Stres pri učiteljih razrednega pouka

diplomsko delo

Katja Marinič (Avtor), Zlatka Cugmas (Mentor)

Povzetek

Namen diplomskega dela je ugotoviti, ali učitelji v razredu doživljajo stres, kako ga doživljajo, kako se nanj odzivajo in zakaj menijo, da je poklic učitelja stresen. Zanimale so me konkretne stresne okoliščine, ki so jih učitelji doživeli v razredu, in kako so se nanje odzvali. Ugotavljala sem njihovo zadovoljstvo s poklicem, ki ga opravljajo, kakšen odnos imajo s sodelavci, kako stres obvladujejo in katere strategije za odpravljanje stresa uporabljajo. V teoretičnem delu diplomskega dela so navedena teoretična izhodišča, v empiričnem delu, pa so na podlagi anketnega vprašalnika predstavljene stresne okoliščine v razredu, predstavljeni so odzivi učiteljev na stres, njihovo zadovoljstvo s poklicem, njihovi odnosi s sodelavci in kako obvladujejo stresne okoliščine. Rezultati empirične raziskave so pridobljeni z anketnim vprašalnikom za učitelje sedmih devetletnih osnovnih šol. Pri raziskavi, v kateri je bil uporabljen anketni vprašalnik, je sodelovalo 50 učiteljev. Rezultati raziskave so pokazali, da so učitelji z delom zadovoljni in imajo s sodelavci dobre odnose. Ugotovila sem tudi, da učitelji stres najpogosteje odpravljajo s preživljanjem prostega časa v krogu družine. Kot najbolj stresna okoliščina se je izkazala komunikacija staršev z učitelji; starši so po mnenju učiteljev velikokrat nespoštljivi in so za neuspeh svojih otrok sposobni krivili učitelje. Takoj za starši so se znašli problematični, neubogljivi in težko vodljivi otroci.

Ključne besede

razredni pouk;učitelji;izgorevanje;diplomska dela;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2012
Izvor:	Maribor
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UM PEF - Pedagoška fakulteta
Založnik:	[K. Marinič]
UDK:	37(043.2)
COBISS:	19272968
Št. ogledov:	1330
Št. prenosov:	224
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	STRESS AMONG TEACHERS OF PRIMARY EDUCATION
Sekundarni povzetek:	The purpose of this diploma thesis is to discover whether the teachers experience stress in classrooms, how they experience it, how they respond to it and why they think the teaching profession is stressful. I was interested in specific stressful situations experienced by the teachers in the classrooms and how they responded to them. I was trying to establish their level of work satisfaction, the type of relationships they have with their co-workers, how they manage stress and which stress elimination strategies they use. The theoretical bases are stated in the theoretical part of the diploma thesis, whereas stressful situations in classrooms, teachers' response to stress, their contentment with the profession, their relationships with co-workers and management of stressful situations are presented on a basis of the survey questionnaire in the empirical part. The results of the empirical research are gained with the use of the survey questionnaire made for the teachers of the 7 nine-year-programme primary schools. 50 teachers took part in the research where the survey questionnaire was used. The results show that the teachers are satisfied with their work and have good relationships with their co-workers. I have also found out that teachers eliminate stress by spending their free time within the family circle. Communication with pupil's parents is seen as the most stressful situation, as teachers often see them as disrespectful and blame teachers for their childre's failure. Right after them we can find problematic, disobedient children who are difficult to manage.
Sekundarne ključne besede:	stress;teachers;burnout syndrome;stress management;
URN:	URN:SI:UM:
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Strani:	67 f.
Ključne besede (UDK):	social sciences;družbene vede;education;vzgoja in izobraževanje;šolstvo;pouk;
ID:	20092