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BRIGITA RUPAR
s Does inclusion in the supervision process help to evolve reflection within
teachers’ pedagogical practice? In what way is reflection expressed in
teachers’ thinking, feeling and behavior?
s Does inclusion in the supervision process have influence on the level
of teachers’ emotional competence? How is that displayed in their
pedagogical process?
s Does inclusion in the supervision process have influence on the use
of active and direct methods of coping with stressful situations in the
pedagogical process?
METHODS
The study is composed of two parts. For the first part, data were collected
with questionnaires handed out to two groups of elementary school teachers.
75 participants of supervision groups were included in the study group, while
the control group consisted of 69 teachers with no supervision experience. The
intent was to compare results from both groups in order to determine, whether
any Statistically significant differences could be observed in the way teachers
experienced the importance of tasks and responsibilities, in their reflection,
emotional competence, and in the use of active strategies for coping with stress.
The questionnaires were composed as follows:
+ Tasks and responsibilities of teaching staff
The scale was developed by the author in order to study how teachers understood
and experienced their roles and responsibilities. The purpose was to identify
how inclusion in the supervision process had influenced the experience of
specific roles set out to reach educational goals, and whether there were any
differences between participants and non-participants.
¢ The Reflection and rumination questionnaire
This was a self-evaluation questionnaire” consisting of 24 items, intended to
measure the motivation for self-focused attention. It contained two scales. The
reflection scale evaluated the cognitive or constructive self-focused attention,
presented as individual’s openness for new experience, curiosity, the need for
understanding, and intrinsic interest for abstract and philosophical thinking.
The rumination scale evaluated the non-constructive self-focused attention
connected with neuroticism (especially with anxiousness and depression)
Reflection — Rumination Questionnaire, Trapnell and Campbell, 1999, in A. Avsec,
Psihodiagnostika osebnosti, Filozofska fakulteta Univerze v Ljubljani, Oddelek za psihologijo,
2007.
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