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School leaders are a central factor of the quality of learning and teaching in schools. It is generally believed that the staff model their behaviour on leaders, which means if school leaders understand the physical school environment to be an important factor of learning, school staff (teachers and other professional staff) will also do so. To discover how school leaders assess the school environment as a factor of learning, 150 school leaders in primary education in Slovenia were invited to complete an online questionnaire. They were asked about their views regarding to what extent their school as physical environment encouraged certain factors. Fourteen listed factors were assessed on five-point numeric scales. The results show that in their school environment, school leaders assessed ecology, movement, and respect the highest, and feelings, imagination, and space the lowest. Their estimates of the assessed factors differ depending on the type of school building (new, old, renovated) only on the factors of movement, creativity, and logic and mathematics in favour of old schools. The results provide interesting information especially for school policy and everyone involved in the planning, building, or renewal of school premises.
Keywords: leadership, basic education, schools, physical environment, learning, Slovenia
Ravnatelji_ce imajo velik vpliv na kakovost učenja in poučevanja na svojih šolah. Splošno razširjeno je tudi mnenje, da delujejo kot model ali vzor za zaposlene in učenke_ce. Če npr. vodstvo ocenjuje fizično ali grajeno učno okolje kot pomemben dejavnik učenja, bodo učitelji_ce in učenke_ci tudi sprejele_i tak pogled na fizično učno okolje. Da bi ugotovili, kako ravnatelji_ce ocenjujejo notranje in zunanje okolje svoje šole, smo ravnatelje_ice slovenskih osnovnih šol povabile_i k sodelovanju in izpolnitvi spletnega vprašalnika. Zanimalo nas je, kako ocenjujejo fizično ali grajeno notranje in zunanje okolje svoje šole kot spodbujevalca nekaterih dejavnikov, ki smo jih oblikovale_i na osnovi Gardnerjeve teorije o več inteligencah. Na spletni vprašalnik se je odzvalo le 150 ravnateljev_ic osnovnih šol (od tega je bilo več kot 70 % ravnateljic), ti_e pa niso vedno odgovorili_e na vsa vprašanja. Ravnatelji_ce so dejavnike ocenjevali_e na petstopenjski številčni ocenjevalni lestvici z ocenami od 1 (najnižja ocena) do 5 (najvišja ocena). Rezultati so pokazali, da so ravnatelji_ce ocenili_e, da notranje in zunanje okolje šole najbolj spodbujata ekologijo, gibanje in spoštovanje, malo pa čustva, domišljijo in...