Primary teachers\u27 strategies of fear management

V magistrskem delu obravnavamo čustvo strahu in strategije njegovega uravnavanja pri učiteljih razrednega pouka. V teoretičnem delu čustva opredelimo kot zapletene sestavljene procese, ki vključujejo kognitivne, fiziološke, izrazne in vedenjske odzive posameznikov. V nadaljevanju predstavimo različne delitve čustev, in sicer na temeljna in kompleksna, prijetna in neprijetna ter močna in šibka. Posamezna temeljna in kompleksna čustva podrobno opišemo. Predstavimo tudi strategije uravnavanja čustev, opišemo pomen učiteljevega zavedanja, razumevanja in uravnavanja čustev v razredu ter stopnje učiteljevega profesionalnega razvoja. V empiričnem delu predstavimo potek in rezultate raziskave, v katero je bilo vključenih 84 razrednih učiteljev iz 15 slovenskih osnovnih šol. Podatki so bili pridobljeni s pomočjo anketnega vprašalnika, ki sta ga oblikovali H. Smrtnik Vitulić in S. Prosen (2016). V raziskavi nas je zanimalo, kako pogosto učitelji razrednega pouka doživljajo strah pri svojem delu v šoli in doma, katere so najpogostejše situacije, ki v učiteljih vzbudijo strah pri njihovem delu, kako pogosto uporabljajo različne strategije uravnavanja strahu pri svojem delu in ali se uporabljene strategije razlikujejo glede na stopnjo profesionalnega razvoja učiteljev. Rezultati so pokazali, da učitelji pri svojem delu v šoli večinoma niso doživljali strahu ali pa so ga doživljali malokrat, prav tako pa o strahu, ki so ga doživljali v šoli, doma večinoma niso razmišljali. Učitelji so strah pri svojem delu v šoli doživljali v različnih situacijah, ki so vključevale opravljanje poklicnih nalog, poškodbe učencev, stik s starši, lastno zdravstveno stanje ter vpliv vodstva in sodelavcev nanje. Učitelji so navedli, da pri svojem delu uporabljajo različne strategije uravnavanja strahu. Izmed petih skupin strategij uravnavanja strahu so najpogosteje uporabljali »preusmerjanje pozornosti«, nato »spremembo situacije«, »kognitivno prevrednotenje« in »izbiro situacije«, najredkeje pa so uporabili »preoblikovanje odziva«. Pri učiteljih, ki so bili na različnih stopnjah profesionalnega razvoja, se je pogostost uporabe posameznih strategij uravnavanja strahu statistično pomembno razlikovala zgolj pri strategiji »izbira situacije« (pogostejša uporaba na 3. kot na 1. in 2. stopnji ter pogostejša uporaba na 4. kot na 2. stopnji profesionalnega razvoja), pri drugih strategijah pa ne. Za učitelja je pomembno, da ustrezno prepoznava, izraža in uravnava svoja čustva (vključno s čustvom strahu), saj je njegovo ravnanje s čustvi (strahom) bistveno tudi za njegovo kakovostno delo z učenci.The master\u27s thesis deals with the emotion of fear in classroom teachers and with the strategies of fear management. In the theoretical part, we define emotions as complex compound processes that include individuals\u27 cognitive, physiological, expressive, and behavioural responses. Subsequently, we present different emotions: fundamental and complex, pleasant and unpleasant, strong and weak. We describe fundamental and complex emotions in detail. We also present emotion management strategies, explain the importance of the teacher\u27s awareness, understanding and regulation of emotions in the classroom, and the level of the teacher\u27s professional development. In the empirical part, we present the course and results of the research, which included 84 class teachers from 15 Slovenian elementary schools. We got the data by busing a survey questionnaire designed by H. Smrtnik Vitulić and S. Prosen (2016). We were interested in how often classroom teachers experience fear in their work at school and at home, what are the most common situations that cause teachers to experience fear in their work, how often they use different strategies to control their work, and whether the strategies they use vary depending on the level of professional development of teachers. The results showed that for most of the time teachers did not experience fear in their work at school, but they also did not think much about the fear they experienced there. When they did experience it, this was in a variety of situations, which included performing professional tasks, dealing with injured students, contacting parents, dealing with health issues, and when in relation with management and staff they were dealing with their influence on them. Teachers stated that they use different strategies of fear management in their work environment. Of the five groups of fear-management strategies, teachers most frequently used »shifting of attention«, then »change of situation«, »cognitive revaluation« and »selection of the situation«, while the »change of response« was most rarely used. For teachers in different stages of professional development, the frequency of using individual fear management strategies differed statistically only in the selection of situation strategy (this was used more in Phase 3 than in Phase 1 and Phase 2, and more often used in Phase 4 than in Phase 2 of professional development). For the teachers, it is necessary to identify appropriately, express and regulate emotions (including the feelings of fear), while similarly handling of emotions (fear) is also essential for quality work with students