ULOGA NASTAVNIKA I KVALITET OBRAZOVANJA U UVJETIMA OBRAZOVNE REFORME NA PODRUČJU BOSANSKO-PODRINJSKOG KANTONA GORAŽDE
THE ROLE OF TEACHERS AND THE QUALITY EDUCATION IN THE CONDITIONS OF EDUCATIONAL REFORMS IN THE BOSNIAN-PODRINJE CANTON – GORAŽDE

Author(s): Šemso Aganspahić, Ivona Čelebičić
Subject(s): School education
Published by: UNIVERZITET U SARAJEVU – PEDAGOŠKI FAKULTET
Keywords: student; teacher; education; reform; quality;
Summary/Abstract: Quality education provides the results needed for individuals, communities and societies to progress. It enables schools fully harmonization and integration with their communities and access to different services in the sectors that are intended to support their students' educational development.The role of teachers in contributing to the quality education is an integral part of the overall system as well as the reforms implemented in this area. The key role of teachers is reflected in the development of such educational systems that will contribute to highly educated individuals in terms of necessary knowledge, key competences, better social skills and greater employment opportunities. This paper seeks to determine the role of teachers in the educational process and process of the reform as well as the difficulties they face and possible ways of improving the quality of education.The research conducted in the course of this paper aims to inspect the role of teachers in the realization of the educational process as well as in the implementation of the reform processes in the Bosnian - Podrinje Canton Gorazde. The research sample was 112 teachers from all seven elementary schools in this area, out of which are fifty-two subject teachers and sixty class teachers.The survey or empirical - no experimental method, methods of theoretical analysis and analysis of pedagogical documentation, as well as the quantitative and qualitative methods for triangulation of multiple source data were used.Research results show that teachers have a positive attitude towards education reform but they are not the deciding factor in the process. There is a lack of teacher education for reform changes as well as the infrastructure unpreparedness of schools for this process. Moreover, there is a general attitude that the relevant institutions do not invest enough in professional teacher training and equipping schools.Such findings can be utilized as the basis for creating better conditions for implementing the reform and improving the quality of the teaching process.

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