Rezilientnost in profesionalni razvoj učiteljev razrednega pouka

Dulc, Tjaša (author), Valenčič Zuljan, Milena (mentor)

Učiteljeva poklicna vloga je vse zahtevnejša, zato postaja rezilientnost ena izmed pomembnih postavk učiteljevega kakovostnega poklicnega delovanja in njegovega profesionalnega razvoja. Rezilientnost v šolskem okolju pomeni biti odporen na stres oziroma znati se spopadati s stresom. Učitelji obiskujejo razna izobraževanja, ki jim pomagajo profesionalno rasti in se razvijati, odprto pa ostaja vprašanje, v kolikšni meri in na kakšen način ta izobraževanja pomagajo učiteljem pri njihovi rezilientnosti. Odločili smo se, da raziščemo načine in dejavnike učiteljevega profesionalnega razvoja ter povzročitelje poklicnega stresa in gradnike rezilientnosti. Zanimalo nas je tudi, ali obstaja povezava med učiteljevim poklicnim zadovoljstvom, profesionalnim razvojem učiteljev in njihovo rezilientnostjo. V teoretičnem delu magistrskega dela smo opredelili učiteljevo poklicno vlogo, profesionalni razvoj, opisali različne modele učiteljevega profesionalnega razvoja ter navedli dejavnike, ki spodbujajo učiteljev profesionalni razvoj. Opredelili smo tudi pojem rezilientnosti učiteljev. V empiričnem delu smo uporabili kvalitativno raziskavo in deskriptivno metodo pedagoškega raziskovanja. V raziskavo je bilo vključenih 14 učiteljic z različnimi leti delovne dobe. Z njimi smo izvedli polstrukturirani intervju. Ugotovili smo, da se učitelji izobražujejo na različne načine. Udeležujejo se različnih vrst izobraževanj, berejo strokovno literaturo, sodelujejo s kolegi, raziskujejo, sodelujejo v interviziji itd. Največ poklicnega stresa intervjuvanim učiteljicam povzročajo starši. Pri reševanju stresnih situacij jim je v največjo pomoč podpora vodstva in kolegov. Večina učiteljic išče načine, kako odpraviti poklicni stres. Poleg tega nepredvidljive situacije večini predstavljajo izziv. Pričakovali smo pozitivno povezanost med profesionalnim razvojem in rezilientnostjo, vendar se med učitelji, vključenimi v raziskavo, ta predpostavka ni potrdila.

• Language: Slovenian
• Keywords: profesionalni razvoj učiteljev
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2016
• PID: 20.500.12556/RUL-84407
• COBISS.SI-ID: 11097929
• Publication date in RUL: 23.08.2016

DULC, Tjaša, 2016, Rezilientnost in profesionalni razvoj učiteljev razrednega pouka [online]. Master’s thesis. [Accessed 16 March 2025]. Retrieved from: http://pefprints.pef.uni-lj.si/3591/

Secondary language

• Language: English
• Title: Resilience and professional development for primary school teachers

Abstract

A teacher’s professional role is becoming more and more demanding, therefore resiliency has become one of the important aspects of the quality of a teacher’s work and their professional development. Resiliency in the teaching environment means not only resistance from stress but also knowing how to face it. Despite teachers’ taking part in several courses that help them grow professionally and develop themselves, there remains a question in what extent and in what way these courses help teachers with their resiliency. We have decided to do research on the ways and factors of a teacher’s professional development, and root causes of professional stress and builders of resiliency. We have also wondered whether there exists a link between a teacher’s professional satisfaction, their professional development, and their resiliency. In the theoretical part of the thesis we have defined a teacher’s professional role, professional development, described different models of a teacher’s professional development, and listed factors that encourage it. We have also defined the teachers’ resiliency. In the empirical part we have used qualitative research and a descriptive method of educational research. In the research we included 14 teachers with a different amount of years of service, and conducted a half-structured interview. It has turned out teachers educate themselves in different ways; they take part in several seminars, read professional literature, cooperate with their colleagues, do research, take part in intervision etc. Parents are the most likely cause of teachers’ stress. In solving stressful situations, the support of their colleagues turns out to be the most helpful. Teachers mostly seek for ways of eliminating professional stress. Nevertheless, most of them see the unpredicted situations as a challenge. We had expected a positive connection between professional development and resiliency, however among teachers, included in the research, this assumption has not been confirmed.

• Keywords: professional development of teachers