Please use this identifier to cite or link to this item: https://scidar.kg.ac.rs/handle/123456789/13111
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dc.rights.licenseopenAccess-
dc.contributor.authorTeodorović, Jelena D.-
dc.date.accessioned2021-04-25T15:48:29Z-
dc.date.available2021-04-25T15:48:29Z-
dc.date.issued2020-
dc.identifier.citationШкола као средина подстицајна за учење — инструмент и перцепције наставникa / Јелена Д. Теодоровић // Узданица. - Vol. 17, No. 2 (2020), p. 233-249. (ISSN 1451-673X)en_US
dc.identifier.issn1451-673Xen_US
dc.identifier.urihttps://scidar.kg.ac.rs/handle/123456789/13111-
dc.description.abstractEducational research is often focused on examining the factors that influence student achievement. Teaching quality is the most important among these variables, but it is postulated that many school constructs are also relevant for student outcomes. One of them – school as a learning environment – is the focus of this paper. The aim of the research was to develop, test and describe scales that measure school as a learning environment, as well as to use these scales to assess teachers’ perceptions about their school as a learning environment. The following scales were examined: Interpersonal relationships and social climate in school; Innovation, vision and school development; Organization of school work; Learning as a value in school; and School leadership. The sample included 2401 teachers from 125 schools whose perceptions were assessed through a questionnaire. The results of the Principal Component Analysis (PCA) showed that the data support the existence of three instead of five scales, i.e. that the scale Innovation, vision and school development is not adequate, and that the scales Organization of school work and School leadership represent one scale in the eyes of the teachers. The reliability of the scales obtained from PCA is satisfactory. Teachers in Serbia are very satisfied with the variables that describe school as a learning environment, although there is room for improvement of interpersonal relationships and employee motivation.en_US
dc.language.isosren_US
dc.publisherFaculty of Education in Jagodinaen_US
dc.rightsinfo:eu-repo/semantics/openAccess-
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/-
dc.sourceUzdanicaen_US
dc.subjectškola kao sredina podsticajna za učenjeen_US
dc.subjectškolski faktorien_US
dc.subjectučeničko postignućeen_US
dc.subjectSrbijaen_US
dc.titleŠkola kao sredina podsticajna za učenje — instrument i percepcije nastavnikaen_US
dc.title.alternativeSCHOOL AS A LEARNING ENVIRONMENT – INSTRUMENT AND TEACHERS' PERCEPTIONSen_US
dc.typearticleen_US
dc.description.versionPublisheden_US
dc.identifier.doi10.18485/uzdanica.2020.17.2.16en_US
dc.type.versionPublishedVersionen_US
Appears in Collections:Faculty of Education, Jagodina

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