Ljudje smo vse bolj izpostavljeni stresu, tako v zasebnem kot tudi službenem okolju. Stres doživljamo različno in se nanj specifično odzivamo.
Obravnavali smo dejavnike, ki povzročajo stres pri delu učitelja. Najprej smo stres obravnavali teoretično. Opisovali smo fenomen stresa, opredelili ključne pojme, specifične stresorje, navedli teorije o stresu, opisali posledice, ki jih stres povzroča in pristope za obvladovanje stresa.
Nato smo izvedli raziskavo, v kateri smo s pomočjo ankete, ki smo jo podelili na različnih stopnjah izobraževalnega sistema (osnovna šola, srednja šola in višja strokovna šola), anketirali učitelje. Pridobljene podatke smo analizirali in med seboj primerjali.
Z raziskavo smo ugotavljali, ali učitelji doživljajo različne oblike stresa in kakšna je njegova jakost. Želeli smo izvedeti, kako se odzivajo na stresne situacije, na različnih izobraževalnih stopnjah. Ugotovili smo, da se stres po stopnjah izobraževalnega sistema bistveno ne razlikuje, vendar se pojavlja v različnih jakostih in oblikah. Stres največkrat povzroča zlasti zahtevnost dela z otroki, konfliktni odnosi s sodelavci, konfliktni odnosi z vodstvom, zahtevni odnosi s starši in zahteve po stalnem usposabljanju. Ti škodljivi vplivi stresa zmanjšujejo učiteljevo motivacijo za delo, otežujejo medsebojne odnose, povzročajo izgorevanje pri delu, vendar po analizi sodeč ne vplivajo toliko na samo ustvarjalnost pri delu in ne povzročajo večje odsotnosti z dela. Učitelji se v vedno večji meri zavedajo stresa in vpliva le-tega na njihovo delo, zato se poslužujejo raznih tehnik oz. osebnih tehnik za zmanjšanje vpliva stresa na delovnem in osebnem področju. Iz pridobljenih podatkov smo ugotovili tudi, da institucije o ozaveščanju zaposlenih o stresu na delovnem mestu in obvladovanju le-tega ne poskrbijo dovolj.
Stres v izobraževalnem procesu je postal stalni učiteljev spremljevalec.People are exposed to stress in private and formal environment. We experience stress differently and respond to it specifically.
We discussed the factors caused by stress at teacher’s work. First we discussed stress theoretically. We have presented the phenomenon of stress, specific stressors and the theories of stress. We have also identified key concepts of stressdescribed the consequences that are caused by stress and approaches to stress management.
Afterwards we conducted a research at different stages of the educational system by interviewing the teachers. The acquired data of the interviews were analysed and compared with each other.
With this research we have stated whether the teachers are experiencing different forms of stress and what is the strength of the stress. We also wanted to know about their reactions in stressful situations at different stages of the educational system. We have stated that stress is not significantly different at educational system stages, but it is occurring in different strengths and forms. The complexity of working with children, conflict relations with colleagues, conflict relations with the management, complex relationships with parents and requirements of continuous training are mostly the cause of stress. These harmful effects of stress reduce teacher’s motivation causing difficult relations and burning out, but the analysis shows that these harmful effects do not have too much affect on the creativity at work and do not cause absence from work. Teachers are aware of stress and its impact on work and personality and that is why they are using different techniques or personal techniques to reduce the impact of stress at work and at personal level. From the obtained data we have concluded that institutions do not do enough to inform teachers of stress at work and how to manage it.
Stress has become the permanent teacher’s companion in the educational processes
