magistrsko delo
Petra Jeršin (Avtor), Janez Jerman (Mentor)

Povzetek

Dandanes je stres že tako vgraviran v naš vsakdan, da smo nanj in njegove negativne posledice premalo pozorni. Vsakršne spremembe, kakršne so bile potrebne v času epidemije covida-19 (na primer zapiranje šol, poučevanje na daljavo), ki zahtevajo, da se posameznik nanje hitro prilagodi, lahko povzročijo občutja tesnobe, stresa. Menimo, da se je ob implementaciji poučevanja na daljavo zanemaril vidik duševnega zdravja učiteljev, ki je ključni dejavnik za uspešno poučevanje. V svoji raziskavi smo se osredotočili na občutje stresa in odkrivanje dejavnikov le-tega pri specialnih in rehabilitacijskih pedagogih v času epidemije covida-19. Za interpretacijo raziskovalnih vprašanj smo uporabili deskriptivno in neeksperimentalno metodo ter kvantitativen pristop. V neslučajnostnem vzorcu so bili vključeni specialni in rehabilitacijski pedagogi (N = 71) iz cele Slovenije. Pri analizi podatkov smo nadalje vzorec razdelili na 2 skupini (specialni pedagogi, ki nudijo dodatno strokovno pomoč v vzgojno-izobraževalnem programu s prilagojenim izvajanjem, in specialni pedagogi, ki poučujejo v prilagojenem programu vzgoje in izobraževanja z nižjim izobrazbenim standardom) ter med seboj primerjali njihove odgovore. Dobljeni podatki nam povedo, da je kar 77,5 % specialnih in rehabilitacijskih pedagogov v času poučevanja na daljavo občutilo vsaj 1 ali več znakov stresa. Najbolj pogosti simptomi oziroma znaki stresa so bili občutek preobremenjenosti, glavobol in nespečnost. Občutja stresa so bila najvišja pri specialnih pedagogih z delovno dobo od 16 do 25 let ter od 8 do 15 let oziroma pri starostni skupini od 36 do 45 let. V raziskavi nam ni uspelo dokazati povezanosti med občutkom usposobljenosti in doživljanjem stresa. Ne obstajajo statistično pomembne razlike v doživljanju stresa pri specialnih pedagogih, zaposlenih v osnovnih šolah in zaposlenih v prilagojenem programu vzgoje in izobraževanja z nižjim izobrazbenim standardom. Dejavniki, ki so predstavljali največ stresa pri poučevanju na daljavo, so bili nezainteresiran odnos učencev do dela, delovna preobremenjenost in administrativno delo. Pri tem smo ugotovili statistično pomembne razlike glede na delovno mesto. Specialnim pedagogom, ki nudijo dodatno strokovno pomoč, so večji stres predstavljali administrativno delo, nizek status učiteljskega poklica, časovni pritiski in odnosi s starši. Zaposlenim v drugi skupini je največ stresa predstavljalo ocenjevanje znanja in preobsežni razredi.

Ključne besede

stres;specialni in rehabilitacijski pedagogi;dodatna strokovna pomoč v vzgojno-izobraževalnem programu s prilagojenim izvajanjem;prilagojen program vzgoje in izobraževanja z nižjim izobrazbenim standardom;covid-19.;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [P. Jeršin]
UDK: 376(043.2)
COBISS: 150194691 Povezava se bo odprla v novem oknu
Št. ogledov: 22
Št. prenosov: 10
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Stress among special and rehabilitation pedagogues during the Covid-19 epidemic in relation to their profession
Sekundarni povzetek: Stress has become a part of our daily lives to the extent that we often overlook its adverse effects. Changes, such as those necessitated by the COVID-19 pandemic, like school closures and distance learning, which require the individual to adapt quickly, can cause anxiety and stress. We believe that the mental health of teachers, which is a crucial factor for successful teaching, has been neglected in the implementation of distance education. In our study, we focused on investigating the perception of stress and its causes among special education teachers during the COVID-19 epidemic. We used descriptive and non-experimental methods and a quantitative approach to analyse and interpret the research questions. Data were drawn from a non-randomised sample of 71 special education teachers from all over Slovenia. We divided the sample into two groups: special educators providing additional professional support in an adapted school programme and special education teachers teaching in an adapted school programme of a lower educational standard. We compared the responses of these groups to interpret our research questions to analyse the data. Our findings showed that 77.5% of special education teachers experienced at least one sign of stress during their distance teaching experience. The most common symptoms experienced were feeling overwhelmed, headaches, and insomnia. Special education teachers with 16-25 years of experience, 8-15 years of experience, and 36-45 years of experience reported the highest stress levels. We could not establish a correlation between the feelings of competence and stress. We found no statistically significant differences in stress levels between special educators working in basic schools and those working in adapted basic school programmes of lower educational standards. The most stressful factors in distance teaching were the disinterested attitude of students towards work, work overload, and administrative work. We found significant differences based on the workplace. The most stressful factors for special educators who provided additional support and assistance were administrative work, low of in the teaching profession, time pressures, and relationships with parents. The second group's most stressful factors were assessments and overcrowded classes.
Sekundarne ključne besede: stress;special education teachers;additional support and assistance in adapted school programmes;adapted school programme of a lower educational standard;COVID-19.;Univerzitetna in visokošolska dela;
Vrsta dela (COBISS): Magistrsko delo/naloga
Študijski program: 0
Konec prepovedi (OpenAIRE): 1970-01-01
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Strani: 1 spletni vir (1 datoteka PDF (76 str.))
ID: 18659458