STRESS AMONG TEACHERS OF PRIMARY EDUCATION

Namen diplomske naloge je bil ugotoviti, ali učitelji v razredu doživljajo stres, kako ga doživljajo, kako se nanj odzivajo in zakaj menijo, da je poklic učitelja stresen. Zanimale so me konkretne stresne situacije, ki so jih učitelji doživeli v razredu, in kako so se nanje odzvali. Ugotavljala sem njihovo zadovoljstvo s poklicem, ki ga opravljajo, kakšen odnos imajo s sodelavci, kako stres obvladujejo in katere strategije za odpravljanje stresa uporabljajo. V teoretičnem delu diplomske naloge so navedena teoretična izhodišča, v empiričnem delu, pa so na podlagi anketnega vprašalnika predstavljene stresne situacije v razredu, predstavljeni so odzivi učiteljev na stres, njihovo zadovoljstvo s poklicem, njihovi odnosi s sodelavci ter kako obvladujejo stresne situacije. Rezultati empirične raziskave so pridobljeni z anketnim vprašalnikom za učitelje sedmih devetletnih osnovnih šol. Pri raziskavi, v kateri je bil uporabljen anketni vprašalnik, je sodelovalo 50 učiteljev. Rezultati raziskave so pokazali, da so učitelji z delom zadovoljni in imajo s sodelavci dobre odnose. Ugotovila sem tudi, da učitelji stres najpogosteje odpravljajo s preživljanjem prostega časa v krogu družine. Kot najbolj stresna situacija se je izkazala komunikacija staršev z učiteljistarši so po mnenju učiteljev velikokrat nespoštljivi in so za neuspeh svojih otrok sposobni kriviti učitelje. Takoj za starši so se znašli problematični, neubogljivi in težko vodljivi otroci.The purpose of this diploma thesis is to discover whether the teachers experience stress in classrooms, how they experience it, how they respond to it and why they think the teaching profession is stressful. I was interested in specific stressful situations experienced by the teachers in the classrooms and how they responded to them. I was trying to establish their level of work satisfaction, the type of relationships they have with their co-workers, how they manage stress and which stress elimination strategies they use. The theoretical bases are stated in the theoretical part of the diploma thesis, whereas stressful situations in classrooms, teachers’ response to stress, their contentment with the profession, their relationships with co-workers and management of stressful situations are presented on a basis of the survey questionnaire in the empirical part. The results of the empirical research are gained with the use of the survey questionnaire made for the teachers of the 7 nine-year-programme primary schools. 50 teachers took part in the research where the survey questionnaire was used. The results show that the teachers are satisfied with their work and have good relationships with their co-workers. I have also found out that teachers eliminate stress by spending their free time within the family circle. Communication with pupil’s parents is seen as the most stressful situation, as teachers often see them as disrespectful and blame teachers for their children’s failure. Right after them we can find problematic, disobedient children who are difficult to manage