Title Percipirane karakteristike posla i subjektivna dobrobit nastavnika Title (english) Job characteristic and teachers subjective well-being Author Kristina Juričić Mentor Irena Burić (mentor)Committee member Irena Burić (predsjednik povjerenstva)Committee member Ana Slišković (član povjerenstva)Committee member Ivana Macuka (član povjerenstva)Granter University of Zadar Defense date and country 2018-03-28, Croatia Scientific / art field, SOCIAL SCIENCES Abstract Stres i sagorijevanje postale su učestala pojava u nastavničkoj profesiji koja neizbježno šteti dobrobiti pojedinca, ali i kvaliteti rada. Cilj istraživanja bio je ispitati doprinos percipiranih karakteristika posla (psihološki zahtjevi, raspon korištenja vještina na poslu, sloboda odlučivanja i socijalna podrška) u objašnjenju profesionalne dobrobiti nastavnika, definirane preko sagorijevanja i želje za napuštanjem nastavničke profesije, kao i ulogu ovih indikatora profesionalne dobrobiti u objašnjenju zadovoljstva životom nastavnika. Također, provjerene su razlike u percipiranim karakteristikama posla s obzirom na obrazovnu razinu nastavnika. U istraživanju je sudjelovalo 1933 nastavnika iz osnovnih i srednjih škola u Republici Hrvatskoj. Raspon dobi nastavnika bio je između 23 i 68 godina (M=42.34, SD=10.10). Rezultati provedenih analiza varijance ukazuju kako se nastavnici različitih obrazovnih razina ne razlikuju u percepciji karakteristika posla. Nastavnici razredne nastave percipiraju da moraju posjedovati veći raspon vještina u odnosu na nastavnike predmetne nastave i nastavnike srednjih škola. Između nastavnika koji rade na tri ispitivane obrazovne razine, nema razlike u slobodi odlučivanja. Nastavnici srednjih škola percipiraju manje socijalne podrške od nastavnika osnovnih škola. Rezultati regresijskih analiza pokazuju značajan doprinos karakteristika posla u objašnjenju profesionalnog sagorijevanja i želje za napuštanjem profesije nastavnika: nastavnici koji koriste veći raspon vještina, koji imaju veću slobodu odlučivanja i veću socijalnu podršku, te manje psihološke zahtjeve, iskazuju manje otuđenosti. Također, nastavnici koji percipiraju manje psiholoških zahtjeva, veću socijalnu podršku, veću slobodu odlučivanja i koriste veći raspon vještina, iskazuju manje emocionalne iscrpljenosti. Nadalje, nastavnici koji percipiraju veću socijalnu podršku, koji iskazuju o većem rasponu korištenih vještina, te oni koji percipiraju manje psiholoških zahtjeva, imaju manju želju za napuštanjem profesije. Utvrđen je i značajan doprinos sagorijevanja i želje za napuštanjem profesije u objašnjenju zadovoljstva životom: veće zadovoljstvo životom imaju oni nastavnici koji doživljavaju manje sagorijevanja i imaju manju želju za napuštanjem profesije.
Abstract (english) Stress and burnout have become frequent in the teaching profession which inevitably harm individual's well-being and also quality of his/her work. The aim of this research was to examine contributions of psychological demands, decision authority, skill discretion and social support in explaining teachers' professional well-being defined trough burnout and desire to leave teaching profession, as well as the role of these indicators of professional well-being in explaining teacher life satisfaction. Also, differences in perceived job characteristics among teachers who are working on different education levels have been examined. The study involved 1933 teachers from primary and secondary schools in the Republic of Croatia. Teachers age range was from 23 to 68 years (M = 42.34, SD = 10.10). The results of analyses of variance showed that there are no differences in the perception of job characteristics among teachers who are working on different education levels. Elementary school-lower level teachers report a greater skill discretion compared to elementary school-higher level teachers and secondary school teachers. There are no differences in decision authority among teachers working on three educational levels. High school teachers have less social support than elementary school teachers. The results of regression analysis indicate a significant contribution of job characteristics in explaining professional burnout and the desire to leave the teaching profession: teachers who have a greater range of skills, greater decision authority, greater social support and lesser psychological demands, experience less disengagement. Also, teachers who perceive less psychological demands, greater social support, greater decision authority and greater range of skills, experience less emotional exhaustion. Furthermore, teachers who have greater social support, greater skill discretion and those who perceive more psychological demands, have a lower desire to leave the profession. Results show significant contribution of burnout and desire to leave the profession in explanation of life satisfaction: those teachers who have a greater life satisfaction also experience lower levels of burnout and have lesser desire to leave the profession.
Keywords
nastavnici
percipirane karakteristike posla
profesionalno sagorijevanje
želja za napuštanjem profesije
zadovoljstvo životom
Keywords (english)
teachers
perceived job characteristics
professional burnout
desire to leave the profession
life satisfaction
Language croatian URN:NBN urn:nbn:hr:162:263378 Study programme Title: Psychology Type of resource Text File origin Born digital Access conditions Access restricted to students and staff of home institution Terms of use Created on 2018-05-16 12:14:57
