magistrsko delo
Martina Kreča (Author), Katja Depolli Steiner (Mentor)

Abstract

Ugotovitve slovenskih in tujih raziskav kažejo, da je poučevanje stresen poklic. Učitelji se pri svojem delu srečujejo z različnimi dejavniki stresa, ki so lahko zanje precej obremenjujoči. Zato jih mnogo, kljub altruistični naravnanosti in predanosti poučevanju, poklic zapušča, mladi pa se za učiteljski poklic odločajo vse redkeje. V raziskavi se osredotočamo na preučevanje tega, s katerimi dejavniki stresa se osnovnošolski učitelji pri svojem delu najpogosteje srečujejo, kateri jih najbolj vznemirjajo, kakšno je njihovo splošno subjektivno blagostanje, ali obstaja povezanost med obema konstruktoma in ali obstajajo razlike med udeleženci glede na različne demografske spremenljivke. V raziskavi je sodelovalo 249 slovenskih osnovnošolskih učiteljic in učiteljev, ki so izpolnili prirejeno Lestvico stresa in kratko obliko Vprašalnika duševnega zdravja (MHC-SF). Rezultati so pokazali, da so najpomembnejši dejavniki stresa učiteljeva delovna obremenjenost, vedenje in motiviranost učencev ter šolski sistem, s katerimi se učitelji pri svojem delu srečujejo pogosto in jim predstavljajo precejšnjo grožnjo. Pokazale so se tudi nekatere pomembne razlike med skupinami učiteljev glede na spol, delovno dobo in stopnjo poučevanja (razredna ali predmetna). Prav tako smo odkrili pomembno povezavo med dejavniki stresa in subjektivnim blagostanjem. Magistrsko delo služi analizi trenutnega stanja na področju dejavnikov stresa in subjektivnega blagostanja osnovnošolskih učiteljev, spoznanja pa lahko smiselno uporabijo ravnatelji in strokovne ustanove, ki lahko vplivajo na izboljšanje počutja učiteljev ter na njihove delovne pogoje.

Keywords

stres;stres na delovnem mestu;subjektivno blagostanje;učitelji;osnovne šole;magistrska dela;Lestvica stresa;Vprašalnik duševnega zdravja – kratka oblika MHC-SF;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL FF - Faculty of Arts
Publisher: [M. Kreča]
UDC: 159.944.4:37.011.3-051(043.2)
COBISS: 178683651 Link will open in a new window
Views: 9
Downloads: 1
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Other data

Secondary language: English
Secondary title: Stress factors and subjective well-being of primary school teachers
Secondary abstract: Research in Slovenia and abroad shows that teaching is a stressful profession. Teachers encounter various stress factors at their work, which can be quite burdensome for them. That is why many of them, despite their altruistic attitude and dedication to teaching, leave the profession, and young people choose the teaching profession increasingly more rarely. This study focuses on examining which stress factors primary school teachers encounter most often at their work, which ones trouble them the most, what is their general subjective well-being, whether there is a correlation between the two constructs, and whether there are differences between the participants according to various demographic variables. The sample includes 249 Slovenian primary school teachers. They completed the modified Stress Scale and the Mental Health Continuum – Short Form (MHC-SF). The results show that the most important stress factors are teacher's workload, students' behaviour and motivation, and school system. Teachers at work encounter them often and they pose a considerable threat to them. Statistically significant differences between groups of teachers are found in terms of gender, work experience, and level of teaching. There is also a significant relationship between stress factors and teachers' subjective well-being. The study serves as an overview of the current situation in the field of stress factors and subjective well-being of primary school teachers. The findings can be used by principals and professional institutions, which can influence the improvement of teachers' well-being and their working conditions.
Secondary keywords: stress;occupational stress;subjective well being;teachers;elementary schools;masters theses;Stress scale;Mental health continuum - short form MHC-SF;
Type (COBISS): Master's thesis/paper
Study programme: 0
Thesis comment: Univ. v Ljubljani, Filozofska fak., Oddelek za psihologijo
Pages: 57 str.
ID: 21923934