20.500.12556/RUL-191037 Šolska klima, čustveno procesiranje in izgorelost učiteljev v luči relacijske družinske paradigme School Climate, Emotional Processing and Teachers' Burnout from the Relational Family Paradigm's Perspective Učiteljeva zmožnost procesiranja čustev omogoča zdrav socialni, čustveni in kognitivni razvoj otrok in najstnikov v kontekstu šole. Čustveno kompetentni učitelji se uglasijo z učenci ter regulirajo njihova čustva. Učenci se nanje lahko varno navežejo, kar predstavlja zaščitni dejavnik v povezavi z medvrstniškim nasiljem, zlorabo drog, tvegano spolnostjo najstnikov ter napoveduje šolski uspeh in zdravje učencev. Ko je učitelj zmožen regulirati svoja čustva, se poveča tudi njegov občutek učinkovitosti in zadovoljstva pri delu, zmanjšata pa se izgorelost in stres. Ker nas je zanimalo, v kolikšni meri so slovenske osnovne šole prostor, v katerem se učenci lahko varno navezujejo na učitelje in se zdravo razvijajo, smo izmerili kakovost šolske klime pri učiteljih in učencih od 6. do 9. razreda na 26 slovenskih osnovnih šolah iz devetih statističnih regij (koroške, obalno-kraške, pomurske, zasavske, goriške, osrednjeslovenske, savinjske, podravske in gorenjske). Izmerili smo tudi zmožnost čustvenega procesiranja učiteljev, njihovo izgorelost in stopnjo stresa, ki ga zaznavajo. Ugotavljali smo ali je višja kakovost šolske klime v smislu kakovosti in konsistentnosti odnosov med učenci in odraslimi na šoli, izmerjena pri učiteljih, povezana z večjo zmožnostjo njihovega procesiranja čustev, manjšo izgorelostjo ter nižje zaznano stopnjo stresa in obratno. Ugotavljali smo tudi povezanost zmožnosti predelave oz. procesiranja čustev učiteljev z njihovo izgorelostjo ter zaznanim stresom. Kakovost šolske klime v slovenskih osnovnih šolah smo primerjali tudi s kakovostjo klime na šolah v tujini (ZDA). Da bi poskušali izboljšati zmožnost procesiranja čustev učiteljev, smo v okviru pričujoče raziskave oblikovali in učitelje vključili v model izobraževanja o relacijski družinski paradigmi razumevanja medosebnih odnosov. V drugem delu raziskave smo tako s kvantitativno metodologijo ugotavljali, ali se je pri učiteljih, ki so se udeležili izobraževanja, po končanem izobraževanju povečala njihova zmožnost čustvenega procesiranja ter zmanjšala izgorelost in stopnja zaznanega stresa v primerjavi z učitelji, ki se izobraževanja niso udeležili. S kvalitativno metodo analize vsebine polstrukturiranih intervjujev z udeleženci smo po končanem izobraževanju ugotavljali, kaj v procesu izobraževanja so učitelji zaznali kot razloge za spremembe njihove zmožnosti predelave čustev, zmanjšanje izgorelosti ter stopnje zaznanega stresa ter identificirali temeljne mehanizme relacijske družinske paradigme, preko katerih se te spremembe udejanjajo. Učenci (N=1040) so kakovost šolske klime v primerjavi z učitelji (N=603) ocenili slabše. Najnižje so ocenjevali ravno kakovost odnosov med učenci in učitelji. Najvišja stopnja strinjanja med slovenskimi osnovnošolci pa se je pokazala pri dimenziji vključenost staršev v aktivnosti na šoli. Učenci iz koroške in gorenjske regije so z vzdušjem na šoli najbolj zadovoljni, najmanj pa zasavski učenci. Najstniki iz primestnih šol so vzdušje na šoli ocenili bolje kot tisti v mestih in na podeželju. Učitelji so, poleg urejenosti šolske stavbe, najvišje ovrednotili predanost šolskega kadra kakovosti učenja oz. svoj trud pri delu z učenci ter enakopravnost in pravičnost njihove obravnave učencev. Obe dimenziji so učenci ocenili najnižje. Učitelji so najslabše zaznavali odnose med šolo, starši in skupnostjo, pri učencih pa je bilo tu prisotno največje strinjanje. Učitelji so najnižje vrednotili kakovost šolske klime v koroški in pomurski regiji, najvišje pa v osrednjeslovenski in gorenjski regiji. V večini regij so učenci in učitelji kakovost šolske klime zaznavali nasprotno, toda oboji so kakovost šolske klime najvišje zaznali v primestnem okolju. O najbolj ustrezni čustveni predelavi so poročali strokovni delavci iz Osrednje Slovenije in Gorenjske, prav tako učitelji iz teh regij zaznavajo najmanj izgorelosti in stresa. Koroška in pomurska regija tudi na Lestvici čustvene predelave ter v povezavi z izgorelostjo in stresom izstopata navzdol. Zasavski učitelji so med vsemi regijami najbolje ocenili svojo zmožnost čustvenega procesiranja ter navajali najnižjo stopnjo poklicne izgorelosti v državi. Izgorelost in stres sta pri slovenskih učiteljih prisotna redko oz. v manjši meri. Primestno okolje se je tudi pri merjenju čustvene predelave, izgorelosti in stopnje zaznanega stresa učiteljev pokazalo kot najbolj optimalno. Predvidevanje, da je višja kakovost šolske klime povezana z večjo zmožnostjo čustvenega procesiranja učiteljev ter manjšo izgorelostjo in nižjo stopnjo zaznanega stresa učiteljev, se je potrdilo. Potrdila se je tudi povezanost zmožnosti čustvene predelave učiteljev, z njihovo izgorelostjo in zaznanim stresom. Bolj so učitelji zmožni predelovati svoja čustva oz. so čustveno stabilni, manj so izgoreli in manj zaznavajo, da so pod stresom. Z vidika učencev, ne pa tudi z vidika učiteljev, je bila potrjena hipoteza, da je šolska klima v slovenskih osnovnih šolah manj kakovostna Pri učiteljih, ki so