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OCR
4. POSITIVE EDUCATION IN PEDAGOGICAL REALITY influences and mobilize learning and objective-setting through a positive experience of learning. 95% of respondents agree with the statement that they evaluate objectively and fairly. The meaning fulness of the teacher’s pedagogic-didactic work is reflected in the student’s relationship with the school and teaching. A positive perception of the meaning of a teacher’s work also includes sharing one’s hobbies and extracurricular activities with students. However, the fact confirmed that teachers do not feel positive emotions when they should share their extracurricular interests with students. This finding contributes to the fact that students do not have the opportunity to get to know their teacher during free time activities and vice versa. Student evaluation is objective and fair, in some cases and situations teachers also use formative evaluation. V) Success a) The school management actively involves students and teachers in school life Active participation of students and teachers is a key element from the point of view of school management. The school management considers motivating students and teachers to participate in school activities as a friendly and fair play step that leads to success during education and work. The welcoming attitude of the school management offers feelings of security, justice, respect and acceptance leading to freedom, recognition and respect in a favourable school climate. The participation of actors in the life of the school can be included among the innovative factors of school culture. In the survey, up to 86.7% of teachers agree with the statement that the school management actively involves them in school life. However, 31.67% of respondents do not feel positive about the applied element of positive education. b) Recognition, praise and fair evaluation from pupils, parents and colleagues or the school management is a matter of course in the school Positive evaluation in school does not only apply to pupils. It is also an important factor for the teacher. Valuing honest and meaningful work leads to pride, and affects the working environment, its climate, and mutual relations, thereby contributing to a positive image of the school. The success of the teacher’s self-realization activities supports his confidence in himself, his abilities and his knowledge, thereby expanding the interest and enthusiasm for work to general happiness and good, and prevention against burnout syndrome. Positive feedback on the teacher’s work-effort brings joy along with it, and motivation for further professional days, and also satisfaction with the given state of affairs, thereby creating and supporting their integrity. Seligman, Peterson .73 +
