20.500.12556/RUL-177221 Stres in iracionalna prepričanja učiteljev magistrsko delo Teacher stress and irrational beliefs Stres in iracionalna prepričanja sta vseprisotna pojava, ki se jima v učiteljskem delu ne moremo izogniti. Potencialni stresor – na primer moteče vedenje učencev – lahko povzroči različno raven stresa glede na učiteljeva prepričanja. Če so ta prepričanja bolj fleksibilna (racionalna), spodbujajo delovanje, usmerjeno k cilju, rigidnejša (iracionalna) prepričanja pa ga zavirajo. V raziskavi, s katero sem preverila povezanost omenjenih pojavov, je sodelovalo 243 osnovnošolskih in gimnazijskih učiteljev, ki so podali svoje sociodemografske podatke in izpolnili Lestvico stresa, Lestvico iracionalnih prepričanj učiteljev (TIBS) in ocenili stopnjo doživljanja distresa in eustresa. Izkazane ocene stresa so nižje, iracionalnosti pa primerljive z ostalimi raziskavami. Moški doživljajo manj skupnega in manj stresa po faktorjih kot ženske ter gimnazijski učitelji manj kot osnovnošolski. Manj iracionalnosti v prepričanjih izkazujejo starejši učitelji. Med drugimi sociodemografskimi skupinami ni razlik. Največ stresa učiteljev izhaja iz delovne obremenjenosti, nemotiviranosti učencev in šolskega sistema. Med iracionalnostjo v prepričanjih in oceno skupnega stresa ter oceno distresa je pozitivna povezanost, medtem ko z eustresom ni povezanosti. Potrditev povezave izraženosti iracionalnih prepričanj in doživljanja stresa skupaj s primerjavo pomembnosti po faktorjih predstavlja dobro izhodišče za oblikovanje programov za zmanjševanje stresa učiteljev. Vključitev eustresa dodaja zanimiv vpogled v to povezanost ter opozarja na pomembnost konsenza glede uporabe razčlenitve stresa na distres in eustres. Stress and irrational beliefs are omnipresent phenomena that cannot be avoided in the teaching profession. A potential stressor – disruptive student behavior – can trigger varying levels of stress depending on teacher's beliefs. More flexible (rational) beliefs tend to promote goal-directed behavior, while more rigid (irrational) beliefs hinder it. My study examining the relationship between stress and irrational beliefs included 243 primary and secondary school teachers. They provided sociodemographic data and completed the Teacher Stress Scale, the Teacher irrational beliefs scale (TIBS), and assessed their levels of distress and eustress. The results showed that the reported stress levels were lower compared to other studies, while the degree of irrational beliefs was comparable. Male teachers reported lower levels of overall stress and stress across factors than female teachers while secondary school teachers reported lower levels of stressthan primary school teachers. Older participants hold less irrational beliefs than younger participants. No statistically significant differences were found among other groups. The main sources of stress reported by teachers were: workload, student motivation and the school system. Analyses revealed a positive correlation between irrational beliefs and both overall stress and distress, while no such correlation was found with eustress. The confirmation of the link between irrational beliefs and stress, along with the comparison of the significance of different stress factors, provides a solid foundation for developing intervention programs aimed at reducing teacher stress. The inclusion of the concept of eustress offers an additional insight into this relationship and highlights the importance of reaching a consensus on distinguishing between distress and eustress. učitelji stres na delovnem mestu iracionalna prepričanja demografske značilnosti teachers occupational stress irrational beliefs demographic characteristics true false false [M. Špalir] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2025-12-18 07:45:08 2025-12-18 07:45:18 2025-12-29 03:50:48 0000-00-00 00:00:00 2025 0 Ljubljana 0 Ljubljana 57 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 159.944.4:37.011.3-051(043.2) 612587 262229763 63622.pdf 63622.pdf 1 D314F46A3F81664606238AF4F67296F1 9cbbbc427cf784cf6972b599d7a81f19f4ae457264f5a2a6da136354d157b4d7 acfb1804-dbdc-11f0-9328-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=224132 Filozofska fakulteta 0 0 0