Contribution
Description: The Problems And Challenges Of The School Fear: The Analysis Of The Research In Lithuanian Schools.
The scientific problem of the research - what educational, psychological, managerial and social dimensions influence negatively the policy of educational system, pedagogical ideas, communication of teachers and schoolchildren and relationship between members of the family, if schoolchildren experience feeling of school fear and stressful states.
The object of the research - the content of school fear and the peculiarities of its expression.
The aim of the research - to analyze factors, raising problems of school fear's expression and educational challenges to schools, schoolchildren, teachers and families, in the context of Lithuanian educational system.
The goals of the research:
1. To survey various scientific schools' standpoints of school fear.
2. To analyze the peculiarities of educational policy which create preconditions to the formation of school fear.
3. To research how the formation of school fear relates to the type, culture and management of schools.
4. To analyze what educational means and environments enable to measure, soften and prevent school fear.
5. To fulfil the educational research in Lithuanian schools, present an analysis of data, draw conclusions and give recommendations to educational managers, heads of schools, teachers, schoolchildren and their parents about decreasing the formation of school fear's states and situations.
The hypotheses of the research:
1. The schoolchildren of prestigious, orientated to results schools experience the situations of school fear and stress more frequently.
2. The expression of school fear of motivated, well learned schoolchildren is greater than less motivated and having lower learning results ones.
3. Students, which meet the over-high demands and severe control of parents, have a strongly expressed feeling of school fear.
4. The problem of school fear has indications of sexuality: girls feel school fear more strongly than boys.
Methodology: The research of the problem of school fear was fulfilled using methods of an analysis of scientific literature, questioning and methods of quantitative and qualitative analysis of research results.
Theoretic analysis of the problem. Trying to answer the raised questions, there were supported by these authors: (Hurrelmann (1990, 1993), Kretschmann (2000, 2001), Morschitzky (1998, 1999), Rost (1987, 1997, 2001), Schwarzer (1975, 1981, 1993), Strittmatter (1993, 1997) theoretic and empiric analysis of the problem.
The methodology of the research:
1. The school as the organization - the learning environment according to hobbies and abilities, environment solving vital problems and conflicts, environment of discussions, giving autonomy to pedagogical self-determination and giving schoolchildren conditions for self-expression.
2. The school is analyzed in a personal, social and educational aspect: the learning environment stimulates the expression of abilities and interests; the achievement of experience let the community solve problems and conflicts positively through discussions.
3. Schoolchildren, which experience school fear, gain negative self-evaluation and helplessness, what lead to the formation of the social isolation. Classmates dislike these schoolchildren. Teachers characterize them as ungifted and unmotivated ones; and parents describe them as conflicted persons.
4. The problem of school fear is overcome through the student - teacher interaction, improvement of the system of evaluation, school programs and development of educational competence of families.
The results of the research. Researching the school fear problem and its connection with improvement of competences and personal characteristics, there were questioned 1040 senior students and 200 teachers from 40 secondary, youth schools and gymnasiums in 9 Lithuanian towns. The open and closed questions (Rost, D. H. and Schermer, F. J., 1997), given to students and teachers, reached to clear up if students and teachers experienced school fear, what factors caused the origin of school fear and what competences and personal characteristics could help in mitigating this problem.
Conclusions: 1. Analysed the scientific literature has confirmed the actuality of the school fear problem. This problem is researched by various scientific schools, searching for the most propitious ways of solving this problem.
2. The school fear is a multi-scientific phenomenon: educational, psychological and managerial dimensions are expressed. Moreover, school fear is an individual, organizational and social phenomenon.
3. The problem of school fear is fixed in different sized towns and schools of different types. This is an actual problem to girls as well as boys. The expression of school fear in Lithuania is compared to the results of the same researches fulfilled in the countries of Western Europe. The analysis of our research emphasize the pressure of socium on learning demands, personal characteristics of teachers, problems of competences of learners and a lack of pedagogical interaction.
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