Neke odrednice samoefikasnosti odgojitelja za pružanje podrške djeci predškolske dobi nakon traumatskih događaja

master's thesis

• Title (english): Some determinants of educators' self-efficacy in providing support to preschool children after traumatic events
• Author: Valeria Križanović
• Mentor: Ema Petričević (mentor)
• Committee member: Daria Rovan (predsjednik povjerenstva)
• Committee member: Diana Olčar (član povjerenstva)
• Committee member: Ema Petričević (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2021-09-24, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Early Childhood and Preschool Pedagogy

Abstract

Traumatski događaj se odnosi na težak, ugrožavajući događaj koji se pojavljuje nenadano te predstavlja neugodno iskustvo koje može pogoditi i djecu, i mlade i odrasle. Djeca su ranjiva skupina kojoj je potrebna podrška kada se suoče s nekakvom traumatskom situacijom (primjerice gubitak bliskih osoba, zlostavljanje, razorni potres...). Ponekad dijete doživljava traumu unutar svoga doma, stoga jedino sigurno mjesto za njega može predstavljati dječji vrtić. Odgojitelji djetetu tada trebaju biti podrška i oslonac. Zato je važna samoefikasnost odgojitelja, koja podrazumijeva vjeru u vlastite sposobnosti, kako bi odgojitelj pružio podršku djetetu koje je doživjelo traumu. Samoefikasnost ima brojne pozitivne ishode, stoga je cilj ovoga rada bio ispitati neke individualne i okolinske odrednice samoefikasnosti odgojitelja za pružanje podrške djeci predškolske dobi nakon traumatskih događaja poput suosjećanja, znanja o traumi i zadovoljstva s radom u dječjem vrtiću. Istraživanje je provedeno putem online upitnika na području Republike Hrvatske na uzorku od 203 odgojitelja tijekom lipnja i srpnja 2021. godine. Primijenjeni su upitnici samoprocjene za procjenu suosjećanja, znanja o traumi, zadovoljstva radom u vrtiću te samoefikasnosti za rad s djecom nakon traumatskih događaja. Rezultati istraživanja u kojem je primijenjena hijerarhijska regresijska analiza pokazali su da su suosjećanje i znanje o traumi pozitivni prediktori samoefikasnosti odgojitelja za rad s djecom nakon traumatskih događaja dok se zadovoljstvo radom u dječjem vrtiću nije pokazalo značajnim prediktorom samoefikasnosti odgojitelja za rad s djecom nakon traumatskih iskustava. Znanje o traumi pokazalo se jedinim značajnim prediktorom uvjerenja o samoefikasnosti za rad s djecom nakon traumatskih događaja kada su u model bile uključene i varijable suosjećanja i zadovoljstva na poslu.

Abstract (english)

A traumatic event refers to a difficult, threatening event that occurs suddenly and is an unpleasant experience that can befall children, youngsters, and adults. Children are a vulnerable group that needs support when they face a traumatic situation (for example, the loss of loved ones, abuse, a devastating earthquake...). Sometimes a child experiences trauma inside their home, so the only safe place for him can be kindergarten. Then preschool teachers should be supportive to the child. That is why the self-efficacy of the preschool teachers is important, which implies faith in one's own abilities, in order for the preshool teacher to provide support to the child who has experienced trauma. Self-efficacy has a number of positive outcomes, so the aim of this paper was to examine some individual and environmental determinants of preschool teachers' self-efficacy in providing support to preschool children after traumatic events such as compassion, knowledge of trauma, and satisfaction with working in kindergarten. The research was conducted through an online questionnaire in the Republic of Croatia on a sample of 203 preschool teachers during june and july 2021. Self-reported scales for assessing compassion, knowledge about trauma, satisfaction with work in kindergarten and self-efficacy for working with children after traumatic events were applied. The results of the research in which hierarchical regression analysis was applied showed that compassion and knowledge about trauma are positive predictors of preschool teachers' self-efficacy for working with children after traumatic events, while job satisfaction was not a significant predictor of preschool teachers' self-efficacy for working with children after traumatic experiences. Knowledge of trauma proved to be the only significant predictor of self-efficacy beliefs for working with children after traumatic events when variables of compassion and job satisfaction were included in the model.

• Keywords: trauma; samoefikasnost; djeca predškolske dobi; odgojitelji
• Keywords (english): trauma; self-efficacy; preschool children; preschool teachers
• Language: croatian
• URN:NBN: urn:nbn:hr:147:967421
• Study programme: Title: Graduate University Study of Early and Preschool Education; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra ranog i predškolskog odgoja i obrazovanja (magistar/magistra ranog i predškolskog odgoja i obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2022-07-07 12:31:40