Abstract:

Main goal of the research is to determine the relation between different areas of the school climate and the level and content of the plans for future of 13 years old students who finish primary school. School climate was analysed according to three indexes: student – student relations, student – teacher relations and educational atmosphere. The attributes of the climate were compared with indexes of plans for future such as: desired education level, future occupation and workplace position, family life, ways of spending free time and developing hobbies. The research method used was diagnostic poll. The respondents were 72 students of the sixth grade of the primary school. Two types of surveys were used: first for analysing plans of futures and second one for analysing school climate.

The results presented allow for extension of knowledge about the content, direction, and level of sixth-grade students plans and meaning of pedagogical conditions in shaping those plans. Good relations between students, sense of peer support, spending time together, and learning together may, according to the analysis of the material gathered, have influence on the higher level of educational plans. Quality of the relations between students and teachers is correlated with motivational processes and shaping the student’s self-esteem. The way student defines and perceives school environment, conditions his functioning in the school, while the support and help of teachers strengthens his or her responsibility for self-development, which results in higher level of plans for future.

For the analysis of the research material it can be concluded that the level of plans for future of sixth-graders is generally high. Main content of the research material are educational plans concerning education level, future occupation, and level of material goods. Role models are very important in shaping plans for future – for pupils in sixth-grade parents, grandparents, and more distant relatives fulfil those roles. During the adolescence those plans result from internalisation of family views and its way of life. Students’ pointed out that there are many conditions for their educational plans. However, they expect the external support in form of material conditions provided them by the parents. They also hope for their love and support but do not want to forgo their friendships and friends’ support, and sometimes they hope for stroke of luck.

The assessment of teachers’ attitudes and their behaviour towards students can have influence on learning motivation, behaviour, school achievements and subjective attitude towards school. Generally students feel good with their relations with teachers but what raises concerns is high number of indications on negative behaviour of teachers. School situations are often stressful for students. Behaviour strategies and roles fulfilled in the school can lead to undesired behaviours. The results of the research in this area are clearly indicating that support, emotional compassion, fulfilling the students’ needs, transparency of criteria and expectations, management elasticity, involvement of positive emotions, perceiving the sense in actions of the schools by the students, building motivation, accompanying students, openness to problems, and teachers support strengthen the positive self-esteem of student and his or her feeling that he/she is responsible for his/her self-development and therefore influences his/her life plans.

Keywords:

School’s climate, student-student relations, student- teacher relations, educational atmosphere, plans of futures.