Rezilientnost učiteljev razrednega pouka in njihova pripravljenost za spodbujanje rezilientnosti pri učencih : magistrsko delo

Bon, Barbara (author), Smrtnik Vitulić, Helena (mentor), Prosen, Simona (comentor)

Rezilientnost je lastnost oz. zmožnost posameznika, ki mu omogoča, da se uspešno odziva v zanj težavnih oz. stresnih situacijah. Za učitelje je rezilientnost zelo pomembna, saj ponuja načine in možnosti uspešnega soočanja s stresom, s katerim se vsakodnevno srečujejo. S stresom pa se pogosto srečujejo tudi učenci, zato se morajo tudi učenci naučiti rezilientno odzivati na stresne situacije. K temu jih lahko v veliki meri spodbujajo učitelji, ki lahko del šolskega časa namenijo tudi razvijanju tega področja. Ker rezilientnost učiteljev v slovenskem prostoru še ni raziskana, nas je v pričujočem magistrskem delu zanimalo, kako rezilientni so učitelji razrednega pouka, ki poučujejo v prvem triletju, in kateri dejavniki vplivajo na njihovo pripravljenost spodbujanja rezilientnosti pri učencih. V raziskavo smo vključili 103 učitelje prvega triletja, ki poučujejo na 16 osnovnih šolah po Sloveniji. Učitelji so izpolnili anketni vprašalnik Lestvice osebnostne prožnosti (rezilientnosti) in Vprašalnik učiteljeve pripravljenosti spodbujanja rezilientnosti pri učencih. Rezultati so pokazali, da učitelji dosegajo visoko stopnjo rezilientnosti, najvišjo stopnjo rezilientnosti so dosegli na področju občutka nadzora nad dogajanjem, sledita ustrezno odzivanje na spremembe in kakovostni medsebojni odnosi ter vztrajnost in občutek lastne kompetentnosti. Manj rezilientni so učitelji na področjih zaupanja vase in načinih spoprijemanja s težavami ter duhovnosti. Analiza rezultatov je pokazala tudi, da ne prihaja do razlik v rezilientnosti učiteljev glede na njihovo dobo poučevanja. V kolikšni meri so učitelji pripravljeni spodbujati rezilientnost, je odvisno od več dejavnikov. Med njimi so učitelji najvišje ocenili podporni odnos do programov spodbujanja rezilientnosti, izpostavili pa so tudi vpliv šolske klime in drugih pogojev na šoli, ki so po ocenah učiteljev ugodni za razvoj rezilientnosti učencev. Manj spodbudne so ugotovitve, da so učitelji sicer pripravljeni spodbujati socialno-čustveni razvoj učencev, a se jim zdi razvoj tega področja manj pomemben od spodbujanja mišljenja. Čeprav se večina učiteljev zaveda vloge, ki jo imajo pri spodbujanju rezilientnosti njihovih učencev, nekateri učitelji odgovornost za razvijanje rezilientnosti prelagajo na starše, spet drugi pa se ne počutijo kompetentne za razvijanje področja rezilientnosti pri učencih. Na podlagi raziskave smo ugotovili tudi, da učitelji, ki so bolj rezilientni, tudi bolj spodbujajo rezilientnost pri učencih.

• Language: Slovenian
• Keywords: rezilientnost, spodbujanje rezilientnosti
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Publisher: [B. Bon]
• Year: 2017
• Number of pages: IV, 54 str.
• PID: 20.500.12556/RUL-96204
• UDC: 159.944.4(043.2)
• COBISS.SI-ID: 11734345
• Publication date in RUL: 28.09.2017

Secondary language

• Language: English
• Title: Primary school teachers' resilience and their readiness for enhancing children's resilience

Abstract

Resilience is an important trait, which enables people to successfully recover from difficulties and stress. For teachers, resilience is of vital importance, as it offers different ways and solutions to successfully cope with difficult and stressful situations they face on a daily basis. The way teachers experience and react to stress often affects their pupils, who are under a lot of stress as well. Teachers could help and teach them how to cope with stressful situations by spending some school time on the subject. To our best knowledge, the resilience of teachers in Slovenia is not well researched yet. The object of the present work is therefore to investigate the resilience of primary school teachers and determine what factors influence their readiness to encourage pupils to develop their own resilience. The research was made by surveying 103 teachers from 16 primary schools in Slovenia. The teachers filled out a Resilience test and a Questionnaire on their readiness to encourage pupils to develop their own resilience. The results have shown that teachers generally exhibit a high degree of resilience. According to the survey, they feel most resilient in their ability to control events. These were followed by factor related to the positive acceptance of change and secure relationships; teachers notion of personal competence, high standard and tenacity. Teachers feel less resilient at trusting themselves in dealing with difficulties and lastly at spirituality. We did not find any significant influence of age/years of service on resilience of teachers. There are several factors which influences on teacher's readiness to enhance children's resilience. The findings suggest that most teachers approve and support programs for developing pupil's resilience. Most teachers perceive school climate as supportive and think they have good conditions for the implementation of programs which promotes pupils resilience. While teachers are prepared to promote the socio-emotional development in pupils, they consider it less important than promoting the development of their thinking. Although most teachers are aware of their role in promoting the resilience of their pupils, some of them consider it a responsibility of parents and some do not consider themselves enough competent for the task. Based on our research we also discovered that the more resilient teachers are more keen on helping their pupils develop resilience as well.

• Keywords: teacher, pupil, mental stress, učitelj, učenec, duševni stres