Usporedba izvora i doživljaja stresa kod srednjoškolskih i visokoškolskih nastavnika

master's thesis

• Title (english): Comparison of sources and experiences of stress among high School and University teachers
• Author: Dina Sinković
• Mentor: Jasminka Despot Lučanin (mentor)
• Committee member: Jasminka Despot Lučanin (predsjednik povjerenstva)
• Committee member: Ivana Hanzec (član povjerenstva)
• Committee member: Andreja Brajša-Žganec (član povjerenstva)
• Granter: University of Zagreb; Faculty of Croatian Studies; (Department of Psychology); Zagreb
• Defense date and country: 2015-07-14, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Psychology

Abstract

Cilj istraživanja bio je ispitati postoje li razlike u doživljaju i izvorima stresa kod srednjoškolskih i visokoškolskih nastavnika te ispitati djelovanje sociodemografskih varijabli (spol, dob, duljina radnog staža i razina završenog obrazovanja) na promatrani stres. Ukupno je sudjelovalo 86 nastavnika, od kojih je 53 nastavnika u Srednjoj školi Krapina i 33 nastavnika na Hrvatskim studijima Sveučilišta u Zagrebu. Uz osnovne sociodemografske podatke korištene su Ljestvica percipiranog stresa i Skala za mjerenje izvora nastavničkog stresa. Istraživanje je provedeno ispunjavanjem upitnika papir – olovka u ustanovama u kojima su nastavnici zaposleni. Značajna razlika utvrđena je u izvorima stresa, pri čemu su srednjoškolski profesori češće nego visokoškolski navodili neprimjereno ponašanje učenika i potrebu za profesionalnim priznanjem kao izvore stresa. U ukupnom doživljaju stresa ne postoji statistički značajna razlika. Što se tiče sociodemografskih varijabli, nije utvrđena njihova značajna povezanost s ukupnim doživljajem stresa, dok su kod izvora stresa utvrđene određene statistički značajne razlike. Žene značajno češće nego muškarci navode neprimjereno ponašanje učenika i radno opterećenje kao izvore stresa. Nadalje, nastavnici u dobi od 30 do 39 godina značajno češće navode radno opterećenje kao izvor stresa od ostalih dobnih skupina, dok stariji sudionici i sudionici s duljim radnim iskustvom značajno češće navode potrebu za profesionalnim priznanjem kao izvor stresa. Konačno, sudionici sa završenom nižom razinom obrazovanja značajno češće navode neprimjereno ponašanje učenika i potrebu za profesionalnim priznanjem kao izvore stresa. Ovi nalazi doprinose boljem razumijevanju doživljaja i izvora nastavničkog stresa i mogućnosti njegove prevencije.

Abstract (english)

The aim of the research was to determine differences in stress experience and stress sources among high school and university teachers, as well as to determine the impact of sociodemographic variables (gender, age, years of service, and level of education) on the observed stress. All together 86 teachers took part in the research; 53 high school teachers in Srednja škola Krapina and 33 university teachers in The Centre for Croatian Studies of the University of Zagreb. In addition to basic sociodemographic data, Perceived Stress Scale and Sources of Teacher Stress Scale were also used. The research was conducted by filling the paper form, in institutions which employ the teachers. A significant difference was observed in sources of stress, where high school teachers more often than university teachers reported student misbehaviour and professional recognition needs as sources of stress. In the overall stress experience there were no statistically significant differences. Regarding sociodemographic variables, their significant relation to the overall stress experience was not observed, while in the sources of stress certain statistically significant differences were determined. Women reported significantly more often than men students’ misbehaviour and time and resource difficulties as stressful. Furthermore, teachers aged 30 to 39 reported time and resource difficulties significantly more frequently as a source of stress than other age groups, while older participants and participants with longer working experience significantly more often reported professional recognition needs as a source of stress. Finally, participants with a lower education level reported significantly more frequently student misbehaviour and professional recognition needs as sources of stress. These observations can contribute to better understanding of the experience and sources of teacher stress and to exploring the possibilities of its prevention.

• Keywords: nastavnici; stres; izvori stresa
• Keywords (english): teachers; stress; sources of stress
• Language: croatian
• URN:NBN: urn:nbn:hr:111:290834
• Study programme: Title: Department of Psychology; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra psihologije (magistar/magistra psihologije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Access restricted to students and staff of home institution
• Created on: 2015-10-09 10:46:53