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4. POSITIVE EDUCATION IN PEDAGOGICAL REALITY
b) The open, democratic style of school management supports the teacher’s
personal and professional development
The teacher’s trust in the school management, their support in professional
growth, a supportive climate is manifested in effective, optimal and successful
work with students, but also with parents. The finding that 2/3 of the survey
respondents trust high-school management is debatable. Blastikova (2018),
Seligman (2012), Baranyai (2016), Sutäkovä and Ferencovä (2019) see the prin¬
ciples of democracy and civic belonging in the management of a secondary
school. In the same way, Urbanek (2021) considers school management - the
principal from the point of view ofthe pedagogical climate, as a decisive ele¬
ment for the quality of the teaching staff. The majority of respondents rely on
the management of their school, even though the perception of positive aspects
dropped to 66.67%, which may reflect unfavourably on the application of the
element in creating a positive school climate.
c) Humane, authentic and patient approach to students based on individ¬
ual characteristics
Internal unity, morality, a positive attitude, encouraging the adolescent during
education, an empathic approach, practising an optimistic pedagogical ap¬
proach, building trust, and creating hope constitute the integrity of the educa¬
tor. His actions support the student’s internal motivation to learn and the
desired control of their behaviour during secondary education, thereby posi¬
tively influencing the classroom and the school climate. The study by Seligman
and Peterson (2004) draws attention to the teacher’s honesty, kindness, and
sincerity, which is supported by honest self-declaration and helps to develop
the integrity of a high-school student, because, as the authors claim, various
psychosocial stressors during education might make it impossible (Seligman,
Peterson, 2004; in Kahancovä, Näbelkovä, 2013, 81-85).
In the survey, up to 91.67% of respondents identify with the statement. An
interesting finding is that 80% ofthe answers are related to positive emotions,
which means that 12% of teachers do not share the positive feelings we pro¬
vided for the statement. The teacher’s positive, open approach to students also
includes elements such as hope, trust, motivation, conviction, and persistence
in believing in good. Kyivohlavy just formulates a path to hope as a positively
and realistically stylized goal of the current mood supported by motivation
(Krivohlavy, 2015). Kremnickä (2021) identifies the transformed pedagogical¬
didactic activity of a reflective teacher in a differentiated approach to the
student when assigning duties and eliminating errors during learning.
d) Warm encouragement of students as a self-evident part of the teacher’s
didactic work
The high level of the teacher’s evaluation competencies is manifested in the
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