Uloga profesora u obrazovanju i odgoju učenika značajna je budući da profesor svojim stručnim i teorijskim znanjem te svojom osobnošću oblikuje nastavni proces i usmjerava učenike. Doživljaj pristupa profesora nastavi te doživljaj odnosa s profesorima povezuje se sa zadovoljstvom učenika školom, njihovim postignućima i ponašanjima u školi. Problemi koji nastaju u razredu najčešće su posljedica nepostojanja uvida u međusobne perspektive učenika i profesora koji su glavni sudionici nastavnog procesa. Svrha ovog istraživanja je steći uvid u poteškoće, probleme i očekivanja učenika u odnosu na rad profesora te uvid samih profesora u doživljaj učenika. Cilj je ispitati kako učenici srednje škole doživljavaju svoje profesore te kako profesori procjenjuju da ih učenici doživljavaju. U istraživanju je sudjelovalo 5 učenika te 5 profesora jedne srednje škole iz BiH. Podaci su prikupljeni tehnikom fokus grupe. Kao metoda obrade podataka korištena je tematska analiza. Rezultati ukazuju na uglavnom negativan doživljaj profesora od strane učenika te potrebu za boljom komunikacijom i odnosom s profesorima. U procjeni učeničke perspektive od strane profesora, rezultati su pokazali generalno veće neslaganje između te dvije perspektive.

The role of teachers in education and upbringing of students is important since a teacher shapes the teaching process and guides students with professional and theoretical knowledge and his or her personality. The experience of the teachers’ approach towards teaching and the experience of conducts with teachers is connected with students’ contentment with school, their achievements and attitude in school. The problems that arise in the classroom are most commonly a result of a lack of insight into a mutual perspective of students and professors who are the main participants in the teaching process. The purpose of this research is to get an insight into the difficulties, problems and expectations of students in relation to the work of teachers and the insight of teachers themselves into the experience of students. The aim is to examine how high school students experience their teachers and how teachers assess themselves as being a part of the students’ experience. The research included five students and five teachers from a high school from Odžak. Data was collected by using a focus group technique. Thematic analysis was used as a method of data processing. Results indicate a mostly negative experience of teachers viewed by students and the need for better communication and conduct with teachers. The results showed a generally larger disagreement between the two perspectives in the evaluation of the teachers’ assessment of students’ perspective.