20.500.12556/RUL-179144 Izraženost subjektivnega blagostanja po modelu PERMA pri strokovnih delavcih v vrtcu diplomsko delo Expression of subjective well-being according to the PERMA model among preschool teachers Subjektivno blagostanje strokovnih delavcev v vrtcu prestavlja pomemben vidik na vzgojno izobraževalnem področju. Strokovni delavci v vrtcu so ključni dejavnik prenosa pozitivne vzgoje na otroke, kjer želimo doseči pozitivno klimo in posledično spodbujati dobro subjektivno blagostanje oz. dobrobit otrok. Subjektivno blagostanje predstavlja osrednji koncept na področju pozitivne psihologije. Model PERMA opredeljuje pet elementov, ki prispevajo k subjektivnemu blagostanju: pozitivna oz. prijetna čustva, zavzetost oz. angažiranost, pozitivni medosebni odnosi, občutek smisla in dosežki. Model dopolnjuje pozneje dodani šesti element zdravje, zato lahko model poimenujemo tudi PERMA(H) ali PERMAH. V raziskavi smo preučevali subjektivno blagostanje po modelu PERMA(H) pri vzgojiteljicah predšolskih otrok in pomočnicah vzgojiteljice. Sodelovalo je 293 strokovnih delavcev v vrtcu, večinoma ženskega spola. Udeleženci so izpolnili vprašalnik PERMA-Profiler, ki meri subjektivno blagostanje po modelu PERMA(H). Rezultati raziskave so pokazali, da so strokovne delavke v vrtcu pri šestih elementih modela PERMA(H) dosegle najvišje rezultate pri občutku smisla ter najnižje rezultate pri zdravju, ki zajema samooceno telesnega in duševnega zdravja. Ugotovili smo tudi, da se vzgojiteljice in pomočnice vzgojiteljic statistično pomembno razlikujejo v subjektivnem blagostanju, in sicer vzgojiteljice poročajo o višjem subjektivnem blagostanju kot pomočnice vzgojiteljice. Dobro subjektivno blagostanje oz. dobrobit strokovnih delavk v vrtcu je prvi pogoj za kakovostno spodbujanje subjektivnega blagostanja oz. dobrobiti pri otrocih in ima pomembno vlogo tudi pri oblikovanju klime v oddelku in v vrtcu. Diplomsko delo tako predstavlja pomemben doprinos k razumevanju področja subjektivnega blagostanja oz. dobrobiti strokovnih delavk v vrtcu in prispeva k ozaveščanju strokovne javnosti o pomembnosti blagostanja oz. dobrobiti pri strokovnih delavcih v vzgoji in izobraževanju. The subjective well-being of early childhood education professionals in kindergartens represents an important aspect of the preschool education. As key agents in the implementation of positive education, early childhood education professionals play a crucial role in creating a positive educational climate and fostering the subjective well-being of children. Subjective well-being is a central concept in positive psychology and is commonly conceptualized through the PERMA model, which defines five core elements contributing to well-being: positive emotions, engagement, positive relationships, meaning, and accomplishment. The model was later extended with a sixth element, health, resulting in the PERMA(H) model. The present study examined the subjective well-being of early childhood education professionals (i.e., preschool teachers and preschool teachers’ assistants) using the PERMA(H) framework. A total of 293 early childhood education professionals, predominantly women, participated in the study. Data were collected using the PERMA-Profiler questionnaire, which assesses subjective well-being across the dimensions of the PERMA(H) model. The results showed that participants reported the highest levels of well-being in the domain of meaning, while the lowest scores were observed in the domain of health, which includes self-assessments of physical and mental health. Furthermore, statistically significant differences were found between preschool teachers and preschool teachers’ assistants, with preschool teachers reporting higher overall levels of subjective well-being. The subjective well-being of early childhood education professionals is an important prerequisite for promoting children’s well-being and for creating and maintaining a positive climate within kindergarten groups and institutions. This diploma thesis contributes to a better understanding of subjective well-being among early childhood education professionals and raises awareness within the professional community about the importance of supporting well-being in kindergarten settings. predšolsko učenje in poučevanje subjektivno blagostanje PERMA model PERMAH model pozitivna psihologija strokovne delavke v vrtcu vzgojiteljice pomočnice vzgojiteljice subjective well-being PERMA model PERMAH model positive psychology early childhood education professionals preschool teachers preschool teachers' assistants true false false T. Hiti Slovenski jezik Angleški jezik Diplomsko delo/naloga 2026-02-06 08:30:15 2026-02-06 08:30:20 2026-02-12 04:35:34 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 33 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.2(043.2) 201699 267707651 47714.pdf 47714.pdf 1 F06C563FB33AB46E702CE1DFDFA36519 cd1d6dd140552bb913b4e61ff3d4032fdc7a1c4f73ec2cec1a033c95d0dcae5b 96215886-032d-11f1-a1ba-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=227358 Pedagoška fakulteta 0 0 0