| Abstract | Emocionalna regulacija, kao sposobnost upravljanja i kontroliranja vlastitih emocionalnih stanja, omogućuje pojedincu bolje upravljanje stresom te smanjuje rizik od profesionalnog sagorijevanja. Razvijanje i primjena strategija emocionalne regulacije može značajno poboljšati kvalitetu života i profesionalnu efikasnost odgojitelja. S obzirom na navedeno, cilj provedenog istraživanja bio je ispitati povezanost strategija emocionalne regulacije s doživljajem stresa i profesionalnog sagorijevanja kod odgojitelja. Dodatno, provjerene su i razlike u doživljaju stresa i profesionalnog sagorijevanja s obzirom na veličinu mjesta stanovanja kao i povezanost istaknutih varijabli s duljinom radnog staža. Istraživanje je provedeno online metodom primjene upitnika, u kojem je sudjelovao 201 odgojitelj, dječjih vrtića RH. Od ukupnog broja 99.5 % ispitanika je ženskoga roda, od čega je 57% ispitanika srednje životne dobi ( raspona dobi od 31-50 godina). U svrhu procjene doživljaja stresa koristila se Skala procjene stresnosti posla odgojitelja (Živičić-Bećirović i Smojver-Ažić, 2005). Kako bi se ispitale strategije emocionalne regulacije korišten je upitnik emocionalne regulacije- ERQ ( Gračanin i Kardum, 2020. ). Skala profesionalnog sagorijevanja MBI-ES (Maslach i Jackson, 1986; adaptirana od Domović i sur. 2010; te prilagođena za odgojitelje od Halavuk, 2016) upotrijebljena je u svrhu ispitivanja profesionalnog sagorijevanja. Nije utvrđena razlika u doživljaju stresa, kao niti u profesionalnom sagorijevanju među odgojiteljima koji žive u manjim odnosno većim mjestima (ispod i iznad 10 000 stanovnika). Utvrđena je značajna negativna korelacija između duljine radnog staža i doživljaja stresa u svim ispitivanim aspektima posla odgojitelja, te značajna negativna korelacija između duljine radnog staža i emocionalne iscrpljenosti i depresonalizacije. Utvrđena je značajna pozitivna povezanost strategije ponovne kognitivne procjene i osobnog postignuća, te doživljaja stresa u svim procjenjivanim aspektima posla odgojitelja. Nadalje, utvrđena je značajna pozitivna povezanost strategije emocionalne supresije i emocionalne iscrpljenosti i depersonalizacije, te doživljaja stresa u svim procjenjivanim aspektima posla odgojitelja. Navedeni rezultati mogu se iskoristiti pri osmišljavanju programa kojima je cilj prevencija stresa, usvajanje učinkovitijih strategija suočavanja sa stresom te razvijanje vještina kojima će pojedinac osnažiti svoje mentalno zdravlje u svrhu zaštite od stresnih situacija. |
| Abstract (english) | Emotional regulation, as the ability to manage and control one's emotional states, allows individuals to better manage stress and reduce the risk of professional burnout. Developing and applying emotional regulation strategies can significantly improve the quality of life and professional efficiency of preschool teachers. The aim this study was to examine the relationship between emotional regulation strategies, the experience of stress, and professional burnout among preschool teachers. Additionally, it sought to explore whether there are differences in the experience of stress and professional burnout considering the size of the place of residence as well as correlations of these variables with the length of work experience. The research was conducted by distributing online questionnaire, involving 201 preschool teachers from Croatian kindergartens. Of the total number, 99.5% of the respondents were female, 57% of them was middle aged (between 31 and 50 years). For the purpose of assessing the experience of stress, the Preschool Teacher Stress Assessment Scale (Živčić-Bećirević & Smojver-Ažić, 2005) was used. To examine emotional regulation strategies, the Emotional Regulation Questionnaire-ERQ (Gračanin & Kardum, 2020) was applied. The MBI-ES Professional Burnout Scale (Maslach & Jackson, 1986; adapted by Domović et al., 2010; adjusted for preeschool teachers by Halavuk, 2016) was used for assessing professional burnout. No difference was found in the experience of stress, nor in professional burnout among preschool teachers living in smaller or larger towns (below and above 10,000 inhabitants). A significant negative correlation was found between the length of work experience and perceived stress in all assessed aspects of the preschool teacher's job, as well as a significant negative correlation between the length of work experience and emotional exhaustion and depersonalization. A significant positive relationship was found between cognitive reappraisal and personal (professional) achievement, and the experience of stress in all examined aspects of the preschool teacher's job. Furthermore, a significant positive correlation was found between emotional suppression and emotional exhaustion and depersonalization, but also a significant positive correlation between emotional suppression and stress perception in all examined aspects of the preschool teacher's job.These findings suggest that by considering stress perception, the use of effective stress coping strategies, and the development of skills to strengthen mental health, individuals can protect themselves from stressful situations. |
