THE STATUS OF LEISURE-TIME EDUCATORS AND THE VALUE OF SCHOOL-AGE CHILDREN’S CLUBS IN THE EDUCATIONAL SYSTEM

Abstract

This paper analyzes the status of the leisure-time educator and the perceived value of children's school clubs in Slovakia, within the current educational system. The main objective of the study is to present the results of empirical research focused on mapping educators' opinions and attitudes regarding their professional status, professional identity, and the institutional integration of school clubs. The methodological framework is based on a mixed-methods design, with data collected via a questionnaire survey on a sample of 433 pedagogical professionals. The results reveal a persistent discrepancy between the high demands placed on the professional work of educators and their actual institutional or social recognition compared to regular classroom teachers. The analysis identifies key practical barriers as well as the potential of school clubs for the personal development of children. The discussion places these findings within the context of efforts to professionalize out-of-school education and emphasizes the necessity of building an equal partnership between formal education and non-formal education to ensure the holistic development of students.