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POSITIVE EDUCATION — THE AXIOM OF CONTEMPORARY UPBRINGING AND EDUCATION
The above-mentioned most frequently reported feelings are influenced, created
and supported by the school and classroom climate, the emotional and social
atmosphere of the school, the quality of interactions in the institutions, the use
of information and communication technologies, the selection for performance¬
oriented education, the dominance of transmissive teaching, non-activating
didactic methods, minimal respect for the individuality of students, etc.
By processing all the students’ statements, the adolescents confirmed that
in their developmental stage of adolescence they are able to perceive, experi¬
ence and give out positive emotions, but they are able to report negative feelings
when they are fighting for their happiness.
4,2 POSITIVE EDUCATION FROM THE VIEWPOINT
OF SECONDARY SCHOOL TEACHERS
Applying elements of positive psychology to the education process requires
the didactic competence of a teacher who can respond flexibly to current edu¬
cational situations. Secondary school teachers influence the nature of the
process with each didactic determinant through their approach. Elements of
positive education can be applied to every didactic, methodical component of
a teacher’s work.
D) Positive feelings experienced at school
A positive experience of life at school cannot be directed only at pupils. The
teacher’s personality is an equally essential component of school and classroom
life. A positive experience of school life affects:
a) Open, human and professional communication among the teaching staff
High-quality communication between teachers is conditioned by mutual trust,
willingness to help each other, and understanding. The motivation of a teach¬
er’s work is increased by work well-being, a sense of security, respect, perspec¬
tive, humanity, and inspiration. As part of the research findings, up to 91.67%
of teachers expressed satisfaction with the teaching staff of which they are a
part. Favourable and helpful relationships, according to Blastikova (2018), will
build the required competencies of teachers. With the finding of 71.67%, it can
be concluded that positive communication in the investigated teaching corps
is at a beneficial level. Communication between teachers affects the creation
of a favourable school climate, which affects all actors in school life. Several
authors, such as Maslowski (2001), Fullan (2007), and Frankova (2004) recom¬
mend cooperation and communication in the teachers—teacher, teacher—teach¬
ers relationship as a strategic factor of school culture.
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