|Opis:||The road to success begins in primary school. Assessment of knowledge and progress of students in the upper grade in Slovenian schools is determined by Rules on knowledge assessment and grading and students' progress to a higher class standing in elementary schools. The most common indicator of learning achievements in the primary school is school grades, which may later in life impact integrated personal development. School performance of pupils is influenced by psychological characteristics of a pupil, his or her personality traits, motivation, social environment, family, teachers and peers. School is a system that lays the foundations of co-existence, attitude towards peers, values, self-confidence, self-trust, knowledge and life-long attitude to learning, attitude to authority, development of responsibility and true courage to face tasks in adulthood. In school, special attention must be given to the interaction between teachers and pupils, communication, encouragement and commendations. Considering that school is a tool that prepares different groups for their roles in life, gender equality must also be observed in this context. In school a teacher should by no means judge a pupil by his or her gender and gender stereotypes and prejudices about a certain gender.
The empirical part of the thesis looks into which factors influence learning performance of pupils, which gender are teachers more inclined towards, and which gender achieves better results in the opinion of teachers and pupils. I will also discuss in more detail whether pupil’s or teacher’s personality traits impact school performance, and how parents and classmates impact school performance.|