Page 69 [69]
OCR
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 principles 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 element 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 individual characteristics Internal unity, morality, a positive attitude, encouraging the adolescent during education, an empathic approach, practising an optimistic pedagogical approach, building trust, and creating hope constitute the integrity of the educator. His actions support the student’s internal motivation to learn and the desired control of their behaviour during secondary education, thereby positively 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 provided 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 pedagogicaldidactic 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 + 67 +
