime – učeničko zalaganje i interakcije i podrška nastavnika i škole.

School climate has been recognized by numerous researches as a factor that promotes school security, quality relationships as well as learning and development of youth, while researches on the importance of prosocial behavior for school security are few. The aim of this research was to examine the relationship between school security, prosocial behavior and school climate. The research was conducted on a sample of 719 students from II to IV grades of secondary school, as well as 149 teachers. The sample includes nine secondary schools in the territory of the Republic of Serbia. The research was conducted using four questionnaires: School climate questionnaire for students; Questionnaire of prosocial behavior; School security questionnaire; School climate questionnaire for teachers. The research confirmed the set hypotheses. First, prosocial and antisocial behavior was shown to be significant predictors of school security, with prosocial behavior not being a significant predictor of victimization as one of the dimensions of security. The canonical correlation analysis and the linear correlation coefficient established the connection between prosocial and antisocial behavior, and all dimensions of school security. Second, it was determined that only the dimension of student engagement and interactions, from the domain of school climate variables, significantly predicts school security. The canonical correlation analysis and the linear correlation coefficient determined the relationship between student engagement and interactions, and teacher and school support, with all dimensions of school security. Third, the connections between prosocial behavior and both dimensions of school climate - student engagement and interactions, and teacher and school support - were established.