Stress and Emotions in School – Perception of Employees and Ways of Recovering in Function of Psychological Flourishing

Cilj istraživanja jest ispitati razlike u percepciji doživljenog stresa, načinima oporavka od stresa različitih grupa zaposlenika u školama, psihološkog procvata, zadovoljstva životom, pozitivnih i negativnih emocija s obzirom na vrstu zaposlenja i radni staž. Drugi cilj istraživanja hijerarhijskom je regresijskom analizom ispitati doprinos spola, radnoga staža, zadovoljstva životom, emocija, doživljenog stresa i načina oporavka od stresa objašnjenju psihološkog procvata zaposlenika. Korištena je skala doživljenog stresa, skala zadovoljstva životom, PANAS skala, skala oporavka od doživljenog stresa i skala psihološkog procvata. Istraživanje je provedeno u petnaest osnovnih škola na ukupno 190 sudionika (166 žena i 24 muškarca). Među učiteljima i tehničkim osobljem razlike su utvrđene u psihološkom procvatu koji je viši kod učitelja, dok u razini zadovoljstva životom, pozitivnim i negativnom emocijama, doživljenom stresu i načinima oporavka od stresa razlike nisu utvrđene. Razlike s obzirom na radni staž u školi utvrđene su u psihološkom procvatu, zadovoljstvu životom i pozitivnim emocijama koji su viši kod ispitanika s manje radnoga staža u školi. Rezultati hijerarhijske regresijske analize ukazuju da se najveći dio psihološkog procvata učitelja može pojasniti pomoću zadovoljstva životom i pozitivnih emocija, dok se za tehničko osoblje pojašnjava pomoću zadovoljstva životom, doživljenog stresa, pozitivnih i negativnih emocija.The goal of the study was to question the differences among school employees, depending on their position at school and length of service, according to the way of recovering from stress, stress perception, in the function of psychological flourishing, life satisfaction and positive and negative emotions.. Second goal of the study was to examine the contribution of gender, work experience, life satisfaction, emotions, stress perception and ways of recovering from stress to the explanation of the psychological prosperity of employees by hierarchical regression analysis. Perceived Stress Scale, Life Satisfaction Scale, Flourishing Scale, PANAS scale and Recovery Experience Questionnaire were used. The study was done in 15 primary schools, it included 190 participants, 166 women and 24 men. Among teachers and non teaching staff there seem to be differences regarding psychological flourishing which in a greater degree is perceived by teachers, however, in respect of life satisfaction, positive and negative emotions, stress perception and the ways of recovering from stress there seem to be no significant differences. There seem to be differences concerning length of service in respect of psychological flourishing, life satisfaction and positive emotions, which are mostly perceived by younger study participants. The results of hierarchical regression analysis indicate that the greatest part of psychological flourishing of teachers can be explained by life satisfaction and positive emotions, while on the other hand with non teaching staff it can be explained by perceived stress, live satisfaction, positive and negative emotions