Doświadczanie emocji w szkole i w związku ze szkołą. Perspektywa uczniów szkoły „świadczącej usługi edukacyjne o wysokiej jakości”
Experiencing emotions at school and in connection with school. The perspective of the pupils of a “high quality educational service” school

Author(s): Aleksandra Tłuściak-Deliowska
Subject(s): Education
Published by: Wydawnictwo Uniwersytetu Śląskiego
Summary/Abstract: The subject of the text is the presentation of a fragment of the research results carried out in a junior high school occupying a high position in the ranking of schools, deliberately selected for the study. It is a school whose mission is to provide high quality educational services and, consequently, to educate pupils at the highest level of merit. The high quality and professionalism of pedagogical work are the essential values of the pedagogical staff of this school. The article presents the results concerning the experience of positive and negative emotions by learners in the selected school. The phrase “experiencing emotions” used in the title is related to the overall impression that the school makes on the learner – participant of the educational process. The main focus has been placed on the satisfaction of pupils with school and their feeling of stress and school strain. This is important, as overburdened curricula and high educational demands imposed on pupils can cause a lot of frustration and stress, especially when pupils are unable to cope. However, it is cognitively interesting to investigate this issue in the school with a strong focus on student achievements. Information on the selected properties of the school environment has been obtained by using two scales from the “Social climate in my school” survey (Woynarowska-Sołdan, 2006). The data collected in this way have been subjected to statistical analyses. Additionally, after completing the questionnaires, the pupils had the opportunity to formulate a free, untargeted written statement about their school. The resulting statements have been submitted to qualitative analysis with attention paid to emotional components. This analysis complements the quantitative analysis. The presented analyses concern the emotional and social climate of the school from the point of view of the pupils, but also an attempt has been made to interpret and deduce about the emotional culture of the school, more precisely about the emotions present in the culture of the school and the way they are expressed. The school climate is treated here as a result of the school culture.

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