Krivda in strategije za njeno uravnavanje pri učiteljih razrednega pouka

Klinc, Lara (avtor), Smrtnik Vitulić, Helena (mentor)

V magistrskem delu obravnavamo čustvo krivde in njeno uravnavanje pri učiteljih razrednega pouka. Osrednji namen magistrskega dela je bil raziskati, kako pogosto in v katerih situacijah učitelji razrednega pouka doživljajo krivdo, kakšno je njihovo mnenje o vplivu krivde na opravljanje poklica, kako pogosto o krivdi razmišljajo tudi doma in ali se različne strategije uravnavanja krivde pri učiteljih povezujejo z njihovim splošnim zadovoljstvom z opravljanjem poklica. V teoretičnem delu so najprej povzete osnovne značilnosti čustev, ki zajemajo njihovo opredelitev, delitev, funkcije in področja. Nato je predstavljena skupina čustev, imenovana socialna čustva ali čustva samozavedanja, v katero spada tudi krivda, ki je osrednje čustvo naše raziskave. Opisane so strategije uravnavanja čustev po modelu Grossa in Thompsona (2007), za tem pa sledi poglavje o učitelju in njegovem doživljanju, izražanju in uravnavanju čustev (krivde). V zaključnem odseku teoretičnega dela je predstavljena povezanost med učiteljevim zadovoljstvom z opravljanjem poklica in njegovim doživljanjem čustev (krivde) v razredu. V empiričnem delu so predstavljeni načrt raziskave in dobljeni rezultati. V raziskavi je bil uporabljen anketni vprašalnik, ki ga je izpolnilo 100 učiteljev razrednega pouka iz različnih osnovnih šol v Sloveniji. Prav tako je bil v raziskavi izveden tudi strukturiran intervju s petimi priložnostno izbranimi učitelji razrednega pouka. Rezultati kvantitativne in kvalitativne analize podatkov so pokazali, da večina učiteljev razrednega pouka med opravljanjem svojega dela malokrat doživlja krivdo, o krivdi pa anketirani učitelji tudi doma malokrat razmišljajo. Učitelji so izpostavili, da krivda pozitivno in negativno vpliva na njihovo delo. Navedli so, da so najpogostejši vzroki za doživljanje krivde situacije z učenci, za uravnavanje krivde pa učitelji uporabljajo različne strategije, med katerimi je najbolj pogosta socialna opora. Med uporabo različnih strategij in splošnim zadovoljstvom z opravljanjem poklica nismo ugotovili pomembnih povezav. Ugotovitve raziskave omogočajo boljše razumevanje krivde in njenega uravnavanja pri učiteljih in so lahko osnova za nadaljnje raziskovanje področja čustev (krivde) in njihovega uravnavanja pri učiteljih in študentih, ki se izobražujejo za učiteljski poklic.

• Jezik: Slovenski jezik
• Ključne besede: ustva
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Leto izida: 2020
• PID: 20.500.12556/RUL-124916
• COBISS.SI-ID: 44686083
• Datum objave v RUL: 02.03.2021

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Guilt and guilt management strategies in elementary teachers

Izvleček

This master’s thesis discusses guilt and its regulation strategies in primary school teachers. The main purpose of the thesis was to examine how often and in which situations primary school teachers experience guilt and how often they think about it at home. Furthermore, this thesis explores the effect of guilt on a teacher’s job and if the use of different guilt regulation strategies is associated with their overall job satisfaction. The theoretical part first summarizes the basic emotional characteristics, namely their definition, group classification, functions and domains. Then, a special group of emotions, called social emotions or emotions of self-awareness, is introduced. This group of emotions is significant for our work because we place the central emotion of our research, guilt, into this group. Following the guilt definition, there is a presentation of emotion regulation strategies by Gross and Thompson (2007) and a description of a teacher’s experience, expression and regulation of emotions (guilt). The final part of theoretical background presents the connection between a teacher’s job satisfaction and his/her experience of guilt in the classroom. The empirical part of this master’s thesis consists of the research plan and then describes the data obtained. Our survey includes a questionnaire completed by one hundred primary school teachers from different Slovenian primary schools. A structured interview with five randomly selected classroom teachers was also conducted in the research. The analysis of the data obtained through the questionnaire and the interview revealed, that the majority of primary school teachers rarely experience guilt while doing their job and also rarely think about that experience of guilt at home. The effects of guilt on teachers differ from positive to negative. Teachers reported that the most common cause of experiencing guilt were situations with students. They use a variety of guilt regulation strategies, but the most frequent one among our teachers has proven to be the strategy of response modulation through the social support. In our case, we found no association between the use of different guilt regulation strategies and teacher's job satisfaction. The findings of our research provide a better understanding of guilt and its regulation in teachers. Our research could be used as a basis for research in the field of emotions (guilt) with teachers and students of educational studies.

• Ključne besede: emotions