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Title:Čustvena inteligentnost v praksi: strategije obvladovanja stresa, samoregulacije in vloga psihološke odpornosti pri bodočih učiteljih : magistrsko delo
Authors:ID Gerdak, Katja (Author)
ID Usenik, Janja (Mentor) More about this mentor... New window
Files:.pdf MAG_Gerdak_Katja_2026.pdf (1,26 MB)
MD5: E05BD53D628D3677AF4B84F1AB47DBC6
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract: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.
Keywords:čustvena inteligentnost, psihološka odpornost, stres, praktično usposabljanje, samoregulacija
Place of publishing:Maribor
Place of performance:Maribor
Publisher:K. Gerdak
Year of publishing:2026
Number of pages:1 spletni vir (1 datoteka PDF (IX, 129 str.))
PID:20.500.12556/DKUM-98932 New window
UDC:159.944:37.091.12:005.963.5(043.2)
COBISS.SI-ID:288476931 New window
Publication date in DKUM:21.08.2026
Views:219
Downloads:5
Metadata:XML DC-XML DC-RDF
Categories:PEF
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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:19.07.2026

Secondary language

Language:English
Title:Emotional intelligence in practice: strategies for stress management, self-regulation, and the role of psychological resilience among preservice teachers
Abstract: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.
Keywords:emotional intelligence, psychological resilience, stress, teaching practicum, self-regulation


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