| Sažetak | Zanimanje odgojitelja vrlo je zahtjevno jer su odgojitelji osobe na kojima je, uz roditelje, teret odgovornosti za odgoj budućih generacija. Odgojitelji su svakodnevno na poslu izloženi stresu odnosno događajima koje procjenjuju ugrožavajućima i uznemirujućima. U takvim situacijama govorimo o profesionalnom stresu koji je izazvan stresorima vezanim uz posao. Stres na radu definira se kao skup emocionalnih, kognitivnih, tjelesnih i/ili ponašajnih reakcija pojedinca do kojih dolazi kada pojedinac procjenjuje da se pred njega na radnom mjestu postavljaju zahtjevi koje ne može ispuniti. Cilj ovog rada bio je ispitati kako su kod odgojitelja različitog radnog iskustva izraženi pojedini izvori stresa na poslu. U istraživanju je korištena kvalitativna metodologija te je ispitivanje provedeno metodom polustrukturiranog intervjua. U istraživanju je sudjelovalo deset odgojiteljica koje se razlikuju po duljini radnog staža. Nakon provedenog istraživanja dobiveni su detaljni uvidi u mišljenja odgojiteljica o izvorima stresa i podrške, vezanim uz svakodnevni rad odnosno aktivnosti s djecom, nepredviđene situacije, suradnju s kolegama i stručnim timom, suradnju s roditeljima, te o zadovoljstvu na radnom mjestu. Rezultati su pokazali da odgojiteljice s više godina radnog staža kao izvor stresa najviše doživljavaju adminstrativne i dodatne poslove koje se ne tiču neposrednog rada s djecom, dok odgojiteljicama na početku radnog staža izvor stresa predstavlja neposredan rad s djecom, suradnja sa stručnim timom i ravnateljem, te općenito viđenje profesije. Obje skupine kao izvor podrške u svakodnevnim izazovima ističu radne kolegice i obitelj. Možemo zaključiti da se s porastom iskustva u profesiji mijenja i percepcija prema izvorima stresa odnosno njihov doživljaj. Provedenim istraživanjem htjelo se potaknuti svijest o tome koliko je različitih čimbenika stresa s kojima se odogojitelji susreću svakodnevno, ali i kako način percepcije utječe na odnos prema radu i doživljavanje stresa. |
| Sažetak (engleski) | The profession of early education teacher is very demanding because they are people who, along with the parents, have the burden of responsibility for the upbringing of future generations. Early education teachers are exposed to stress at work on a daily bases, and to the events that they consider threatening and disturbing. In such situations, we are talking about occupational stress caused by work-related stressors. Work stress is defined as a set of emotional, cognitive, physical and / or behavioral reactions that occur when an individual assesses that he or she is faced with demands in the workplace that he or she cannot meet. The aim of this study was to examine how individual sources of stress at work are expressed in early education teachers with different work experience. Qualitative methodology was used in the research and the research was conducted by the method of semi - structured interview. Ten early education teachers, who differ in length of service, participated in the research. After the research, detailed insights were obtained into the opinions of early education teachers on sources of stress and support, related to daily work or activities with children, unforeseen situations, cooperation with colleagues and the professional team, cooperation with parents, and job satisfaction. The results showed that early education teachers with several years of work experience, as a source of stress, consider mostly administrative and additional jobs that do not involve direct work with children, while those at the beginning of work experience, as source of stress, consider direct work with children, cooperation with the professional associates and director, and in general the view of profession. Both groups highlight work colleagues and family as a source of support in everyday challenges. We can conclude that with the increase of experience in the profession, the perception of the sources of stress or their experience also changes. The research aimed to raise awareness of how many different stressors that early education teachers encounter on a daily basis, but also how the way of perception affects the attitude towards work and experiencing stress. |
