Učiteljeva samoučinkovitost, čustveno delo in socialna opora kot zaščitni dejavnik stresa

Ažman, Tina

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Title:	Učiteljeva samoučinkovitost, čustveno delo in socialna opora kot zaščitni dejavnik stresa
Authors:	ID Ažman, Tina (Author) ID Košir, Katja (Mentor) More about this mentor...
Files:	MAG_Azman_Tina_2017.pdf (1,13 MB) MD5: 8109712B86D1898AA843DF2A85590761
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	Osnovni namen magistrskega dela je raziskati, ali učiteljeva samoučinkovitost, čustveno delo ter socialna opora sodelavcev in nadrejenih predstavljajo zaščitne dejavnike doživljanja stresa. Magistrsko delo je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem delu smo predstavili pojem stres, posebej pa smo se osredotočili na stres pri učiteljih, na model zahtev in virov. Opredelili smo nekaj zaščitnih dejavnikov, ki predstavljajo vir za lažje spoprijemanje s stresom: učiteljeva samoučinkovitost, socialna opora sodelavcev in nadrejenih ter čustveno delo učiteljev. Zanimala nas je tudi njihova povezava z doživljanjem stresa. V empiričnem delu magistrskega dela smo aplicirali in vrednotili vprašalnik, ki smo ga razdelili med vzorec, oziroma 156 učiteljev na osnovne šole Savinjsko-šaleške regije. V kvantitativni analizi smo uporabili osnovno opisno statistiko, koeficiente korelacije in multiplo regresijsko analizo. Izsledki raziskave so pokazali, da imajo učitelji dobra prepričanja o samoučinkovitosti in da občasno pri svojem delu opravljajo čustveno delo. Z oporo sodelavcev in nadrejenih so zadovoljni, čeprav redko doživljajo stres. Izkazalo se je, da ima od vseh dejavnikov, vključenih v raziskavo, najpomembnejšo vrednost napovedovanja stresa samoučinkovitost. Učitelji z višjo stopnjo samoučinkovitosti so poročali o manj pogostem doživljanju stresa kot tisti z nižjo.
Keywords:	stres, samoučinkovitost, socialna opora, čustveno delo
Place of publishing:	Maribor
Publisher:	[T. Ažman]
Year of publishing:	2017
PID:	20.500.12556/DKUM-65073
UDC:	37.011.3-051:159.944(043.2)
COBISS.SI-ID:	23054856
NUK URN:	URN:SI:UM:DK:NEMZVFIH
Publication date in DKUM:	18.04.2017
Views:	2728
Downloads:	661
Metadata:
Categories:	PEF
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Secondary language

Language:	English
Title:	Teacher's self-efficacy, emotional labor and social support as protective factors of stress
Abstract:	The primary purpose of this dissertation is to research whether teachers' self-efficacy, emotional labor and social support of coworkers and superiors contribute to the reduction of experiencing the occupational stress. The dissertation consists of the theoretical and the empirical part. The theoretical part discusses the notion of stress with the main emphasis put on the stress experienced by teachers and the job demands-resources model. We defined some of the protective factors that provide the resource for easier stress management: teachers' self-efficacy, coworkers and supervisor support, and teachers' emotional work. We also explored their connection to experiencing stress. The empirical part of the dissertation includes the application and evaluation of the questionnaire that we distributed among 156 elementary school teachers in the Šalek region. For the purpose of the quantitative analysis, we used basic descriptive statistics, correlation coefficients and multiple regression analysis. The results of our research show that teachers have good self-efficacy beliefs and that they sometimes perform the emotional labor at workplace. Also, teachers are satisfied with the support of their coworkers and supervisors. Furthermore, they experience stress rarely. We came to the conclusion that self-efficacy, of all factors included in the survey, has the greatest significance in predicting stress. Teachers with higher degree of self-efficacy expressed less frequent experience of stress than those with lower degree of self-efficacy.
Keywords:	stress, self-efficacy, social support, emotional labor

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