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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. - 170 +
