PRIMARY SCHOOL TEACHERS\u27 STRESS MANAGEMENT

Osnovni namen diplomske naloge je bil ugotoviti razlike v stopnji doživljanja stresa pri učiteljih glede na poučevanju v mestu ali na podeželju, na razredni ali predmetni stopnji. Prav tako nas je zanimala povezanost doživljanja stresa z leti delovne dobe, številom učencev v razredu in številom učencev s posebnimi potrebami v razredu. Poleg tega smo ugotavljali tudi, kaj učiteljem povzroča največji stres, kako ga občutijo in kako se z njim spopadajo. Diplomsko delo je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem delu smo opredelili termin stres, predvsem v povezavi z učiteljskim poklicem. Opisali smo tudi nekatere že narejene raziskave na to temo. V empiričnem delu pa smo raziskovali, kateri stresorji bolj vplivajo na osnovnošolske učitelje, kako ga občutijo in kako se z njim soočajo. V namen raziskave je bil oblikovan anketni vprašalnik. Vzorec je zajemal 130 osnovnošolskih učiteljev z območja celotne Slovenije, od tega 119 žensk in 11 moških. Rezultati raziskave so pokazali: da daljša delovna doba, v nasprotju s pričakovanji, učiteljem ne povzroča višje stopnje doživljanja stresada v povprečju učitelji mestnih šol doživljajo večji stres kot učitelji podeželskih šolda učitelji predmetne stopnje doživljanje stresa ocenjujejo enako kot učitelji razredne stopnjeda številčno večje razrede anketirani učitelji doživljajo stresnejše od manjštevilčnejšihda je stopnja stresa pri učiteljih povezana s številom otrok s posebnimi potrebami v razredu. Glede na ugotovitve bi bilo v osnovne šole smiselno uvesti več avtonomnosti za učitelje, saj bi s tem imeli večjo avtoriteto in višjo samozavest, tako da bi se lahko s stresnimi situacijami učinkoviteje spopadali.The aim of my research was to determine to what degree do the teachers working in the city experience stress in comparison to those teaching in the countryside, in primary school or in the upper level of primary school. Furthermore, I wanted to determine the correlation between stress and years of service, the number of the pupils in the classroom and the number of children with special needs within one classroom. I identified the major stress factors for teachers, and how the teachers feel and cope with stress. The diploma work consists of theoretical and empirical part. In the theoretical part, I defined stress, especially in connection to the teaching profession. I described the theme-related researches that had already been made in the past. In the empirical part I focused on the stress factors that have the greatest impact on the primary school teachers, how the teachers experience them and cope with them. For the purposes of my research, I conducted a survey. I included 130 primary school teachers from the whole country, namely 119 women and 11 men. Contrary to my expectations, the results showed that longer years of service do not cause higher degree of stress for teachers. However, the survey did reveal that, on average, the teachers in the city do experience greater stress than the countryside teacherson average, the teachers teaching in upper level of primary school experience the same level of stress as the teachers in lower level of primary schoolthe classes with more pupils produce more stress for the teachers than small classesthe degree of stress for teachers is related to the number of children with special needs within a class. Considering all the findings in my research, I find it reasonable to suggest introducing more autonomy for the teachers, which would provide bigger authoritativeness and higher self-esteem of the teachers, enabling them to cope with stress in a more efficient way