20.500.12556/RUL-184469 Epidemija Covid-19 kot stresni dejavnik pri strokovnih delavkah v vrtcu diplomsko delo The COVID-19 epidemic as a stressor for preschool professionals Stres opredeljujemo kot skupek telesnih, fizičnih in duševnih odzivov na obremenitve iz okolja, ki se kažejo v obliki različnih simptomov, kot so nespečnost, utrujenost, glavoboli, tesnoba, razdražljivost in občutek preobremenjenosti. Za obvladovanje stresa lahko uporabljamo različne strategije, kot so sprostitvene tehnike, telesna dejavnost in druge oblike samopomoči. V sodobnem času pa so največkrat vzroki za stres denar, delo, družina, odnosi, spremembe v življenju, skrb za zdravje in velikokrat tudi lastne misli posameznika. Epidemija covid-19, ki se je konec leta 2019 začela na Kitajskem in se leta 2020 razširila po svetu, je pomembno vplivala na delovanje družbe in tudi na področje vzgoje in izobraževanja. V Sloveniji je bila epidemija covid-19 večkrat razglašena, pri čemer so bili uvedeni številni omejitveni ukrepi, med drugim tudi začasno zaprtje vrtcev, kar je pomembno spremenilo organizacijo dela strokovnih delavk ter izvajanje pedagoškega procesa. Namen diplomskega dela z naslovom Epidemija covid-19 kot stresni dejavnik pri strokovnih delavkah v vrtcu je bil ugotoviti, kako je obdobje epidemije covid-19 in posledično spreminjanje pedagoškega dela vplivalo na doživljanje stresa pri strokovnih delavkah v vrtcu ter na njihovo spoprijemanje s stresom. Raziskava, v kateri je sodelovalo 108 strokovnih delavk iz različnih vrtcev po Sloveniji, je potekla preko elektronskega anketnega vprašalnika, ki smo ga poslali po vrtcih. Ugotavljali smo, kako je obdobje epidemije covid-19 vplivalo na pedagoško delo strokovnih delavk v vrtcu, kakšno stopnjo stresa so strokovne delavke doživljale v času epidemije covid-19, kako se je kazal stres, ki so ga doživljale, kako so se na stres, ki so ga doživljale v času epidemije covid-19, odzivale in seveda kako se je stanje doživljanja stresa pri strokovnih delavkah v vrtcu razlikovalo s časom epidemije covid-19 v primerjavi s časom po epidemiji, se pravi v šolskem letu 2022/2023. Rezultati raziskave so pokazali, da se pedagoško delo v času epidemije vsebinsko ni bistveno spremenilo, so pa se močno spremenili organizacija dela, komunikacija in delovni pogoji zaradi epidemioloških ukrepov, kot so zaprtje vrtcev, delo v omejenih skupinah in strogi higienski ukrepi. Skoraj polovica anketiranih strokovnih delavk (49 %) je poročala o višji stopnji stresa med epidemijo, ki se je po njenem zaključku pri večini zmanjšala. Največ stresa so povzročali neorganiziranost dela, nepredvidljive razmere, dodatni varnostni ukrepi ter strah pred okužbo sebe in svojih bližnjih. Stres se je pri strokovnih delavkah kazal predvsem v obliki čustvene napetosti, zaskrbljenosti, razdražljivosti, težav s koncentracijo ter telesnih simptomov, kot so motnje spanja in mišična napetost. Za spoprijemanje s stresom so najpogosteje uporabljale aktivne strategije, kot so telesna dejavnost, sprehodi in branje, medtem ko je bila socialna podpora zaradi omejitev zmanjšana. Ugotovitve raziskave kažejo, da je epidemija covid-19 predstavljala pomemben stresni dejavnik, ki je vplival na delo in psihološko blagostanje strokovnih delavk v vrtcu. Raziskava poudarja pomen organizacijske podpore, učinkovite komunikacije in skrbi za duševno zdravje zaposlenih ter prispeva k boljšemu razumevanju odzivanja strokovnih delavk v kriznih razmerah. Rezultati lahko služijo kot izhodišče za izboljšanje pogojev dela in sistemov podpore v vzgojno-izobraževalnih ustanovah v prihodnje. Stress is defined as a set of physical, physiological, and psychological responses to environmental demands, which manifest in various symptoms such as insomnia, fatigue, headaches, anxiety, irritability, and feelings of overload. Stress can be managed through various strategies, including relaxation techniques, physical activity, and other forms of self-help. In modern times, the most common causes of stress include financial issues, work, family, interpersonal relationships, life changes, health concerns, and often an individual’s own thoughts. The COVID-19 pandemic, which began in late 2019 in China and spread worldwide in 2020, significantly affected society as well as the field of education. In Slovenia, the COVID-19 epidemic was declared several times, and numerous restrictive measures were introduced, including the temporary closure of kindergartens, which significantly changed the organization of work of preschool teachers and the implementation of the educational process. The aim of the bachelor’s thesis titled COVID-19 as a Stress Factor among Preschool Teachers was to determine how the COVID-19 pandemic and the resulting changes in pedagogical work affected preschool teachers’ experience of stress and their coping strategies. The study involved 108 preschool teachers from various kindergartens across Slovenia. Data were collected using an online questionnaire distributed to kindergartens. The research examined how the COVID-19 pandemic affected pedagogical work in kindergartens, the level of stress experienced during the pandemic, how stress was manifested, how preschool teachers coped with stress during the pandemic, and how stress levels differed between the pandemic period and the post-pandemic school year 2022/2023. The results showed that the content of pedagogical work did not change significantly during the pandemic; however, the organization of work, communication, and working conditions were strongly affected due to epidemiological measures such as kindergarten closures, work in restricted groups, and strict hygiene protocols. Nearly half of the respondents (49%) reported higher levels of stress during the pandemic, which decreased for most participants after its conclusion. The main sources of stress included work disorganization, unpredictable circumstances, additional safety measures, and fear of infection for themselves and their relatives. Stress among preschool teachers was mainly expressed through emotional tension, anxiety, irritability, concentration difficulties, and physical symptoms such as sleep disturbances and muscle tension. The most commonly used coping strategies were active approaches such as physical activity, walking, and reading, while social support was reduced due to restrictions. The findings indicate that the COVID-19 pandemic represented a significant stress factor affecting both the work and psychological well-being of preschool teachers. The study highlights the importance of organizational support, effective communication, and mental health care for employees, and contributes to a better understanding of how preschool teachers respond in crisis situations. The results may serve as a basis for improving working conditions and support systems in educational institutions in the future. Covid-19 vzgojiteljice predšolskih otrok stres vrtec pomočnice vzgojiteljice predšolskih otrok epidemija covid-19 stress kindergarten preschool teachers preschool teacher assistants COVID-19 pandemic true false false L. Barber Slovenski jezik Angleški jezik Diplomsko delo/naloga 2026-07-08 08:30:09 2026-07-08 08:30:30 2026-07-09 14:14:09 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 71 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 796.51-056.26(043.2) 205881 284241667 52210.pdf 52210.pdf 1 BEC6A1CA47DD9448BE7A3ED00DD2B7E9 67236e561ac3b75440d8f743c65cc6e78149f4ad2ce242a59c57c65875f16c68 6b706aeb-7a96-11f1-9b0d-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=237298 Pedagoška fakulteta 0 0 0