Teachers’ assessments of demonstration of student initiative

Abstract

This paper explores student initiative or student engagement in activities in school environment, as an aspect of students? functioning that is assumed to be a prerequisite for their contribution to the quality of instruction and better use of possibilities for education and development in school environment. We approach this topic from teachers? perspective since it is our aim to observe how teachers assess the initiative of their students (how important it is, how it is manifested, how present it is in different segments of school activities). In the first part of the paper we analyze the construct ?student initiative? and a similar construct ?student engagement?. In the second part of the paper we present the results of a research in which primary school teachers (N=182) from the territory of Serbia expressed their views on student initiative. Teachers? answers to open- and close-ended questions from the questionnaire (19 items in total) were processed by quantitative and qualitative methodology. Research results indicate that the majority of teachers believed that student initiative was a very important general feature of behavior in school environment, independent of age, which was most present in the domain of peer socializing and relationship with teachers, and least present in the very domains of student functioning that teachers deemed the most desirable (mastering the curriculum, regulation of disciplinary issues). [Projekat Ministarstva nauke Republike Srbije, br. 179034: Od podsticanja inicijative, saradnje, stvaralastva u obrazovanju do novih uloga i identiteta u drustvu i br. 47008: Unapredjivanje kvaliteta i dostupnosti obrazovanja u procesima modernizacije Srbije]