Abstract:

One of the most significant tasks of education and social development is to prepare children to become competent and responsible members of society who solve social problems efficiently. The problem of research is: Do teachers of Serbian language and literature in Serbia stimulate the development of social competences in their students adequately and sufficiently as regards the social outcomes? Cognitive research goal: This research is aimed at determining the teachers’ of Serbian language attitudes towards the role that school and school indicators play in the manifested stimulating activities that have an impact on students’ social outcomes. Pragmatic research goal: Considering the structure of commitment, this research attempts to diagnose the current state of variables that determine the teachers’ contemporary methods and activities which stimulate the development of social competences and individual behaviour, as well as to define the relatedness of these procedures to their efficiency. Research hypotheses are: Ethics, empathy and loyalty are expected to be desirable personality traits important for the stimulation of students’ social competences; teachers are expected to develop prosocial behaviour and communication skills among their students; teachers are expected to initiate and stimulate team work with the purpose of developing prosocial behaviour among their students; teachers are expected to initiate discussions and debates with the purpose of developing their students’ communication skills; teachers are expected to be exemplary models in developing altruism and empathy among their students. The sample was comprised of 555 primary and secondary school teachers in Serbia. The following methods of data analysis and processing were used: Descriptive statistics, Cronbach’s alpha, (ANOVA) and t-test analysis. The five-level Likert scale was constructed to examine the respondents’ opinions regarding their role in the development of social competences through the prysm of students’ social outcomes (UNRSKU). This research and its methodology should contribute to the prevention of the problem and raising the general awareness of the teachers’ role in the development of students’ social competences. This exploratory research is aimed at the examination of the teacher’s influence on stimulating students’ social results and of the relatedness of these procedures to their efficiency. Research results: It has been shown that the stability of amoral behaviour increases over time and that rejection may easily become a sable category, especially in those students whose behaviour reflects the combination of aggressiveness and peer rejection. Teachers consider their personality traits and character to be essential to their students’ social outcomes. The connection of social behaviour and students’ academic achievements may be explained by the teacher’s preferences.

Keywords:

Teachers, Students, Social competences.