Odnos med delovnimi zahtevami in viri, zaznano kulturo napak in delovnim stresom pri učiteljih : magistrsko delo

Šošter, Katja

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Title:	Odnos med delovnimi zahtevami in viri, zaznano kulturo napak in delovnim stresom pri učiteljih : magistrsko delo
Authors:	ID Šošter, Katja (Author) ID Košir, Katja (Mentor) More about this mentor...
Files:	MAG_Soster_Katja_2021.pdf (658,18 KB) MD5: 2EB639BC0D5AE231CDBE1DA8DFE85155 PID: 20.500.12556/dkum/1ff61eb6-3da0-4d11-9b15-e15dcfa369a9
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	FF - Faculty of Arts
Abstract:	Profesionalne učeče se skupnosti predstavljajo pomembno obliko sodelovanja učiteljev, katerih namen je raziskovanje lastne prakse ter učenje novih in boljših pristopov poučevanja. Učeči posamezniki delajo napake, ki vsebujejo koristne informacije o tem, kako lahko izboljšamo trenutne kompetence. Kultura usmerjanja na napake opisuje, v kolikšni meri delovno okolje spodbuja ali inhibira učenje iz napak. Namen magistrskega dela je preveriti, kako se delovni viri učiteljev (značilnosti profesionalnih učečih se skupnosti, zaupanje (v ravnatelja in sodelavce), avtonomija, raznolikost dela) in delovne zahteve povezujejo z zaznano kulturo napak in delovnim stresom pri učiteljih. V raziskavo je bilo vključenih 259 učiteljev osnovnih šol v Sloveniji, starih med 24 in 64 let. Uporabljeni merski pripomočki so bili Vprašalnik profesionalnih učečih se skupnosti, Lestvica zaupanja v šoli, Vprašalnik usmerjenosti na napake, Vprašalnik doživljanja stresa in Vprašalnik delovnih zahtev in virov. Zastavljene hipoteze smo preverjali s pomočjo hierarhične multiple regresije, pri čemer smo kot kriterija opredelili zaznano kulturo napak in delovni stres. Rezultati so pokazali, da je statistično pomemben pozitiven napovednik zaznane kulture le avtonomija. Za statistično pomembne napovednike delovnega stresa so se izkazali medsebojna opora, zadovoljstvo in zavzetost ter splošne delovne zahteve. Na podlagi dobljenih rezultatov lahko sklepamo, da zaznana kultura napak v šolskem okolju ni jasno definirana in oblikovana. Sklepamo tudi, da se učitelji, vključeni v raziskavo, morda premalo poslužujejo globljih ravni sodelovanja (npr. profesionalne učeče se skupnosti). V prihodnosti bi bilo smiselno preveriti tudi kakovost sodelovanja v profesionalnih učečih se skupnostih.
Keywords:	Zaznana kultura napak, profesionalne učeče se skupnosti, delovni stres
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	[K. Šošter]
Year of publishing:	2021
Number of pages:	1 spletni vir (1 datoteka PDF (VIII, 85 str.))
PID:	20.500.12556/DKUM-80895
UDC:	159.96:37.011.3-051(043.2)
COBISS.SI-ID:	88134147
Publication date in DKUM:	07.12.2021
Views:	959
Downloads:	111
Metadata:
Categories:	FF
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Licences

License:	CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

Link:	http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:	The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:	10.11.2021

Secondary language

Language:	English
Title:	The relationship between job demands and job resources, perceived error culture and work stress in teachers
Abstract:	Professional learning communities are an important form of teacher collaboration that enables them to explore their own teaching practice and learn new and better teaching approaches. Learning individuals make mistakes that contain useful information on how we can improve current competencies. The error management culture describes the extent to which the work environment encourages or inhibits learning from mistakes. The purpose of the master's thesis is to examine how teachers' work resources (characteristics of professional learning communities, trust (in principals and co-workers), autonomy, work diversity) and work demands relate to perceived error culture and work stress. The study included 259 primary school teachers in Slovenia, aged between 24 and 64 years. The measurement tools used were the Professional learning community questionnaire, Omnibus trust scale, Error orientation questionnaire, Perceived stress scale and Job demand resources questionnaire. The set hypotheses were tested with the help of hierarchical multiple regression. Perceived error culture and work stress were defined as criteria. The results showed that perceived error culture is statistically significantly and positively predicted by autonomy. The analysis has shown that work stress was predicted by mutual support, satisfaction and commitment, and general work requirements. Based on the obtained results, we suggest that the perceived error culture in the school environment is not clearly defined and formed. We also suggest that the teachers involved in the research may not sufficiently collaborate in deeper levels of collaboration (e.g., professional learning communities). In the future research, it would make sense to check the quality of collaboration in the professional learning communities.
Keywords:	Perceived error culture, professional learning communities, work stress

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