20.500.12556/RUL-190199 Občutek poklicnega poslanstva in dobrobit pri učiteljih razrednega pouka magistrsko delo Sense of Professional Calling and Well-Being Among Primary School Teachers Občutek poklicnega poslanstva učiteljev je eden izmed pomembnih dejavnikov, ki prispeva k njihovi dobrobiti, saj naj bi predstavljal enega ključnih vidikov njihovega poklicnega življenja. Za osebe, ki pri svojem delu doživljajo občutek poklicnega poslanstva, so značilna večja delovna vnema, želja po izzivih in osebnostnem ter strokovnem razvoju na delovnem področju. Poklicno poslanstvo je v statistični povezanosti z večjim delovnim zadovoljstvom, to pa vpliva tudi na posameznikovo zadovoljstvo z življenjem. V empirični raziskavi magistrskega dela smo raziskovali odnos med poklicnim poslanstvom ter med dvema vidikoma dobrobiti, oz. tj. zadovoljstvom z življenjem in delovnim zadovoljstvom, pri učiteljih razrednega pouka. Preučili smo tudi, kako se učitelji v omenjenih spremenljivkah razlikujejo glede na delovno dobo, razred, v katerem poučujejo, in okolje, v katerem je osnovna šola. Vzorec raziskave obsega 90 učiteljev razrednega pouka, ki so izpolnili vprašalnike o poklicnem poslanstvu, zadovoljstvu z življenjem in delovnem zadovoljstvu. Raziskava je potekala v okviru internega raziskovalnega projekta na PEF UL z naslovom Vrline in dobrobit učencev ter učiteljev v vzgoji in izobraževanju pod vodstvom dr. P. Gradišek. Rezultati so pokazali, da je občutek poklicnega poslanstva pri učiteljih razrednega pouka visoko izražen. Prav tako smo ugotovili precej visoko izraženo zadovoljstvo z življenjem in delovno zadovoljstvo, pri čemer je delovno zadovoljstvo v višji statistični povezanosti z občutkom poklicnega poslanstva kot z zadovoljstvom z življenjem. Ugotovili smo, da se učitelji razrednega pouka z različno delovno dobo statistično pomembno razlikujejo v občutku poklicnega poslanstva in v delovnem zadovoljstvu, ne pa tudi v stopnji zadovoljstva z življenjem. Prav tako smo ugotovili statistično pomembne razlike v delovnem zadovoljstvu glede na okolje šole, na kateri učitelji razrednega pouka poučujejo. V raziskavi se je pokazalo tudi, da razred, v katerem učitelji razrednega pouka poučujejo, ne prispeva statistično pomembno k razlikam v njihovem delovnem zadovoljstvu. Raziskava predstavlja pomemben doprinos k raziskovanju občutka poklicnega poslanstva pri učiteljih razrednega pouka, saj ta v slovenskem prostoru do sedaj še ni bil raziskan, ter k raziskovanju odnosa med občutkom poklicnega poslanstva ter zadovoljstvom z življenjem in delom. Tematika je še posebej aktualna v času, ko interes za vpis v pedagoške študijske programe upada, vse več diplomantov pedagoških študijskih programov pa se zaposluje v drugih panogah. Rezultati predstavljajo podroben vpogled v zadovoljstvo učiteljev razrednega pouka in njihovo doživljanje svojega dela. Teachers’ sense of calling is one of the important factors contributing to their well-being, as it is considered one of the key aspects of their professional lives. Individuals who experience their work as a calling tend to demonstrate greater work engagement, a stronger desire for challenges, and a greater interest in personal and professional development. A sense of calling is statistically associated with higher job satisfaction, which may also contribute to an individual’s life satisfaction. In the empirical part of this master’s thesis, we examined the relationship between a sense of calling and two aspects of well-being, namely life satisfaction and job satisfaction, among primary school classroom teachers. We also examined whether teachers differed in these variables according to their length of service, the grade they taught, and the environment in which their primary school was located. The sample consisted of 90 primary school classroom teachers who completed questionnaires measuring sense of calling, life satisfaction, and job satisfaction. The study was conducted as part of an internal research project at the Faculty of Education, University of Ljubljana, entitled Character Strengths and Well-Being of Students and Education Professionals, led by Dr P. Gradišek. The results showed that primary school classroom teachers reported a strong sense of calling. We also found relatively high levels of life satisfaction and job satisfaction. Job satisfaction was more strongly associated with sense of calling than life satisfaction was. We found statistically significant differences in sense of calling and job satisfaction among primary school classroom teachers with different lengths of service, whereas no statistically significant differences were found in life satisfaction. Statistically significant differences in job satisfaction were also found according to the environment in which the school was located. In addition, the results showed that the grade taught by primary school classroom teachers was not significantly associated with their job satisfaction. The study makes an important contribution to research on the sense of calling among primary school classroom teachers, as this topic has not previously been examined in the Slovenian context. It also contributes to research on the relationship between sense of calling, life satisfaction, and job satisfaction. This topic is particularly relevant at a time when interest in enrolling in teacher education programmes is declining and an increasing number of graduates of teacher education programmes are seeking employment in other sectors. The findings provide a detailed insight into the satisfaction of primary school classroom teachers and the way they experience their work. poklicno poslanstvo dobrobit subjektivno blagostanje zadovoljstvo z življenjem zadovoljstvo z delom pozitivna psihologija učitelji razrednega pouka sense of calling well-being subjective well-being life satisfaction job satisfaction positive psychology primary school classroom teachers true false false N. Kozinc Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-10-24 08:30:08 2026-10-24 08:30:16 2026-10-26 12:12:39 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 46 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 1970-01-01 612.78 219753 302493443 57184.pdf 57184.pdf 1 DF25E4C2982CCCAAEC64749971022C51 a4386ef5144512dc382f4667d1f8a4e61208d33d9f5c2dfa0410e5345116ba62 5e0508d6-cf74-11f1-aea2-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=251403 Pedagoška fakulteta 0 0 0