Στάσεις και αντιλήψεις νηπιαγωγών για την αποτελεσματική διαχείριση κρίσεων και κινδύνων στα νηπιαγωγεία
KeywordsΚρίσεις ; Κίνδυνοι ; Διαχείριση ; Διαχείριση κρίσεων ; Νηπιαγωγεία ; Ικανότητα ; Ετοιμότητα ; Νηπιαγωγοί
Undoubtedly, since the outbreak of the Covid-19 pandemic, a large body of international studies investigating the management of this crisis by schools has emerged. However, in a school environment, crises are not only about health issues. Risks and crises can concern student injuries, problems with building equipment, conflicts between teachers, phenomena of violence and school bullying, delinquency, etc. Therefore, investigations of a wider set of crises that arise within the school context and the ability of teachers to effectively manage such critical situations are an urgent need, because based on the theories a number of researchers seem to recognize the importance of crisis management and their research findings prove that there are techniques that contribute to their early treatment. With these in mind, the purpose of the present study was to investigate the attitudes and perceptions of kindergarten teachers on issues related to the effective management of crises and risks in kindergartens. The sample of the research was 287 in service kindergarten teachers of our country. The questionnaire used to carry out the research contained open and closed type questions and was constructed based on the study of international literature. The analysis of the results was done using the statistical software IBM SPSS Statistics 23. The findings provide critical information regarding the attitudes of kindergarten teachers, as kindergarten teachers believe that they are capable of managing a potential crisis or risk as effectively as they had managed in past similar situations. Furthermore, while it was expected that because of experience, older kindergarten teachers would consider themselves ready and able to handle a crisis, it was found that teachers with significantly fewer years of experience rated themselves as more competent. Heads or principals of kindergartens also do not consider themselves competent enough to deal with such a condition, while schools in urban areas seem to lack sufficient risk management resources.