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School social worker - Attitude of Pedagogical workers in Elementary schools
HODKOVÁ, Eva
In this Bachelor Thesis I am dealing with the topic of school social work. Its main objective was to determine the elementary school teachers' attitude towards school social workers. A partial objective was to determine the pedagogues' opinion on whether the function of a school social worker could have a positive impact on functioning of schools and a healthy social climate. Up until now, the terms School social work and School social worker have not been very well-known in the Czech Republic. They are neither well-established nor do they have any legislative backing. In isolated cases a similar position exists in some community type elementary schools. In recent years the topic of introducing school social workers has gained momentum, however, up until now, mostly on academic level. The theoretical part of my bachelor thesis is devoted to mapping the school social work throughout the world, where school social workers have been active for many years. The U.S. have the longest history of school social work, that is why most of the first chapter is devoted to the history and present of the American school social work. In the U.S. school social work dates back to 1877 when the Child Labour Act has been adopted followed later by the Compulsory Education Act. At that period the social workers' main job was to ensure that children attend schools. Later, once school social work had been officially introduced, their authorities have gradually broadened. At present their school and out-of-school activities are very extensive and according to the School Social Work Association of America they provide services to three main target groups: students, parents and family, and school staff. Besides the U.S., school social work has also evolved in Europe. The next section of the first chapter is devoted to England, Germany and Slovakia. The history of school social work in Slovakia is the shortest, however, considering our common history and similar educational systems, provides the most relevant comparison and experience. In the theory oriented chapter two I describe the Czech educational system and analyse the current situation at elementary schools. I outline how counselling services have evolved, how new working positions are being created, such as the school prevention methodologist or the education counsellor. In this chapter I also strive to describe specific activities by the Ministry of Education, Youth and Sports implemented in form of national projects the cost of which is partially being covered by the ESF. The projects aim to improve the educational and preventive function of schools, develop counselling services, and improve the know-how and competences of educational workers. In the practical section of my thesis I strive to uncover opinions of educational workers on establishing a new position of a school social worker. To carry out the survey I have used a qualitative research strategy and the semi-controlled interview technique. The research sample included elementary school teachers from the Vysočina region. I was able to interview a total of 21 respondents. When evaluating the interviews, I have used the tuft formation method. The results of my survey suggest that a school social worker would be a welcome addition to the team, however, it is not entirely clear whether he/she is currently needed. Considering the fact that the research was done while the "Common education" concept was being introduced at schools, the teachers did perceive the necessity of introducing other positions. To answer the partial question of my thesis, we could say, that if we had school social workers at schools, their work would have a positive impact on the overall school climate.
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