Snježana Stanar

University of East Sarajevo, Faculty of Philosophy, Alekse Šantića 1, 71 420 Pale, Bosnia and Herzegovina, snjezana.stanar@ffuis.edu.ba  

ORIGINAL SCIENTIFIC PAPER

ISSN 2637-2150
e-ISSN 2637-2614
UDC 37.014.3:37.048.4-057.875
DOI 10.7251/STED2302001S
COBISS.RS-ID 139427073 

Paper Submited: 13.10.2023.
Paper Accepted: 10.11.2023.
Paper Published: 29.11.2023.
http://stedj-univerzitetpim.com
 

Corresponding Author:
Snežana Stanar, University of East Sarajevo, Faculty of Philosophy, Alekse Šantića 1, 71 420 Pale, Bosnia and Herzegovina, snjezana.stanar@ffuis.edu.ba

Copyright © 2022 Snežana Stanar; published by UNIVERSITY PIM. This work licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.
 

ABSTRACT 

The extent to which changes in the education system are driven by external economic and social systems and internal factors of the education system is an open question that has yet to be answered after detailed analysis and research. Job satisfaction at school can influence the formation of positive attitudes, and cannot be excluded from the examination of individual attitudes about changes in the organization. Identification with the school represents a particularly significant form of positive attitudes of employees at the school, it has positive personal consequences in terms of better professional advancement, and therefore better performance of work. The research sample has elements of a multi-stage opportunity with elements of random selection, because a survey was conducted of teachers in the schools on Republika of Srpska, who were present at the sessions of the teaching-departmental council (n=400) at the time of the survey. The obtained data (analysis of responses on the scale of general and specific attitudes about changes and factor analysis) show that although teachers manifest a positive general attitude about changes in education, it should be noted that certain aspects of changes are latently perceived as negative. The general attitude about changes in education is statistically significantly positively related to identification with the school (r=.477, p<.001) and with job satisfaction at the school (r=.225, p<.001). Also, the results showed statistically significant differences in some special attitudes about changes in education with regard to the degree of identification with the school (perception of the outcome of changes in education χ²=16.869, df=2, p=.000 and readiness for additional education, χ²= 6.146, df=2, p=.046), while there are no such differences when it comes to being informed about changes and willingness to engage in changes. Furthermore, the results showed statistically significant differences in some special attitudes about changes in education with regard to job satisfaction at school (perception of the outcome of changes, χ²=32.081, df = 2, r=.000, awareness of changes χ²=14.259, df =2, r=.001 and readiness for additional education in order to improve one’s own competencies χ²=8.621, df=2, p=.013). Desirable changes in this area need to be focused both on changes in the individual and on changes in society as a whole. From the aspect of changes in the individual itself, it is not so much a problem to establish what it is that moves some individuals and hinders others in the process of change, as much as it is a problem find a way to use the obtained data in a practical sense: what, how and why to change.

Keywords: changes in education, attitudes, identification with school, job satisfaction at school.