master's thesis
The role of workloadand job satisfaction at explaning teachers' emotions

Sara Glavan (2016)
Sveučilište u Zadru
Odjel za psihologiju
Metadata
TitleUloga radnog opterećenja i zadovoljstva poslom u objašnjenju emocija učitelja
AuthorSara Glavan
Mentor(s)Irena Burić (thesis advisor)
Abstract
Poučavanje je kompleksan zadatak, a posao učitelja je uglavnom percipiran kao primarno racionalna kognitivna aktivnost, dok je njegova emocionalna komponenta donedavno bila zanemarivana. Nisu samo učenici ti s kojima se učitelji susreću u svom radu. Tu su još i ostale kolege, roditelji učenika, zaposlenici u administraciji i rukovodstvo škole. Sve od navedenog utječe na doživljavanje emocija učitelja i njihovo zadovoljstvo poslom, baš kao i dužina radnog staža u obrazovanju i količina radnog opterećenja. Stoga je cilj istraživanja bio ispitati zasebne doprinose radnog opterećenja (izraženog kao broj razrednih odjeljenja i razredništvo) te zadovoljstva pojedinim aspektima posla učitelja (visina plaće, društveni status, mogućnost napredovanja, dostupnost stručnog usavršavanja, stručna podrška, podrška ravnatelja, podrška kolega, odnos učenika prema učiteljima, odnos roditelja prema učiteljima) u objašnjenju učiteljskih emocija radosti, ljutnje, beznađa i razočaranosti. Istraživanje je provedeno na učiteljima predmetne nastave od 5.-8. razreda koji su zaposleni u različitim osnovnim školama diljem Hrvatske. Ukupno je sudjelovalo 505 sudionika, od toga 388 učiteljica i 101 učitelj (16 sudionika nije navelo spol) u dobi između 24 i 65 godina (M=41.4). Korelacijska matrica upućuje na to da učitelji koji su zadovoljniji pojedinim aspektima svog posla doživljavaju manje ljutnje, beznađa i razočaranosti, a više radosti u odnosu prema svom poslu i svojoj profesionalnoj ulozi. Rezultati hijerarhijske regresijske analize upućuju na to da da su oni učitelji koji su bili više radno opterećeni izvještavali da doživljavaju više razočaranosti dok su, oni zadovoljniji pojedinim aspektima posla izvještavali da doživljavaju više radosti i manje beznađa. Nadalje, učitelji s dužim radnim stažem su izvještavali da doživljavaju više ljutnje, a učiteljice su općenito izvještavale da doživljavaju veći intenzitet i ugodnih i neugodnih emocija.
Keywordsteachers workload emotions job satisfaction
Parallel title (English)The role of workloadand job satisfaction at explaning teachers' emotions
Committee MembersAna Slišković (committee chairperson)
Irena Burić (committee member)
Andrea Tokić (committee member)
GranterSveučilište u Zadru
Lower level organizational unitsOdjel za psihologiju
PlaceZadar
StateCroatia
Scientific field, discipline, subdisciplineSOCIAL SCIENCES
Psychology
School Psychology and the Psychology of Education
Study programme typeuniversity
Study levelgraduate
Study programmePsychology
Academic title abbreviationmag. psych.
Genremaster's thesis
Language Croatian
Defense date2016-09-30
Parallel abstract (English)
Teaching is a complex task and the role of the teachers is generally perceived as primarily rational cognitive activity, while its emotional component has been neglected in the past. Students are not the only ones whom teachers encounter in their work. There are also other colleagues, students’ parents, administration and school management. All of the above affects emotional experience of teachers and their job satisfaction, as well as length of service in education and amount of workload. Therefore, the aim of the research was to examine personal contributions of workload (expressed as the number of classes and class teacher role) and the satisfaction of certain aspects of the work of teachers (salary, social status, opportunity for advancement, availability of professional training, technical support, support of school director, support of colleagues, students towards teachers relationship, parents towards teachers relationship) in the explanation of teachers’ emotions of joy, anger, hopelessness and disappointment. The study sample consisted of 505 subject teachers - 101 male and 388 female (16 participants did not indicate their gender), aged 24 to 65 (M=41.4). They were all recruited from Croatian primary schools (5th-8th grade). The correlations indicate that teachers who are more satisfied with certain aspects of their job experience less anger, hopelessness and disappointment, and feel more joy in relation to their work and professional role. Results of hierarchical regression analyisis indicate that the teachers with greater wokload reported that they experienced more disappointment, while the teachers who are satisfied with certain aspects of their job reported to experience more joy and less hopelessnes. In addition, teachers with longer job tenure reported to experience more anger, and the female teachers generally reported to have greater intensity of both pleasant and unpleasant emotions.
Parallel keywords (Croatian)učitelji zadovoljstvo poslom radno opterećenje emocije
Resource typetext
Access conditionOpen access
Terms of usehttp://rightsstatements.org/vocab/InC/1.0/
URN:NBNhttps://urn.nsk.hr/urn:nbn:hr:162:345242
CommitterGorica Lovrić