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4. POSITIVE EDUCATION IN PEDAGOGICAL REALITY
Valjentová (2022), 5096 of teachers do not participate in innovative educa¬
tional courses, seminars, methodological days, professional lectures organized
by the school where they work. In the implementation of innovative elements
in education, several barriers are identified, the most serious of which is the
lack of interest of educators. In the survey, 45% of respondents have a change,
an innovation in the educational approach associated with a set of positive
emotions. So the results create a negative image of the professionalism of the
pedagogue, while international and national documents draw attention to the
need for increased professionalism and continuous professional development
of pedagogues — European Commission, 2014 (Orosova, 2020).
b) Optimal working conditions and environment
The optimal school environment of the school in the educational reality sup¬
ports the interest, inspiration, engagement of teachers for various creative
activities that multiply the feelings of happiness, motivation and respect. Up
to 60% of respondents agree with the statement and are convinced that they
are doing well in their schools. An important determinant of the educational
environment is the secondary school environment. Zelina (2018) and Baranyai
(2016) agree with the opinion that an administrative type of school rules in
Slovakia, which does not support creative working conditions for teachers and
does not support positivity in the working community and the working process.
The reflection of working conditions in current, modern times and the needs
of society contribute to the timelessness of education, the relevance of the need
to develop students’ life skills, and the needs of society.
c) I prefer the face-to-face form of education and teaching
An educational reality in which there is a positive social, emotional, and com¬
munication climate is accompanied by satisfaction, happiness, joy, inspiration,
and interest. “Face-to-face” teaching in an authentic school and classroom
environment creates conditions for teachers to motivate students more easily,
support engagement in activities, creatively approach the support of students’
creativity and of course, create and develop a positive classroom and school
climate. 2/3 of teachers prefer face-to-face teaching.
d) I assign students tasks and activities according to their characteristic
personality strengths and individual capabilities
Diagnosing and getting to know students’ personalities is a key skill of every
teacher. With an individual and empathetic approach, the teacher obtains
information about the student’s knowledge, skills and abilities. Based on the
mentioned fact, the teacher knows how to project didactic strategies, and
prepare teaching material corresponding to the personalities of the students
in the class, thus respecting the principle of individual approach and
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