This master’s thesis deals with different strategies for coping with workplace stress used by teachers, working in the Educational Institution of Višnja Gora. In the theoretical part, the thesis defines stress, types of stress, stressors, symptoms and signs of stress, coping with stress and coping strategies. Furthermore, the term "children and adolescents with emotional and behavioural problems" is explained, and the criteria of emotional and behavioural problems and the reasons for placement in an educational institution are defined. The thesis also explains what educational institutions are and, finally, it describes the work of an educator and the psychosocial pressures they face at work. For the empirical part of the research, a qualitative research approach and a semi-structured interview method was used to obtain the answers to the research questions. The sample consisted of nine teachers employed at the Višnja Gora educational institution. The research showed that the teachers were stressed by situations related to the adolescents in the educational group and that they experienced stressful situations in the educational team. What causes them a certain amount of stress as well is poor information flow, disorganised relationships among the staff and poor communication. The results of the research show that the teachers use the following strategies to cope with stress effectively: mental techniques, relaxation techniques, non-systematic strategies, support of external institutions, participation in supervision, various seminars and reflection on their work. The results show that the teachers have also had experience of non-constructive coping with stress (not coping with stress, alcohol, suppression). It has been found out that by using different strategies, the teachers experience less stress. What is more, the use of such strategies is a preventive work, so they can avoid a lot of stress in advance. The results also show that the institution plays an important role in coping with stress by providing seminars and supervision for the teachers. They see this as a way to cope with stress in a constructive way. However, the teachers' own responsibility in coping with a stressful situation is even more important than the institution’s help, as each individual is responsible for the way they will cope with stress. The teachers would want more informal gatherings, organised by the institution, which would contribute to better relationships and unity among the staff.
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