Page 346 - Pedagoška vizija / A Pedagogical Vision
P. 346
Jurka Lepičnik Vodopivec, Kristina Alviž, and Aleksandra Šindić
Table 5 Difference between Preschool Teachers and Elementary School Teachers in
Appraisals of the Quality of Current Transitional Practice (Mann Whitney U-Test)
Category N ¯ R R U p
Preschool teachers . . . .
Elementary school teachers . .
Total
Table 6 Appraisal of the Quality Elements of the Current Transitional Practice of Preschool
Teachers’ and Elementary School Teachers’ Answers: Median (C) and Interquartile
Range (Q3–1)
Category N Min Max C Q–
Preschool teachers . . . .
Elementary school teachers . . . .
Completely agree
Mostly agree
Moderately agree
Mostly disagree
Completely disagree
Figure 1 Necessity of Cooperation between Preschool Teachers and Elementary School
Teachers during the Transition of a Child from Kindergarten to Elementary School
teachers and elementary school teachers is necessary during the transition
of a child from kindergarten to elementary school’ was appraised.
From the descriptive indicators (table 6) it is evident that preschool teach-
ers(C =3.00;Q 3−1 =1.50) andelementaryschoolteachers(C =3.00;Q 3−1 =1.25)
appraise the level of quality elements of the current transitional practice as
mediocre, which proves the hypothesis (H2).
The results shown graphically (figure 1) indicate that the majority of re-
spondents, 235 of them (68.9), completely agree that the cooperation of
preschool teachers and elementary school teachers is necessary during the
transition process of a child from kindergarten to school, while 65 (19.1)
mostly agree with the statement. Only 14 (4.2) respondents generally or
mostly disagree with the fact that the cooperation of preschool teachers
and elementary school teachers is necessary during the transition of children
from kindergarten to school.
The Mann-Whitney U test examined whether preschool teachers and ele-
mentary school teachers differed in their appraisal of this claim. The obtained
results presented tabularly (table 7) indicate that no statistically significant
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