magistrsko delo
Brina Biličič Gorišek (Author), Janez Jerman (Mentor)

Abstract

Specialni in rehabilitacijski pedagogi so bili v času pandemije covida-19 primorani spremeniti izvajanje svoje pedagoške prakse. Postavljeni so bili pred številne nove izzive, kot so nenaden prehod na virtualno poučevanje, povečana delovna obremenitev, sprememba pogojev in načinov poučevanja, prisotni pa sta bili vsesplošna negotovost in obremenjenost. Spremembe izvajanja pedagoškega dela so pri posameznikih izzvale različno stopnjo stresa. Stres povzroči spremembo v osebnostnem ravnovesju, ki pa ga povzročijo zunanji ali notranji dražljaji oziroma stresorji. Kako se posameznik odzove na stres, je odvisno od različnih dejavnikov. Eden izmed dejavnikov, ki vpliva na posameznikovo odzivanje in doživljanje stresa, pa je tudi posameznikova rezilientnost ali prožnost. Rezilientnost se kaže kot sposobnost soočanja in spopadanja z različnimi izzivi. V magistrskem delu smo raziskovali, kako je poučevanje v času pandemije vplivalo na stres in rezilientnost specialnih in rehabilitacijskih pedagogov, ki so zaposleni na različnih delovnih mestih v šolstvu. Raziskava je pokazala, da so specialni in rehabilitacijski pedagogi z daljšo delovno dobo, zlasti tisti z 19 ali več leti izkušenj, doživljali več stresa med pandemijo. Več stresa so doživljale tudi ženske specialne in rehabilitacijske pedagoginje, medtem ko ocena lastne usposobljenosti za delo ni imela statistično pomembnega vpliva na doživljanje stresa med pandemijo. Ugotovljeno je bilo tudi, da med različnimi mesti zaposlitve ni bilo statističnih razlik glede na različna področja stresa (dejavniki poklicnega stresa, dejavniki medosebnih odnosov in dejavniki uravnavanja poklicnih zahtev in zasebnega življenja), ugotovljene pa so bile statistično pomembne razlike pri doživljanju področja stresa delovnega okolja. Statistično pomembnih razlik v oceni stresa glede na čas delovne dobe in posameznih področij stresa nismo ugotovili. Ugotovili smo, da so bili dejavniki poklicnega stresa med pandemijo najbolj obremenjujoči za specialne in rehabilitacijske pedagoge. V raziskavi smo ugotovili tudi, da čas delovne dobe ni imel statistično pomembnega vpliva na rezilientnost specialnih in rehabilitacijskih pedagogov. Prav tako ni bil ugotovljen statistično pomemben vpliv med zaznavanjem stresa in stopnjo rezilientnosti. Zaključek raziskave poudarja pomembnost vloge vzgojno-izobraževalnih zavodov in vzgojno-izobraževalnega sistema, da nudijo ustrezno podporo specialnim in rehabilitacijskim pedagogom, vključno z zagotavljanjem orodij za obvladovanje stresa, nudenjem psihološke pomoči in spodbujanjem medsebojne podpore med zaposlenimi. Kljub izzivom je pandemija covida-19 prinesla tudi priložnost za učenje in rast ter poudarila pomembnost prilagodljivosti in vztrajnosti specialnih in rehabilitacijskih pedagogov v času kriznih situacij.

Keywords

rezilientnost;specialni in rehabilitacijski pedagogi;pandemija;COVID-19;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [B. Biličič Gorišek]
UDC: 376.011.3-051:159.944.4(043.2)
COBISS: 190813699 Link will open in a new window
Views: 25
Downloads: 2
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Other data

Secondary language: English
Secondary title: Stress and resilience of special and rehabilitation educators at work during the covid-19 pandemic
Secondary abstract: Special education and rehabilitation educators were forced to change the implementation of their pedagogical practices during the COVID-19 pandemic. They faced numerous new challenges, such as a sudden transition to virtual teaching, increased workload, changes in teaching conditions and methods, all amidst widespread uncertainty and stress. The changes in pedagogical work implementation triggered varying levels of stress in individuals. Stress causes a shift in personal equilibrium and is induced by external or internal stimuli, also known as stressors. How individuals respond to stress depends on various factors. One of the factors influencing an individual's response and experience of stress is their resilience or flexibility.Resilience manifests as the ability to confront and cope with different challenges. In this master's thesis, we explored how teaching during the pandemic affected the stress and resilience of special education and rehabilitation educators employed in various positions in the education sector. The research indicated that educators with longer work experience, especially those with 19 or more years of experience, experienced more stress during the pandemic. Women special and rehabilitation educators also experienced more stress, while the assessment of their own job competence did not have a statistically significant impact on stress experience during the pandemic. It was also found that there were no statistical differences among different job positions concerning various areas of stress (factors of occupational stress, interpersonal relationship factors, and factors of balancing professional demands and private life). However, statistically significant differences were observed in experiencing the stress of the work environment. No statistically significant differences were found in stress assessment based on years of work experience and specific areas of stress. Factors of occupational stress were identified as the most burdensome for special education and rehabilitation educators during the pandemic. The research also revealed that the length of work experience did not have a statistically significant impact on the resilience of special education and rehabilitation educators. Similarly, no statistically significant influence was found between the perception of stress and the level of resilience. The conclusion of the study emphasizes the importance of the role of educational institutions and the educational system in providing adequate support for special education and rehabilitation educators. This includes providing tools for stress management, offering psychological assistance, and promoting mutual support among staff. Despite the challenges, the COVID-19 pandemic presented an opportunity for learning and growth. It underscored the importance of adaptability and perseverance for special education and rehabilitation educators during crisis situations.
Secondary keywords: resilience;special education teachers;pandemic;COVID-19;Delovni stres;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Study programme: 0
Embargo end date (OpenAIRE): 1970-01-01
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika, Posebne razvojne in učne težave
Pages: 1 spletni vir (1 datoteka PDF (VII, 63 str.))
DOI: 20.500.12556/RUL-155335
ID: 23267949