Vključevanje staršev v vzgojno-izobraževalni proces kot potencialni dejavnik učiteljevega doživljanja stresa pri delu
Ključne besede:
učitelji, starši, stres, zadovoljstvo pri delu, socialno-čustvene kompetence, odnosna kompetentnost
Povzetek
Sodelovanje s starši lahko za učiteljice in učitelje predstavlja pomemben dejavnik doživljanja stresa pri delu. V raziskavi je sodelovalo 248 slovenskih osnovnošolskih učiteljic in učiteljev, ki so izpolnili anketni vprašalnik, sestavljen iz lestvic zaznanega stresa in zadovoljstva na delovnem mestu ter vprašalnika o sodelovanju s starši. Rezultati so pokazali, da so učiteljice in učitelji s svojim delom zadovoljni, povezujejo pa ga z visoko mero doživljanja stresa. Med različnimi oblikami sodelovanja s starši so se kot najbolj stresne izkazale prisotnost staršev med vzgojno-izobraževalnim procesom, roditeljski sestanki in govorilne ure. Največ stresa učitelji doživljajo ob starševskem nadzoru in poseganju v vzgojno-izobraževalno delo.
Prenosi
Podatki o prenosih še niso na voljo.
Literatura
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Ule, M. (2015). Vloga staršev v izobraževalnih potekih otrok v Sloveniji. Sodobna pedagogika, 66(1), 30–45.
Capone, V., in Petrillo, G. (2020). Mental health in teachers: Relationships with job satisfaction, efficacy beliefs, burnout and depression. Current Psychology, 39, 1757–1766.
Christenson, S. L., in Sheridan, S. M. (2001). Schools and families: Creating essential connections for learning. New York: Guilford Press
Cohen, S., Kamark, T., in Mermelstein, R. (1983). A global measure of percieved stress. Journal of Health and Social Behavior, 24, 385–396.
Durlak, J. A. (2015). Handbook of social and emotional learning. New York: The Guilford
Press.
Granziera, H., in Perera, H. N. (2019). Relations among teachers’ self-efficacy beliefs, engagement, and work satisfaction: A social cognitive view. Contemporary Educational Psychology, 58, 75–84.
Hakanen, J. J., Bakker, A. B., in Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495–513
Hall, N., in Quinn, R. J. (2014). Parental Involvement at the High School Level. Journal of Ethnic and Cultural Studies, 1(1), 13–21.
Henderson, A. T., in Mapp, K. L. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Austin, Texas: National Center for Family & Community Connections with Schools.
Intihar, D., in Kepec, M. (2002). Partnerstvo med šolo in domom. Ljubljana: Zavod Republike Slovenije za šolstvo.
Jensen, E., Skibsted, E. B., in Christensen, M. V. (2015). Educating teachers focusing on the development of reflective and relational competences. Educational Research for Policy and Practice, 14, 201–212.
Jerman, J. (2005). Stres pri strokovnih delavcih v vzgojnoizobraževalnih in prevzgojnih zavodih. Socialna pedagogika, 9(4), 469–497.
Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40(3), 237–269.
Juul, J., in Jensen, H. (2017). Relational competence: Towards a new culture of education. Mathias Voelchert GmbH Verlag.
Kalin, J., Resman, M., Šteh, B., Mrvar, P., Govekar-Okoliš, M., in Mažgon, J. (2009). Izzivi in smernice kakovostnega sodelovanja med šolo in starši. Ljubljana: Znanstvena založba Filozofske fakultete.
Kyriacou, C. (1987). Teacher stress and burnout: an international review. Educational Research, 29, 146–152.
Kyriacou, C. (2000). Stress-busting for Teachers. Cheltenham: Stanley Thornes.
Landers, E., Servilio, K. L., Alter, P., in Haydon, T. (2011). Defining disrespect: A rural teachers' perspective. Rural Special Education Quarterly, 30(2), 13–18.
Lazarus, R. S., in Folkman, S. (1984). Stress, appraisal, and coping. New York, NY: Springer.
Le Cornu, R. (2013). Building early career teacher resilience: The role of relationships. Australian Journal of Teacher Education, 38(4), 1–16.
Leenders, H., De Jong, J., Monfrance, M., in Haelermans, C. (2019). Building strong parent–teacher relationships in primary education: The challenge of two-way communication. Cambridge Journal of Education, 49(4), 519–533.
Lepičnik Vodopivec, J. (2012). Teorija in praksa sodelovanja s starši: priročnik. Ljubljana: Pedagoška fakulteta.
López, G. R., Scribner, J. D., in Mahitivanichcha, K. (2001). Redefining parental involvement: Lessons from high-performing migrant-impacted schools. American Educational Research Journal, 38(2), 253–288.
Maslach, C., Schaufeli, W. B., in Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397–422.
McDermott, D. (2008). Developing caring relationships among families, children, schools, and communities. Thousand Oaks, California: Sage Publications.
Miretzky, D. (2004). The communication requirements of democratic schools: Parent-teacher perspectives on their relationships. Teachers College Record, 106(4), 814–851.
Papatraianou, L. H., in Le Cornu, R. (2014). Problematizing the role of personal and professional relationships in early career teacher resilience. Australian Journal of Teacher Education, 39(1), 100–116.
Pillen, M., Beijaard, D., in Den Brok, P. (2013). Professional identity tensions of beginning teachers. Teachers and Teaching, 19(6), 660–678.
Pomerantz, E. M., Moorman, E. A., in Litwack, S. D. (2007). The how, whom, and why of parents’ involvement in children’s academic lives: more is not always better. Review of Educational Research, 77(3), 373–410.
Slivar, B. (2011). Poklicni stres pri učiteljih. Vzgoja in izobraževanje, 42(4), 8–18.
Slivar, B. (2013). Na poti k dobremu počutju: obvladovanje stresa v šoli – teoretični vidik: knjiga za ravnatelje in učitelje o obvladovanju stresa na ravni šole in na ravni posameznika. Ljubljana: Zavod RS za šolstvo.
Topchyan, R., in Woehler, C. (2021). Do teacher status, gender, and years of teaching experience impact job satisfaction and work engagement? Education and Urban Society, 53(2), 119–145.
Ule, M. (2015). Vloga staršev v izobraževalnih potekih otrok v Sloveniji. Sodobna pedagogika, 66(1), 30–45.
Objavljeno
2023-09-14
Kako citirati
Tekavc J., & Vončina T. (2023). Vključevanje staršev v vzgojno-izobraževalni proces kot potencialni dejavnik učiteljevega doživljanja stresa pri delu. Revija Za Elementarno izobraževanje, 16(3), 339-355. https://doi.org/10.18690/rei.16.3.3089
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Copyright (c) 2023 Janja Tekavc, Teja Vončina
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