se udeležili izobraževanja o relacijski družinski paradigmi razumevanja medosebnih odnosov, se je povečala njihova zmožnost predelave oziroma procesiranja čustev, zmanjšali pa sta se njihova osebna izgorelost in izgorelost pri delu z ljudmi oziroma učenci. Na poklicno izgorelost, čustveno stabilnost in zaznani stres izobraževanje ni imelo učinka. Analiza vsebine interjujev po končanem izobraževanju s 34-imi udeleženci je razkrila glavne razloge (8 krovnih tem), ki so v procesu izobraževanja vplivali na izboljšanje zmožnosti predelave čustev učiteljev ter zmanjšanje njihove osebne izgorelosti in izgorelosti pri delu z učenci. Ti razlogi so: slišane zgodbe mladostnikov in staršev o njihovi izkušnji predelave zgodnjih travm, zavedanje pomembnosti razreševanja lastnih nefunkcionalnih vzorcev odnosov ter ozaveščanje pomena ljubezni in sočutja učiteljev do učencev. Sledijo še razumevanje vzrokov za težavno vedenje učencev, način podajanja vsebin ter osebnost izvajalcev izobraževanja, kakovost izobraževanja, razumevanje pomembnosti sočutja učiteljev do sebe in zaupanja vase ter deljenje osebnih izkušenj s strani sodelavcev. Udeleženci so med temeljnimi elementi oz. mehanizmi relacijske družinske paradigme v procesu izobraževanja v največji meri ponotranjili pomembnost regulacije afekta (33 %) in razumevanje mehanizma afektivnega psihičnega konstrukta (29 %). Sledi zavedanje temeljnih afektov (18 %) ter prepoznavanje mehanizmov projekcijsko-introjekcijske identifikacije (16 %) in kompulzivnega ponavljanja (4 %). Evalvacija izobraževanja je pokazala, da so učitelji v okviru izobraževanja pridobili nova spoznanja in bi želeli z njim nadaljevati. Večja čustvena kompetentnost učiteljev je povezana tako z višjo kakovostjo šolske klime kot z nižjo izgorelostjo in stresom učiteljev, zato pomembno prispeva k ustvarjanju varnega in spodbudnega učnega okolja za zdrav razvoj učencev kot tudi k večjemu zadovoljstva učiteljev pri svojem delu. Teachers' emotional processing ability enables healthy social, emotional, and cognitive development of children and adolescents at school. Emotionally competent teachers tune in to their students and effectively regulate their emotions. Students can form secure attachment to teachers, which is a protective factor concerning peer violence, drug abuse, risky adolescent sexual behavior, and predicts students' academic success and health. When a teacher can regulate students' emotions, their sense of efficacy and job satisfaction increase, while burnout and stress decrease. Because we were interested in the extent to which Slovenian primary schools provide a space where students can securely relate to teachers and enjoy healthy development, we measured the quality of the school climate among teachers and students from 6th to 9th grade in 26 Slovenian primary schools from nine statistical regions (Carinthia, Coastal-Karst region, Mura region, Sava region, Gorizia region, Central Slovenia, Savinja region, Drava region and Upper Carniola). We also measured teachers' emotional processing capacity, their burnout levels and the levels of stress they perceive. We determined whether a higher quality of school climate in terms of the quality and consistency of relationships between students and adults at school, measured in teachers, is associated with a higher emotional processing capacity, less burnout and a lower perceived level of stress and vice versa. We determined the connection between teachers' emotional processing capacity with their burnout and perceived stress. In addition, we compared the quality of school climate in Slovenian primary schools with the quality of climate in schools abroad (USA). To help improve teachers' emotional processing capacity, within this research we designed and included teachers in an educational model based on how interpersonal relationships are understood within the relational family paradigm. In the second part of the research, we used quantitative methodology to determine whether teachers who participated in the education increased their emotional processing capacity and reduced burnout and the level of perceived stress compared to teachers who did not participate in the education. Using the qualitative method of content analysis of semi-structured interviews with participants, we examined which elements of the education process teachers perceived as the reasons for changes in their emotional processing capacity, lower burnout and the level of perceived stress, and identified the fundamental mechanisms of the relational family paradigm through which these changes were realized. Students (N=1040) rated the quality of the school climate worse than teachers (N=603). They rated the quality of relationships between students and teachers the lowest. The highest level of agreement among Slovenian primary school students was shown in the dimension of parental involvement in school activities. Students from the Carinthia and Upper Carniola regions were the most satisfied with the atmosphere at school, while students from the Sava region were the least satisfied. Teenagers from suburban schools rated the atmosphere at school better than those in cities and rural areas. In addition to the