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Title:Dejavniki izgorelosti srednješolskih učiteljev: vloga socialnih in čustvenih veščin ter zaznave čustvenih zahtev poklica : vloga socialnih in čustvenih veščin ter zaznave čustvenih zahtev poklica
Authors:ID Golja, Frida (Author)
ID Košir, Katja (Mentor) More about this mentor... New window
Files:.pdf MAG_Golja_Frida_2024.pdf (2,03 MB)
MD5: 9119D4E1EC757AAE31D0116B42CA8D5E
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract:Srednješolski učitelji lahko v obdobju razvoja kariere izkusijo izgorelost zaradi značilnosti dela, ki povečujejo tveganje nastanka stresnega sindroma. Poučujejo odraščajočo mladino, ki nemalokrat izkazuje odklonilen odnos do avtoritete, kar predstavlja svojevrsten delovni izziv. Poleg tega se učitelji soočajo z različnimi pričakovanji staršev, sodelavcev in nadrejenih ter neizogibnimi konflikti. Delo učitelja v veliki meri vključuje stresorje, vezane na delo z ljudmi. V nalogi se sprašujemo, kateri dejavniki statistično značilno napovedujejo izčrpanost in odtujenost srednješolskih učiteljev. Kot napovednike vključimo spol, starost, delovne izkušnje, splošno delovno obremenitev, oporo nadrejenega, oporo sodelavcev, avtonomijo, zaznane čustvene zahteve, zaznano moteče vedenje učencev, površinsko in globinsko delovanje, spoštovanje individualnosti in odgovornost za odnos. Zanima nas, v kolikšni meri individualni dejavniki, ki vključujejo socialno-emocionalne vidike dela, dodatno pojasnijo varianco izčrpanosti oziroma odtujenosti poleg situacijskih in demografskih spremenljivk. Preverimo tudi, ali odnosna kompetentnost moderira povezavo med zaznanimi čustvenimi zahtevami in izgorelostjo. V raziskavi je sodelovalo 433 srednješolskih učiteljev, ki poučujejo na srednjih šolah različnih regij Slovenije. Za preverjanje hipotez smo uporabili moderirano hierarhično regresijsko analizo. Ugotavljamo, da tako izčrpanost kot odtujenost v pozitivni smeri napovedujejo zaznane čustvene zahteve, splošna delovna obremenitev in površinsko delovanje, v negativni smeri pa opora nadrejenega in odgovornost za odnos z učenci. Poleg tega odtujenost v negativni smeri napoveduje starost srednješolskega učitelja. Ugotavljamo, da imajo delovne zahteve večjo vlogo pri napovedovanju izčrpanosti, pri napovedovanju odtujenosti pa ima poleg tega večjo vlogo tudi odsotnost virov. Individualni dejavniki pojasnijo pomembno prirastno napovedno vrednost izgorelosti; pojasnjujejo dodaten delež variance, ki ga ni mogoče pojasniti s situacijskimi in demografskimi spremenljivkami. Odnosne kompetence se večinoma niso izkazale kot statistično značilen moderator odnosa med zaznanimi čustvenimi zahtevami in izgorelostjo.
Keywords:Izgorelost, socialno-čustvene veščine, srednješolski učitelji, odnosna kompetentnost, čustvene zahteve.
Geographic coverage:Slovenija;
Place of publishing:Maribor
Place of performance:Maribor
Publisher:F. Golja
Year of publishing:2024
Number of pages:1 spletni vir (1 datoteka PDF (XI, 125 str.))
PID:20.500.12556/DKUM-86658 New window
UDC:159.944.4(043.2)
COBISS.SI-ID:188965635 New window
Publication date in DKUM:14.03.2024
Views:665
Downloads:114
Metadata:XML DC-XML DC-RDF
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:04.01.2024

Secondary language

Language:English
Title:Burnout factors in upper secondary school teachers: the role of social-emotional skills and emotional demands : magistrsko delo
Abstract:Upper secondary teachers may experience burnout throughout their careers due to the job characteristics that increase the risk of stress syndrome. They teach adolescents, who often display a dismissive attitude towards authority, posing a unique challenge at work. Additionally, teachers face various expectations from parents, colleagues and superiors, along with inevitable conflicts. The work of a teacher largely involves stressors related to working with people. In this study, we explore which factors statistically predict the exhaustion and disengagement of upper secondary school teachers. As predictors, we include gender, age, work experience, general workload, supervisor support, coworker support, autonomy, perceived emotional demands, perceived disruptive behavior of students, surface and deep acting, respect for individuality and responsibility for the relationship with students. We are interested in to what extent individual factors, including social-emotional aspects of work, further explain the variance in exhaustion and disengagement beyond situational and demographic variables. We also examine whether relational competence moderates the relationship between perceived emotional demands and burnout. The study involved 433 upper secondary school teachers teaching in different regions of Slovenia. Moderated hierarchical regression analysis was used to test the hypotheses. We find that both exhaustion and disengagement are positively predicted by perceived emotional demands, general workload, surface acting and negatively predicted by supervisor support and responsibility for the relationship with students. In addition, disengagement is negatively predicted by upper secondary school teacher’s age. We find that job demands play a greater role in predicting exhaustion, while absence of resources plays a greater role in predicting disengagement. Individual factors explain a significant incremental predictive value of burnout, accounting for an additional proportion of variance that cannot be explained by situational and demographic variables. Relational competences mostly did not prove to be a statistically significant moderator of the relationship between emotional demands and burnout.
Keywords:Burnout, social-emotional skills, upper secondary school teachers, relational competence, emotional demands.


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