Abstract:

The aim of the paper is to discuss a specific semi-professional group - class teachers and their professional, social and personal competences. We were focusing on the concept of interaction among participants in the educational and learning process. We set the following research questions: In which areas can a class teacher influence the quality of pupils’ life? What interventions can a class teacher implement to improve the quality of pupils’ life? Who can a class teacher cooperate with in this effort and in which educational processes? A qualitative research approach was chosen for the research study. The data was obtained by a deep semi-structured interview. We focused not on how individuals understand and interpret their experience as a class teacher. The analysis of the interviews shows not only what the class teachers considered to be obvious and commonplace, but also what is very challenging and struggling in their work. Class teacher is involved in a complex network of social relationships. Besides personal identity, it is just social identity, i.e. awareness of belonging to a particular social group, sharing and empathy, which are important for communication and relationships. Symmetrical communication is undoubtedly the necessary condition for effective cooperation. The opportunity to overcome stereotypes and categorizations is being created in joint actions. Teachers take care of continuity, proximity and consistency with both children and parents. They emotionally put more into relationships, and they are more interested in good mutual relations. Teachers often tend to be more sympathetic, emphasizing children's needs and harmonious interaction.

Keywords:

Class teacher, quality of pupils’ life, personal identity, social identity, symmetrical communication.