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The Opinion of Pupils of Primary and Secondary Schools about the Meaning of the Term-Polite Behaviour in School

09 gennaio 2019 -
The Opinion of Pupils of Primary and Secondary Schools about the Meaning of the Term-Polite Behaviour in School

Contributo selezionato da Filodiritto tra quelli pubblicati nei Proceedings “International Conference Beliefs and Behaviours in Education and Culture - 2016”

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Contribution selected by Filodiritto among those published in the Proceedings “International Conference Beliefs and Behaviours in Education and Culture - 2016”

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MESAROŠ ŽIVKOV Angela[1], MARKOV Zagorka[2]

[1] [2] Preschool Teachers’ Training College, Kikinda (SERBIA)

Emails: angelamesaros.zivkov@gmail.com, zagorka.markov@gmail.com

 

Abstract

Communication, with focus on polite behaviour in communication is one of the main factors of modern school’s functioning. In a system of distorted social values there is a reasonable doubt to what extent do the pupils understand the meaning of these terms and what does the phrase “polite behaviour of pupils at school” represent for them. In order to get the data, we will carry out the research whose main objective is to determine an opinion of the pupils in higher grades of the primary school “Jovan Popović” and of the secondary vocational school “Miloš Crnjanski”, both from Kikinda, about the meaning of the term polite behaviour in school. Also, to determine if there are any differences in the opinion of the respondents on the significance of the concepts of behavioural cultures in the school in relation to the sexes. The total number of respondents is 120 students of both genders. For the purpose of this research a scale of Likert-type estimation was formed in which the respondents expressed their opinion about the polite behaviour in school.

The research results should tell us whether the pupil’s opinion about the polite behaviour in school deviate from the traditional moral norms of behaviour and from those norms which are regulated by legal regulations. The results of the Hi square test show that there is a significant statistical difference in respondent’s responses to questions related to their opinion on the subject.

There are no significant statistical differences in pupil responses compared to half of respondents.

 

Introduction

At the present time in which global changes take place, culture in general observes one society as if it starts to take on less and less places. At the present time in which global changes take place, culture seems to take on less and less places. Due to the lack of a culture of behaviour in society, a moral chaos arises which significantly affects the life of the individual. The child acquires the culture of behaviour first in his family and then upgrades it in a preschool institution and school.

Katel (according to: Bedeković, Lukačević, 2011) thinks that social appearances cannot be understood outside the context of culture and the time in which they were created, whereby a distinct superiority can be attributed to culture in adapting the individual and the groups to the specific conditions of life. Because of all above mentioned we think that the culture is especially significant for the development of preschool and primary school age children [1].

According to Livazović and Vranješ, school is one of the important factors of education, which with the support of teachers develops cooperation and partnership with families [2].

The culture of society and national culture, as especially important segments of the organization environment, represent a framework which influences the shape of an organizational culture in different ways. The notion of culture has many meanings in various scientific disciplines: in sociology, ethnology, etc. [1].

Unacceptable behaviour of children at home and at school is more and more worrying for many parents and teachers (Vidić, 2010:77) [3]. Most authors agree that the ways and areas of family influence are numerous and various and that they depend on the characteristics of wider social and cultural community in which the child grows up, as well as on the ability and preparation of the parents. Certainly, the parents differ by the ability of observe problems, motivation and cooperation, but only parents have continuous influence on the life of a child, as well as the legal, moral and social responsibility for the child (Milošević, 2002:194) [4].

A teacher, as an organizer of upbringing-educational process, has to stimulate mutual understanding, respect, communication and equal cooperation among the pupils. Communicative competences of the teacher are prerequisites to the development of quality communication and social relationship in the class, so it should be dealt with them in this direction (Zrilić, 2010:23) [5].

Based on the Article 41, 43, and 57, paragraph 1. Item 1) of the Law on the foundations of the system of education and upbringing (“Official Gazette of the Republic of Serbia”, No. 72/2009, 52/2011 i 55/2013) [6] inter alia, the rules of pupil’s behaviour are regulated among which we single out the following:

-     to address to the supervising teacher or their form teacher, and if necessary, to address to other persons employed by the School, for solving problems in relationships with other pupils, teachers, pupil’s parents or third parties;

-     to attend classes and other forms of educational work regularly and to perform their school duties properly;

-     not to be late for school or to other forms of educational work, etc.

These are just some of the rules of behaviour which we considered to be the most relevant when it comes to the culture of behaviour at school. Our starting point is that the pupil is obligated to address to an adult for solving a problem in order to avoid conflict situation and in order to teach pupil’s the culture of behaviour in terms of respect for authority.

Pupil’s behaviour at school is influenced by various factors starting with family upbringing, school environment in which a significant role is played by the teachers and peers. These factors are not only reflected in the school achievements of pupil’s but also in their behaviour, and in this research of ours, first of all, it refers to the culture of behaviour (Hallam & Rogers, 2008) [7].

The objective of the research

The main aim of the research is to determine whether there is a significant statistical difference in respondent’s responses to questions related to the culture of behaviour in school. A special goal also derives from a specific goal that reads: Determine whether there is a significant statistical difference in student’s opinion on the behavioural culture in relation to sexes.

Research hypotheses

Considering the aim of the research, the basic hypothesis is set, which reads: There is a significant statistical difference in respondent’s responses to questions about the school's culture of behaviour.

From the special hypothesis, a special goal arises as follows:

-     There is no statistically significant difference in the opinion of respondents about the culture of behaviour in school between female and male respondent’s.

Research methodology

Sample respondents and procedure

The sample included 120 respondents who, during the school year 2015/16, attended the primary school “Jovan Popović” and the secondary vocational school “Miloš Crnjanski” in Kikinda. Research included pupils from 6th to 8th grade and pupils from the first-grade secondary school. Of the total number 64 respondents (N=64) are male, and 56 are female (N=56). All respondents belong to a typical population, the results are shown in the Table 1and Fig. 1. The instruments have been consolidated for the purpose of this research, which should respond to the main goal of the research. In addition to the basic data on the respondent’s, the questionnaire contains 11 clearly formulated questions defining the basic notion of the culture of behaviour in school.

 

 

 

Research results with discussion

Table 2 shows the results of a χ2test for the completed questionnaire with frequency of responses according to assertions.

 

 



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