Interpersonal relationships in the prediction of school satisfaction of students and teachers

Abstract

Only those who love and are loved can teach, because children learn only from those they love, there is no other compromise. The generally accepted rule is that only what is loved can be refined and improved. Is it possible to successfully realize the mission of the school if the teacher is not a role model for the students, if the student has an aversion to the teacher, if the teacher does not direct his teaching towards the student, if the student or the teacher does not like the school? A series of questions opened the research curiosity by thinking about the factors that influence the school satisfaction of students and teachers. The aim of the work was to examine school satisfaction among secondary school students and teachers depending on the mutual perception of the relationship. Empirical research was carried out, which follows the qualitative-quantitative paradigm with the following methods: descriptive, theoretical analysis method and judgment/evaluation method. In the research, a survey questionnaire
for teachers and students “Evaluation of satisfaction with school” was used. The research sample consists of 192 respondents (96 students and 96 teachers of four-year and three-year secondary schools from the area of Una-Sana Canton). The results of the research did not confirm differences in the satisfaction of students and teachers regarding the type of school, years of schooling and work experience, but they did confirm that the quality of interaction and communication between students and teachers affects their satisfaction with the school.