Grade repetition in primary school from teachers’ perspective

dc.creator	Malinić Dušica
dc.date	2011-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:19:04Z
dc.date.available	2015-08-12T11:19:04Z
dc.identifier	10.2298/ZIPI1102239M
dc.identifier	0579-6431
dc.identifier	1820-9270
dc.identifier	https://doaj.org/article/999ebf21099d4e83885e37d061a6b662
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/27341
dc.description	School underachievement is exhibited gradually, in different forms, while grade repetition figures as one of the most prominent forms of underachievement. In order to observe this phenomenon from different perspectives, we conducted a research aimed at identifying teacher attitudes towards grade repetition and grade repeaters in primary school, based on their perceptions of: (a) the cause of grade repetition; (b) the responsibility for grade repetition and (c) grade repetition as an educational measure. The administered questionnaire was constructed for the purposes of the research, descriptive statistics was used, and data were obtained on the sample of 136 teachers from 31 primary schools from the territory of the City of Belgrade. The results point out to the conclusion that teachers perceive grade repetition as, first and foremost, the consequence of students’ lack of interest in school and learning and undisciplined behavior in class. By treating student underachievement mainly as a consequence of laziness, lack of motivation and insufficient effort, teachers transfer responsibility to others, assessing that the personal degree of responsibility for the underachievement of their students is very low. The responsibility for underachievement is perceived more as a problem of the student, his/her family, peer group, than as the problem of teachers themselves. The concluding part points out to certain teaching procedures and methods that have proved to be useful in the prevention of student underachievement.
dc.language	Serbian
dc.publisher	Institut za pedagoška istraživanja
dc.relation	http://www.doiserbia.nb.rs/img/doi/0579-6431/2011/0579-64311102239M.pdf
dc.relation	https://doaj.org/toc/0579-6431
dc.relation	https://doaj.org/toc/1820-9270
dc.source	Zbornik Instituta za Pedagoška Istraživanja, Vol 43, Iss 2, Pp 239-253 (2011)
dc.subject	grade repeater
dc.subject	teacher
dc.subject	primary school
dc.subject	responsibility
dc.subject	school underachievement
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Grade repetition in primary school from teachers’ perspective
dc.type	article