20.500.12556/RUL-177841 Od socialne opore na delovnem mestu do duševnega zdravja strokovnih delavcev v vrtcu razkrivanje posredne vloge poseganja dela v zasebno življenje From workplace social support to the mental health of early childhood educators the mediating role of work–life interference Duševno zdravje strokovnih delavcev v vrtcu je povezano s kakovostjo njihovega dela in izidi pri otrocih na različnih področjih razvoja. Vrtci imajo osrednjo vlogo pri spodbujanju razvoja in učenja malčkov in otrok, zato je pomembno prepoznati in razumeti dejavnike ter mehanizme, ki prispevajo k duševnemu zdravju strokovnih delavcev. Namen raziskave je bil preučiti povezanost med zaznano socialno oporo na delovnem mestu in z delom povezanim duševnim zdravjem strokovnih delavk v vrtcu ter posredno vlogo zaznanega poseganja dela v zasebno življenje v tej povezavi. V vzorec je bilo vključenih 862 vzgojiteljic in njihovih pomočnic, zaposlenih v javnih vrtcih. S pomočjo vprašalnikov smo pridobile podatke o njihovi starosti, značilnostih delovnega mesta, socialni opori pri delu, poseganju dela v zasebno življenje ter znakih težav (izčrpanosti in depersonalizaciji) ter dobrega duševnega zdravja na delovnem mestu (poklicni izpolnitvi). Analiza poti je pokazala, da večja socialna opora na delovnem mestu ugodno prispeva k duševnemu zdravju na delovnem mestu, in sicer neposredno in posredno preko zniževanja poseganja dela v zasebno življenje. Zaznana socialna opora in poseganje dela v zasebno življenje predstavljata pomembnejša dejavnika v duševnem zdravju strokovnih delavk kot njihova starost in objektivne značilnosti delovnega mesta (število otrok s posebnimi potrebami in število tujejezičnih otrok v oddelku). Rezultati nakazujejo, da lahko s podpiranjem opornih odnosov med zaposlenimi v vrtcu zmanjšamo neugodne učinke zahtev delovnega mesta na duševno zdravje strokovnih delavk v vrtcu. The mental health of early childhood education professionals is closely linked to the quality of their work and developmental outcomes in children across various domains. Given the central role of preschools in fostering early learning and development, it is crucial to identify and understand the factors and mechanisms contributing to the mental health of early childhood education professionals. This study aimed to examine the relationship between perceived workplace social support and work-related mental health among preschool educators, as well as the mediating role of perceived work-life interference in this association. The sample included 862 preschool teachers and their assistants, employed in public preschools. Relying on self-report questionnaires, data were collected on their age, work-related characteristics, workplace social support, work-life interference, and indicators of work-related mental health problems (exhaustion and depersonalization) and positive mental health (professional fulfilment). Path analysis revealed that greater workplace social support favourably contributes to mental health at work, both directly and indirectly, by reducing work-life interference. Perceived workplace social support and work-life interference emerged as more significant factors of preschool educators‘ mental health than their age and objective job characteristics (such as the number of children with special needs, and the number of non-native speakers in the group). The findings suggest that fostering supportive relationships among preschool staff can mitigate the adverse effects of job demands on mental well-being of early childhood education professionals. vrtec duševno zdravje poseganje dela v zasebno življenje socialna opora vzgojiteljice preschool mental health work-life interference social support preschool teachers true false true Slovenski jezik Angleški jezik Članek v reviji 2026-01-09 10:59:17 2026-01-09 10:59:27 2026-01-10 04:27:53 0000-00-00 00:00:00 2025 0 0 Str. 257-268 Letn. 34 2025 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 159.9:373.2.011.3-051 2350-5141 10.20419/2025.34.612 264086787 P11_Kavcic_et_al.pdf P11_Kavcic_et_al.pdf 1 D95588A3AC4B346228598A9791F2244B 4961c9fcfd09cbea897700ce3f9f15df5158cbd9c31968e03b7ffe16c9f10a29 08630796-ed42-11f0-bf92-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=225198 https://journals.uni-lj.si/psiholoska-obzorja/article/view/25547 1 e1a9d53d-ed41-11f0-bf92-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=225197 Filozofska fakulteta Zdravstvena fakulteta Psihološka obzorja 0 0 0