Title Uloga radnog opterećenja i zadovoljstva poslom u objašnjenju emocija učitelja
Title (english) The role of workloadand job satisfaction at explaning teachers' emotions
Author Sara Glavan
Mentor Irena Burić (mentor)
Committee member Ana Slišković (predsjednik povjerenstva)
Committee member Irena Burić (član povjerenstva)
Committee member Andrea Tokić (član povjerenstva)
Granter University of Zadar (Department of Psychology) Zadar
Defense date and country 2016-09-30, Croatia
Scientific / art field, discipline and subdiscipline SOCIAL SCIENCES Psychology School Psychology and the Psychology of Education
Abstract Poučavanje je kompleksan zadatak, a posao učitelja je uglavnom percipiran kao primarno
racionalna kognitivna aktivnost, dok je njegova emocionalna komponenta donedavno bila
zanemarivana. Nisu samo učenici ti s kojima se učitelji susreću u svom radu. Tu su još i
ostale kolege, roditelji učenika, zaposlenici u administraciji i rukovodstvo škole. Sve od
navedenog utječe na doživljavanje emocija učitelja i njihovo zadovoljstvo poslom, baš kao
i dužina radnog staža u obrazovanju i količina radnog opterećenja. Stoga je cilj istraživanja
bio ispitati zasebne doprinose radnog opterećenja (izraženog kao broj razrednih odjeljenja i
razredništvo) te zadovoljstva pojedinim aspektima posla učitelja (visina plaće, društveni
status, mogućnost napredovanja, dostupnost stručnog usavršavanja, stručna podrška,
podrška ravnatelja, podrška kolega, odnos učenika prema učiteljima, odnos roditelja prema
učiteljima) u objašnjenju učiteljskih emocija radosti, ljutnje, beznađa i
razočaranosti. Istraživanje je provedeno na učiteljima predmetne nastave od 5.-8. razreda
koji su zaposleni u različitim osnovnim školama diljem Hrvatske. Ukupno je sudjelovalo
505 sudionika, od toga 388 učiteljica i 101 učitelj (16 sudionika nije navelo spol) u dobi
između 24 i 65 godina (M=41.4). Korelacijska matrica upućuje na to da učitelji koji su
zadovoljniji pojedinim aspektima svog posla doživljavaju manje ljutnje, beznađa i
razočaranosti, a više radosti u odnosu prema svom poslu i svojoj profesionalnoj ulozi.
Rezultati hijerarhijske regresijske analize upućuju na to da da su oni učitelji koji su bili
više radno opterećeni izvještavali da doživljavaju više razočaranosti dok su, oni
zadovoljniji pojedinim aspektima posla izvještavali da doživljavaju više radosti i manje
beznađa. Nadalje, učitelji s dužim radnim stažem su izvještavali da doživljavaju više
ljutnje, a učiteljice su općenito izvještavale da doživljavaju veći intenzitet i ugodnih i
neugodnih emocija.
Abstract (english) Teaching is a complex task and the role of the teachers is generally perceived as primarily
rational cognitive activity, while its emotional component has been neglected in the past.
Students are not the only ones whom teachers encounter in their work. There are also other
colleagues, students’ parents, administration and school management. All of the above
affects emotional experience of teachers and their job satisfaction, as well as length of
service in education and amount of workload. Therefore, the aim of the research was to
examine personal contributions of workload (expressed as the number of classes and class
teacher role) and the satisfaction of certain aspects of the work of teachers (salary, social
status, opportunity for advancement, availability of professional training, technical support,
support of school director, support of colleagues, students towards teachers relationship,
parents towards teachers relationship) in the explanation of teachers’ emotions of joy,
anger, hopelessness and disappointment. The study sample consisted of 505 subject
teachers - 101 male and 388 female (16 participants did not indicate their gender), aged 24
to 65 (M=41.4). They were all recruited from Croatian primary schools (5th-8th grade). The
correlations indicate that teachers who are more satisfied with certain aspects of their job
experience less anger, hopelessness and disappointment, and feel more joy in relation to
their work and professional role. Results of hierarchical regression analyisis indicate that
the teachers with greater wokload reported that they experienced more disappointment,
while the teachers who are satisfied with certain aspects of their job reported to experience
more joy and less hopelessnes. In addition, teachers with longer job tenure reported to
experience more anger, and the female teachers generally reported to have greater intensity
of both pleasant and unpleasant emotions.
Keywords
učitelji
zadovoljstvo poslom
radno opterećenje
emocije
Keywords (english)
teachers
workload
emotions
job satisfaction
Language croatian
URN:NBN urn:nbn:hr:162:345242
Study programme Title: 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 Open access
Terms of use
Created on 2016-11-30 11:51:35