Preschool teachers\u27 resilience in a connection with their professional development

V diplomskem delu sem se osredinila na rezilientnost vzgojiteljev v povezavi z njihovim profesionalnim razvojem. Diplomsko delo sem razdelila na dva večja sklopa, na teoretični in empirični del. V teoretičnem delu sem sprva opredelila rezilientnost in njeno povezavo z varovalnimi dejavniki ter dejavniki tveganja. Predstavila sem razvoj teorije rezilientnosti in njen pomen v vrtcu. Zatem sem definirala pojem profesionalnega razvoja, podala njegove značilnosti in dejavnike, opisala tri različne modele profesionalnega razvoja in predstavila njihove pomanjkljivosti. Na koncu teoretičnega uvoda sem opisala povezavo vzgojiteljeve rezilientnosti z njegovim profesionalnim razvojem. Glavni cilj raziskave, ki sem jo izvedla, je ugotoviti, kako vzgojiteljice predšolskih otrok zaznavajo svojo rezilientnost in katero področje rezilientnosti je pri njih najmočneje izraženo ter katero najšibkeje. Skušala sem tudi ugotoviti, ali obstaja razlika med rezilientnostjo vzgojiteljic na različnih stopnjah profesionalnega razvoja. Za vzorec raziskovanja sem si izbrala vzgojiteljice drugega starostnega obdobja iz različnih vrtcev v Sloveniji. Rešile so Lestvico osebnostne prožnosti, ki sta jo sestavila Connor in Davidson (2001, 2013, 2015). Ugotovila sem, da se vzgojiteljice zaznavajo kot rezilientne, saj imajo pogosto občutek nadzora nad svojim življenjem in so pogosto hitro prilagodljive, ne glede na ovire, s katerimi se srečujejo. Pri sebi kot najmočneje izraženo zaznavajo področje doživljanja nadzora nad dogajanjem, najšibkeje pa področje duhovnosti. Ugotovila sem tudi, da med vzgojiteljicami, ki se nahajajo na različnih stopnjah profesionalnega razvoja, ne prihaja do statistično pomembnih razlik v zaznavanju lastne rezilientnosti. Na podlagi teh ugotovitev so v zaključku diplomskega dela podana izhodišča za nadaljnje raziskave, ki bi s svojimi rezultati pripomogle k boljši osveščenosti družbe o pomenu rezilientnosti.The main research subject of my bachelor thesis is resilience in a connection with professional development of preschool teachers. I have divided the thesis in two larger partstheoretical and empirical. In the theoretical part I defined the characteristics of resilience and connection with its protection and risk factors. I presented the development of resilience theory and its role in kindergarten education. Next I explained the concept of professional development, highlighted its characteristics and factors, described three different models of professional developments and also presented its shortcomings. In the conclusion of the theoretical part I defined the connection between preschool teachers\u27 resilience and their professional development. The key point of my interest was the preschool teachers\u27 perception of resilience. I wanted to find out which factor of resilience is the most and the least common, and whether there is a connection between preschool teachers\u27 professional development and their resilience. The sample group of my research were the preschool teachers of the second age period from different Slovenian kindergartens. They were asked to solve the Connor-Davidson Resilience Scale (2001, 2013, 2015). I have established that preschool teachers generally consider themselves as resilient. They often control their life and are frequently quickly adjustable, regardless of obstacles that appear. The area they perceive most strongly is their controlling of the work environment, while the least important factor in this regard is spiritual development. The research has also shown that the difference in the stages of professional development among the preschool teachers does not have a statistically important influence on their resilience level. Due to the findings, the conclusion of my bachelor thesis offers the starting point for the further researches, with which results we could provide the public informed about the importance of resilience