Abstract
Within our research, we have focused on the quality of interpersonal relations at the high education institutions, i.e. we have been interested in inter-perception among teachers and students at some faculties in Bosnia and Herzegovina. We especially were eager to find out whether some differences could be found in preferring different working styles both teachers and students at various faculties and study departments. Using quantative methods, checking up the influence of variables related to working styles that have impact upon the general evaluation of teaching process quality and interpersonal relations teachers-students, we have conducted within the aimed sample of students and teachers of the University of Sarajevo and the University in Zenica, consisting of 309 examinees.
Highlights
Teaching process, according to customary determinations from didactic-methodical literature, represent the most organized aspect of education
Students and teachers evaluated the characteristics they mutually appreciate most respectively, problems from teaching process that especially occupy their minds, factors influencing the creation of positive attitude in relation teacher-student, the most often causes of misunderstanding between teachers and students, factors that condition a discipline among students at class, what gives them most enjoyment during the class, and what do they feel towards each other
Special value of this research is related to the fact that up-to-present there were no serious researches in regard of empathy, working styles and mutual perception of teachers and students at the universities in Bosnia and Herzegovina, so on the ground of these results could develop programs as formal so informal work with students' population in sense of more elaborate and articulated social engagement
Summary
Teaching process, according to customary determinations from didactic-methodical literature, represent the most organized aspect of education. Considering the interpersonal relation within the teaching process, Bratanić (1993) defines it as “process established between educator and student, a teacher and single student and whole class” (p.32). Bratanić emphasizes a need for awareness of such process where a reversible relation exists, where teacher does influence on student by his behavior, but there is a reverse influence. Factors, according to Bratanić influence the quality of interpersonal relations are: elements of successful relation (personal inclination, mutual familiarity, interests, attitudes and values, intelligence, social background and working methods), social perception (interdependent perceiving within social situation), emotional attitudes (feeling towards something or someone), and empathy (cognitive-emotional ability of identification with the state of another person and perceiving the world through her/his eyes)
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