tidiness of the school building, teachers rated the school staff's commitment to the quality of learning, i.e. their effort in working with students, and the equality and fairness of their treatment of students the highest. Students, meanwhile, rated both dimensions the lowest. Teachers perceived the relationships between school, parents and the community the worst, while students showed the highest level of agreement in this area. Teachers rated the quality of school climate the lowest in Carinthia and the Mura region, and the highest in Central Slovenia and Upper Carniola. In most regions, students and teachers perceived the quality of school climate in opposite ways, but both perceived the quality of school climate the highest in the suburban environment. The most adequate emotional processing was reported by teachers from Central Slovenia and Upper Carniola, and these also perceived the least burnout and stress. Carinthia and the Mura region stand out as the lowest on the Emotional Processing Scale and in relation to burnout and stress. Teachers from the Sava region rated their emotional processing capacity the best among all regions and reported the lowest level of professional burnout in the country. Burnout and stress in Slovenian teachers are rare or low. The suburban environment proved to be the most optimal when we measured teachers' emotional processing, burnout and the level of perceived stress. The presumption that a higher quality of school climate is associated with teachers' higher emotional processing capacity and lower burnout and lower levels of perceived stress was confirmed. The relation between teachers' emotional processing capacity and their burnout and perceived stress was also confirmed. The more teachers are able to process their emotions, i.e. the more they are emotionally stable, the less burned out they are and the less stressed they feel. The hypothesis that the school climate in Slovenian primary schools is of lower quality was confirmed from the perspective of students, but not from the perspective of teachers. The teachers who participated in training on the relational family paradigm of understanding interpersonal relationships increased their emotional processing capacity, and their personal burnout and burnout from working with people, especially students, decreased. The training had no effect on professional burnout, emotional stability and perceived stress. The content analysis of interviews after completing the training with 34 participants revealed the main reasons (8 overarching themes) that influenced the improvement of teachers' emotional processing capacity and the reduction of their personal burnout and burnout from working with students during the training process. These reasons are: hearing stories from adolescents and parents about their experience of processing early traumas, the awareness of the importance of resolving their own dysfunctional relationship patterns, and raising awareness of the importance of teachers' love and compassion for students. This is followed by understanding the causes of students' difficult behavior, the way content is presented and the personality of the education providers, the quality of education, understanding the importance of teachers' compassion for themselves and their self-confidence, and sharing personal experiences with colleagues. Among the fundamental elements or mechanisms of the relational family paradigm in the education process, the participants especially internalized the importance of affect regulation (33%) and understanding the mechanism of the affective psychological construct (29%). This was followed by the awareness of core affects (18%) and recognition of the mechanisms of projective-introjective identification (16%) and compulsive repetition (4%). The evaluation of the training showed that teachers gained new knowledge and would like to continue this learning process. The higher emotional competence of teachers is associated with both the higher quality of the school climate and lower burnout and stress in teachers, therefore it significantly contributes to creating a secure and stimulating learning environment for the healthy development of students, as well as to higher job satisfaction in teachers. šolska klima čustveno procesiranje učiteljev izgorelost učiteljev izobraževanje učiteljev relacijska družinska paradigma teorija navezanosti socialno-emocionalne kompetence učiteljev odnos učitelj-učenec težavni učenci zdrav razvoj učencev school climate teachers’ emotional processing teachers’ burnout teachers’ education relational family paradigm attachment theory teachers’ social-emotional competencies teacher-student relationship at-risk students healthy students’ developm true false false Slovenski jezik Angleški jezik Doktorsko delo/naloga 2026-11-11 09:00:38 2026-11-11 09:00:55 2026-11-12 04:12:26 0000-00-00 00:00:00 2026 0 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 1970-01-01 39210 9612.pdf 9612.pdf 1 32DF51AAC8782BDBF20CC102364348E0 e5adf6c80aef12617a5c82d5c265fd63b8404ec577cbcd8ad3c35e81e21e9991 ec72f041-dda5-11f1-aea2-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=252904 Teološka fakulteta 0 0 0