RAZLIKE V DOŽIVLJANJU STRESA IN IZGORELOST UČITELJEV V POVEZAVI S ČUJEČNOSTJO V OBIČAJNIH OSNOVNIH ŠOLAH IN ŠOLAH S PRILAGOJENIM PROGRAMOM

Šimonka, Zita

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Naslov:	RAZLIKE V DOŽIVLJANJU STRESA IN IZGORELOST UČITELJEV V POVEZAVI S ČUJEČNOSTJO V OBIČAJNIH OSNOVNIH ŠOLAH IN ŠOLAH S PRILAGOJENIM PROGRAMOM
Avtorji:	ID Šimonka, Zita (Avtor) ID Habe, Katarina (Mentor) Več o mentorju...
Datoteke:	MAG_Simonka_Zita_2016.pdf (1,20 MB) MD5: 7923A1B3C8294784382ED433CFB66A24
Jezik:	Slovenski jezik
Vrsta gradiva:	Magistrsko delo/naloga
Tipologija:	2.09 - Magistrsko delo
Organizacija:	PEF - Pedagoška fakulteta
Opis:	Osnovni namen raziskave je bil ugotoviti, ali obstajajo razlike v doživljanju stresa in izgorelosti med učitelji v običajnih šolah in šolah s prilagojenim programom ter kakšna je povezanost med stopnjo stresa in čuječnostjo. Zanimalo nas je tudi, kako učitelji opredeljujejo svoje delovno mesto, kolikšna je njihova stopnja izgorelosti in ali je ta pogojena s starostjo in delovno dobo. V teoretičnem delu naloge smo opredelili stres, navedli simptome in posledice stresa ter poklicne izgorelosti. V nadaljevanju smo se ukvarjali z učiteljskim poklicem, iskali načine za obvladovanje poklicnega stresa in posebej izpostavili čuječnost kot tehniko premagovanja stresa. V empiričnem delu naloge smo aplicirali in vrednotili anketni vprašalnik, ki smo ga razposlali na osnovne šole in šole s prilagojenim programom. Naš vzorec je zajemal 187 učiteljev, od tega 105 učiteljev iz običajnih osnovnih šol in 82 učiteljev iz šol s prilagojenim programom. Rezultati raziskave so pokazali, da se le malo učiteljev zaveda poklicnega stresa, da ni moč zaznati razlik pri doživljanju stresa in izgorelosti med učitelji na običajnih šolah in šolah s prilagojenim programom. Presenetljiva ugotovitev naše raziskave pa je, da obstaja pozitivna povezanost med čuječnostjo in stopnjo doživljanja stresa ter izgorelosti.
Ključne besede:	izgorelost, stres, učitelji, šola s prilagojenim programom, čuječnost
Kraj izida:	Maribor
Založnik:	[Z. Šimonka]
Leto izida:	2016
PID:	20.500.12556/DKUM-63204
UDK:	159.944.4:37-051(043.2)
COBISS.SI-ID:	22779656
NUK URN:	URN:SI:UM:DK:CQ1UBTHV
Datum objave v DKUM:	17.11.2016
Število ogledov:	2247
Število prenosov:	330
Metapodatki:
Področja:	PEF
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Sekundarni jezik

Jezik:	Angleški jezik
Naslov:	DIFFERENCES IN EXPERIENCING STRESS AND BURNOUT IN RELATION TO MINDFULNESS, WHILE WORKING WITH CHILDREN WITH SPECIAL NEEDS, BETWEEN TEACHERS IN REGULAR PRIMARY SCHOOLS AND SCHOOLS FOR CHILDREN WITH SPECIAL NEEDS
Opis:	The primary purpose of the study was to determine whether there are differences in the experiencing stress and burnout among teachers working in regular primary schools and schools for children with special needs, as well as the relationship between the level of stress and mindfulness. We were also interested in how teachers define their working place, what is their level of burnout and whether it is dependent on age and years of service. In the theoretical part we defined stress, listed symptoms and effects of stress and occupational burnout. We have also dealt with the teaching profession, we looked for different ways on how to master occupational stress and particularly stressed mindfulness as a technique for overcoming stress. In the empirical part of the thesis we applied and evaluated a survey questionnaire, which we distributed to primary schools and schools for children with special needs. Our sample included 187 teachers, of which 105 teachers from regular primary schools and 82 teachers from schools for children with special needs. The questionnaire results showed only a few teachers are aware of occupational stress and that there is no detectable difference in experiencing stress and burnout among teachers in regular schools and schools for children with special needs. An interesting finding of our study was also the positive correlation between the level of mindfulness and the level of experiencing stress, as well as burnout.
Ključne besede:	burnout, stress, teachers, school for children with special needs, mindfulness

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