Sindrom sagorijevanja u odgojiteljskog profesiji

undergraduate thesis

• Author: Antonija Halavuk
• Mentor: Biserka Petrović - Sočo (mentor); MBZ: 196035
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2016-08-30, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Psychology; Psychology of Work

Abstract

Zbog sve veće potrebe za institucionaliziranim oblikom ranog i predškolskog odgoja
i obrazovanja, kvaliteta ustanova postaje imperativ. Odgoj i obrazovanje, unutar
ustanova ranog i predškolskog odgoja i obrazovanja ne može dostići određenu
kvalitetu bez socio-pedagoške dimenzije ustanove. Socio-pedagošku dimenziju
ustanove kreira cjelokupno ozračje ustanove za čije je tijek odgovoran odgojitelj.
Kvaliteta ustanove ranog i predškolskog odgoja i obrazovanja ovisi o profesionalnom
razvoju, kompetencijama i stilu ponašanja (pozitivnih i negativnih) odgojitelja. Kako
bi odgojitelj mogao nastaviti tijek profesionalnog razvoja te pritom održa ti kvalitetu
unutar ustanove ranog i predškolskog odgoja i obrazovanja on mora negativna
ponašanja na vrijeme prepoznati te ih shvatiti ozbiljno. Negativna ponašanja i stres
mogu dovesti do sindroma kojeg valja shvatiti krajnje ozbiljno. Sindrom
sagorijevanja u odgojiteljskoj profesiji očituje se kroz tri dimenzije u kojima se
odgojitelj osjeća emocionalno iscrpljeno, depersonalizirano te ima smanjen osjećaj
osobnog postignuća. Navedeno vodi ponašanjima u kojima odgojitelj postaje štetan i
za sebe i za djecu u ustanovi ranog i predškolskog odgoja i obrazovanja. Kako bi se
spriječili uzroci i posljedice sindroma sagorijevanja odgojitelja važna je rana
intervencija i prevencija.
U svrhu navedenog provedeno je online istraživanje u kojem je sudjelovalo 456
odgojitelja ranog i predškolskog odgoja i obrazovanja iz cijele Hrvatske.
Istraživanjem se željelo utvrditi kako dob, staž i razina obrazovanj a utječu na
pojavu/jačinu sindroma sagorijevanja kod odgojitelja te postoje li indikatori stupnja
sagorijevanja odgojitelja u ranom i predškolskom odgoju i obrazovanju u Republici
Hrvatskoj. U istraživanju je korištena Skala profesionalnog sagorijevanja (MBI-NLES, Schaufeli, Daamen i Van Mierlo, 1994., razvijena prema MBI – ES, Maslach i
Jackson, 1986.). Analizirani rezultati pokazuju da su osobne karakteristike pojedinca
(biografske značajke) i njihova procjena povezane sa sva tri aspekta profesionalnog
sagorijevanja: emocionalna iscrpljenost, depersonalizacija i osobno postignuće .

Abstract (english)

Institutionalization of early childhood educ ation has increased the importance of
quality issues. Education and care in the kindergarten cannot be achieved without
social education in the institution. Social dimension of the institution creates the
overall atmosphere of the institution. All of these are preschool teachers’
responsibilities. The quality of the kindergarten depends on teachers' professional
development, competence and behavioural style (positive and negative). Preschool
teachers have the obligation of continuous professional developmen t. In order to
achieve quality within the institution it is presumed that teachers need to recognize
and understand their negative behaviour. Negative behaviour and stress can lead to a
burnout syndrome which should be taken very seriously. Burnout syndrome appears
in three dimensions in which the preschool teacher feels emotionally exhausted,
depersonalized and has a reduced sense of personal accomplishment. These
dimensions lead to behaviours that are harmful for the wellbeing of the preschool
teacher and children. With early intervention and prevention, the causes of burnout
syndrome can be avoided.
Empirical research was conducted on 456 preschool teachers from all over the
country of Croatia. The aim of the research was to determine how age, years of
service and level of education affect the occurrence/intensity of burnout syndrome
and whether there are indicators of the degree of burnout that may appear with
Croatian preschool teachers. In this study we used a scale for measuring burnout
(MBI-NL-ES, Schaufeli, Daamen and Van Mierlo, in 1994, developed according to
MBI - ES, Maslach and Jackson, 1986). The analyzed results showed that the
personal characteristics of the individual (biographical features) and their assessment
may cause burnout that can be observed in the three dimensions of burnout:
emotional exhaustion, depersonalization and personal accomplishment.

• Keywords: odgojitelj; sindrom sagorijevanja; emocionalna iscrpljenost; depersonalizacija; osjećaj osobnog postignuća
• Keywords (english): educator; burnout syndrome; emotional exhaustion; depersonalization; feeling of personal achievement
• Language: croatian
• URN:NBN: urn:nbn:hr:147:186148
• Study programme: Title: Undergraduate University Study of Early and Preschool Education; Study programme type: university; Study level: undergraduate; Academic / professional title: sveučilišni/a prvostupnik/prvostupnica (baccalaureus/baccalaurea) ranog i predškolskog odgoja i obrazovanja (sveučilišni/a prvostupnik/prvostupnica (baccalaureus/baccalaurea) ranog i predškolskog odgoja i obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2016-11-24 12:48:52