20.500.12556/DKUM-98932 Čustvena inteligentnost v praksi: strategije obvladovanja stresa, samoregulacije in vloga psihološke odpornosti pri bodočih učiteljih magistrsko delo Emotional intelligence in practice: strategies for stress management, self-regulation, and the role of psychological resilience among preservice teachers V magistrskem delu obravnavamo čustvene izzive, s katerimi se študentje razrednega pouka srečujejo med pedagoško prakso. V teoretičnem delu so predstavljeni čustvena inteligentnost, stres, samoregulacija, strategije spoprijemanja, psihološka odpornost ter pomen mentorstva, podpore in refleksije pri profesionalnem razvoju bodočih učiteljev. V empiričnem delu predstavljamo kvalitativno raziskavo, v kateri je sodelovalo devet študentk razrednega pouka, ki so že opravile pedagoško prakso. Podatki so bili zbrani s polstrukturiranimi intervjuji in analizirani po načelih tematske analize. Raziskava je pokazala, da so udeleženke pedagoško prakso doživljale kot večdimenzionalno izkušnjo, v kateri so se prepletali občutek napredka, potrditev poklicne izbire, stres, negotovost in občutek odgovornosti. Kot najizrazitejši viri obremenitev so se pokazali vodenje razreda, nepredvidljive vzgojne in konfliktne situacije, širše odgovornosti učiteljskega poklica ter pričakovanja študijskega okolja. Udeleženke so pri soočanju uporabljale različne strategije samoregulacije, pri čemer so kot pomembne varovalne dejavnike izpostavile samorefleksijo in podporo mentorja_ice ter študijskih kolegov. Rezultati kažejo na potrebo po bolj sistematični pripravi bodočih učiteljev na čustveno zahtevne in nepredvidljive vidike pedagoškega dela. This master's thesis examines the emotional challenges encountered by pre-service primary school teachers during their teaching practicum. The theoretical part presents the concepts of emotional intelligence, stress, self-regulation, coping strategies, psychological resilience, and the role of mentoring, support, and reflection in the professional development of future teachers. The empirical part presents a qualitative study involving nine female pre-service primary school teachers who had completed their teaching practicum. Data was collected through semi-structured interviews and analysed using thematic analysis. The findings indicate that the participants experienced the teaching practicum as a multidimensional experience characterised by a combination of professional growth, confirmation of their career choice, stress, uncertainty, and a strong sense of responsibility. The most significant sources of emotional strain included classroom management, unpredictable educational and conflict-heavy situations, the broader responsibilities associated with the teaching profession, and the standard expectations of educational environments. To cope with these challenges, the participants employed a variety of self-regulation strategies. They identified self-reflection, mentor support, and peer support as key protective factors that facilitated effective coping. The findings highlight the need for a more systematic preparation of pre-service teachers for the emotionally demanding and unpredictable aspects of the teaching profession. čustvena inteligentnost psihološka odpornost stres praktično usposabljanje samoregulacija emotional intelligence psychological resilience stress teaching practicum self-regulation true true false K. Gerdak Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-07-19 23:05:09 2026-08-21 12:56:29 2026-08-22 03:06:30 0000-00-00 00:00:00 2026 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (IX, 129 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 159.944:37.091.12:005.963.5(043.2) 288476931 MAG_Gerdak_Katja_2026.pdf MAG_Gerdak_Katja_2026.pdf 1 E05BD53D628D3677AF4B84F1AB47DBC6 193bcc8e2159bb165e41180962825abe08eaabf191ef6dde6c678c89a1a8eaee a7bfaf19-83b8-11f1-963c-00155d580e34 https://dk.um.si/Dokument.php?lang=slv&id=208400 Pedagoška fakulteta 0 0 0