HOW CAN A TEACHER CONTAIN NEGATIVE FEELINGS IN THE CLASSROOM?

Osrednji problem diplomske naloge je bil ugotoviti vzroke za nastanek negativnih čustev pri učiteljih v razredu ter načine za njihovo obvladovanje. Glede na to, da dandanes veliko slišimo o tem, kakšen naj bi bil dober učitelj, sem raziskala, v kolikšni meri se učitelji strinjajo in po lastni presoji ustrezajo mitom o dobrem učitelju. Pretirano oklepanje mitov o idealnem učitelju namreč vodi v učiteljeva prevelika pričakovanja in odgovornost, kar posledično lahko vodi do izgorelosti ter nastanka negativnih čustvenih stanj brez posredovanja učencev. V teoretičnem delu naloge sem zato opredelila, kaj so pravzaprav čustva, kaj je njihova funkcija, kako jih izražamo in uravnavamo. Raziskala sem tudi vloge učitelja znotraj razreda, opredelila njegovo emocionalno delo in posledice morebitnih prevelikih pričakovanj in odgovornosti v razredu. V empiričnem delu naloge sem na vzorcu 137 osnovnošolskih učiteljev raziskovala njihovo srečevanje in spoprijemanje z negativnimi čustvi, iskala vzroke za njihov nastanek ter poskušala najti rešitev, ki bi učiteljem pomagala pri lažjem obvladovanju negativnih čustev v razredu. Na osnovi dobljenih empiričnih podatkov je bilo ugotovljeno, da v povprečju vsi učitelji v takšni ali drugačni meri doživljajo negativna čustva v razredu. Nekateri se s svojimi negativnimi čustvi spoprimejo lažje, večini pa to povzroča problem. Učitelji pri iskanju vzrokov za negativna čustva pogosto izhajajo iz učenca, medtem ko morda ravno zaradi prevelikih pričakovanj od samega sebe neposredno povzročajo ta čustva sami.The main problem of this diploma thesis was to identify the grounds for the emergence of teachers’ negative emotions in classrooms, and to find out the methods for coping with them. Nowadays, there has often been heard about characteristics of a good teacher. According to this, I decided to find out to what extent teachers agree with and in their own opinion meet standards of a good teacher. An excessive holding on to the myths about the ideal teacher leads to the teacher\u27s great expectations and responsibility, which can consequently lead to burnout and the emergence of negative emotional states without learners\u27 intervention. In the theoretical part of this thesis, I therefore defined emotions and their functionhow they are expressed and regulated. I have also investigated the teacher\u27s roles within a classroom, defined their emotional work and the consequences of potential great expectations and responsibilities in the classroom. The empirical part of this diploma thesis, based on the sample of 137 primary school teachers, deals with the teachers\u27 facing and coping with negative emotions, discovering the grounds for their emergence, and searching for the solution that could help teachers control negative emotions in the classroom more easily. Based on the empirical data obtained, it was found out that averagely all teachers come across negative emotions in the classroom in a certain extent. Some of them have no problems in coping with their negative emotions, while most of them consider these emotions a huge problem. Teachers often think the reason for such emotions originates in learners, however these emotions are very likely to be caused by teachers’ great expectations from themselves