20.500.12556/DKUM-80017 Zaznavanje stresa med poučevanjem na daljavo pri učiteljih, ki izvajajo dodatno strokovno pomoč magistrsko delo Perception of stress during distance learning in teachers who provide additional professional help Namen magistrske naloge je bil raziskati in ugotoviti, ali so učitelji, ki so v času epidemije COVID-19 izvajali dodatno strokovno pomoč (DSP) na daljavo, pri tem zaznavali povečano mero stresa, povezanega z delom. Zanimalo nas je tudi, kateri dejavniki so vplivali na njihovo zaznano stopnjo stresa in kako je slednja vplivala na izvajanje dodatne strokovne pomoči ter na samo delo med poukom na daljavo. V raziskavi so sodelovali učitelji, ki izvajajo dodatno strokovno pomoč na različnih osnovnih šolah po Sloveniji. Pri reševanju anonimne spletne ankete je sodelovalo 108 učiteljev. Uporabili smo deskriptivno in kavzalno neeksperimentalno metodo empiričnega pedagoškega raziskovanja. Podatke smo obdelali s statističnim programom SPSS, rezultate pa prikazali tabelarično. Uporabili smo naslednje metode: frekvenčno distribucijo (f, f %), osnovno deskriptivno statistiko (aritmetična sredina), Kruskal-Wallis preizkus in kategorizacijo vprašanj odprtega tipa. Ugotovili smo, da je bila stopnja stresa pri učiteljih, ki izvajajo DSP, zmerna do visoka. Največjo oviro je učiteljem predstavljala fizična oddaljenost učencev. Po drugi strani so bili učitelji zadovolji s komunikacijo, ki je potekala med njimi in učenci ter njihovimi starši. Pričakovano je med anketiranimi učitelji bilo pogosto negativno počutje, ki so ga najbolj zaznali tisti, ki so doživljali zelo visoko stopnjo stresa. V veliko pomoč pri razbremenitvi in sproščanju je večini učiteljem bila družina. Nekateri so pred vsakodnevnim stresom pobegnili v svet glasbe, drugi so zatočišče našli v kuhanju in spet tretji v klepetanju s prijatelji prek spleta. The purpose of this master's thesis was to research and determine whether teachers, who provided additional professional assistance (APA), while distance learning during the COVID-19 epidemic, perceived an increased level of work-related stress. We were also interested in factors that influenced their perceived level of stress and how the latter affected the implementation of additional professional assistance and the work itself during distance learning. Teachers, who provide additional professional assistance at various primary schools in Slovenia, participated in the research. 108 teachers participated in the anonymous online survey. We used a descriptive and causal non-experimental method of empirical pedagogical research. We processed the data with the statistical program SPSS and presented the results in tabular form. We used the following methods: frequency distribution (f, f %), basic descriptive statistics (arithmetic mean), the Kruskal-Wallis test and categorization of open-ended questions. We found that the level of stress in teachers implementing APA was moderate to high. The physical absence of students was the biggest obstacle for teachers. On the other hand, teachers were satisfied with the communication that took place between them and the students and their parents. As expected, there was often a negative feeling among the surveyed teachers, which was most perceived by those who experienced a very high level of stress. For most teachers, family was a great help in relieving stress and relaxing. Some used music to escape the daily stress; others found solace in cooking and some in chatting with friends online. stres pouk na daljavo dodatna strokovna pomoč učitelj izobraževanje stress distance learning additional professional assistance teacher education true true false [A. Sovič] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2021-08-26 09:35:11 2022-01-14 14:37:13 2022-08-09 22:22:13 0000-00-00 00:00:00 2021 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (XII, 94 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 159.944.4:37.018.43(043.2) 85651971 MAG_Sovic_Anja_2021.pdf MAG_Sovic_Anja_2021.pdf 1 AB2A3439C91FD2EB0A5666DC0BC42113 f980f74e63c8150363c41bdb21da0ab46dfafdccb98f917124087763bff256a2 9db81edb-0652-11ec-bdbf-00155d581298 20.500.12556/dkum/641b7328-a643-400d-9c01-035754c0917e https://dk.um.si/Dokument.php?lang=slv&id=152375 Pedagoška fakulteta 0 0 0