Stres v učiteljskem poklicu : doživljanje učiteljev in pričakovanja bodočih učiteljev

Šraml, Maruša (author), Depolli Steiner, Katja (mentor)

Poučevanje velja za poklic, pri katerem je doživljanje stresa pogosto in neizogibno, izpostavljenost raznolikim virom stresa pa vsakodnevna. V zadnjih letih je opazno primanjkovanje učiteljev tako zaradi pomanjkanja novih učiteljev kot zaradi učiteljev, ki zapuščajo svoj poklic. V magistrskem delu sem se osredotočila na učitelje in na bodoče učitelje razrednega pouka. Raziskovala sem, kateri izvori stresa najmočneje in najpogosteje vplivajo na delujoče učitelje, ter kakšna so pričakovanja bodočih učiteljev glede stresa, ki ga bodo doživljali kot učitelji razrednega pouka. Dodatno sem raziskala, kateri izvori motivacije za poklic prevladujejo v obeh skupinah. V raziskavi je sodelovalo 165 učiteljev razrednega pouka in 161 bodočih učiteljev, tj. študentov 1. in 2. letnika razrednega pouka. Izpolnili so dopolnjeno Lestvico stresa in odgovorili na kratek vprašalnik o motivaciji za učiteljski poklic. Zbrani podatki kažejo, da so za učitelje razrednega pouka najpomembnejši izvori stresa vedenje in motiviranost učencev, učiteljeva delovna obremenjenost ter odnos s starši. S temi stresorji se pogosto srečujejo in močno občutijo njihov vpliv. Tudi študenti pričakujejo, da bodo ob opravljanju učiteljskega poklica največ stresa doživeli zaradi istih treh skupin stresorjev. Razlike med skupinama so predvsem v nekoliko višjih pričakovanjih študentov v primerjavi z doživljanjem učiteljev. Obe skupini sta za učiteljski poklic v največji meri motivirani zaradi intrinzičnih in altruističnih razlogov. Magistrsko delo osvetljuje doživljanje stresa učiteljev razrednega pouka ter pričakovanja bodočih učiteljev o stresu v učiteljskem poklicu. Ugotovitve, ki jih prinaša, so lahko uporabne za same učitelje, vodstvo šole in strokovne ustanove, za primerno nudenje pomoči in izboljšanje opisanega stanja. Hkrati predstavljajo opomin, kako pomembna je priprava bodočih zaposlenih na duševne obremenitve, ki so pri nekaterih poklicih neizbežne.

• Language: Slovenian
• Keywords: učitelji razrednega pouka, bodoči učitelji, stres, pričakovanja
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: FF - Faculty of Arts
• Place of publishing: Ljubljana
• Publisher: [M. Šraml]
• Year: 2025
• Number of pages: 58 str.
• PID: 20.500.12556/RUL-170593
• UDC: 159.944.4:37.011.3-051(043.2)
• COBISS.SI-ID: 249329667
• Publication date in RUL: 10.07.2025

Secondary language

• Language: English
• Title: Teacher stress : Experience of in-service teachers and expectations of pre-service teachers

Abstract

Teaching is widely recognized as a profession characterized by high levels of stress, with teachers regularly exposed to a wide range of stressors. In the last few years, there has been a noticeable shortage of teachers, both due to a lack of new teachers and teachers leaving the profession. In my master's thesis I focused on teachers and future teachers of elementary education. I investigated which sources of stress most strongly and commonly affect working teachers, and what are the expectations of future teachers regarding the stress they will experience as elementary school teachers. I also investigated which sources of motivation for the profession prevail in both groups. The participants were 165 elementary school teachers and 161 prospective teachers, i.e. first- and second-year students of elementary education. They completed an updated Stress Scale and answered a short questionnaire on motivation for the teaching profession. The data collected show that the most important sources of stress for classroom teachers are students’ behaviour and motivation, the teacher's workload and the relationship with students’ parents. They are often confronted with these stressors and feel their impact strongly. Students also expect to experience the most stress from the same three groups of stressors when they enter the teaching profession. The differences between the two groups are mainly in the slightly higher expectations of students compared to the actual experiences of teachers. Both groups are motivated to the greatest extent to enter the teaching profession for intrinsic and altruistic reasons. This master’s thesis sheds light on the experience of stress of elementary school teachers and the expectations of future teachers about stress in the teaching profession. The findings may be useful for the teachers themselves, the school management and the professional institutions, to provide appropriate help and to improve the situation described. At the same time, they are a reminder of the importance of preparing future employees for the mental stresses that are inevitable in some professions.

• Keywords: elementary school teachers, future teachers, stress, expectations