Izvorni znanstveni članak
https://doi.org/10.21857/yrvgqt3vv9
Predictors of secondary school teachers’ stress
Tomislav Cerinski
orcid.org/0000-0001-5253-2963
; Osnovna škola Ljudevita Gaja Zaprešić, Zaprešić, Hrvatska
Dubravka Miljković
orcid.org/0000-0002-1616-0792
; Učiteljski fakultet Sveučilišta u Zagrebu, Zagreb, Hrvatska
Sažetak
To begin with, it is necessary to explain what stress is and how it arises. Stress is a term used to connect the relationship between an individual and his environment, as well as an assessment of the successful resolution of many demands, the resolution of which exceeds our capabilities. This means that stress arises at the moment when the demands from our environment are so great that we cannot successfully face them and solve them. In this research, the authors studied stress and predictors of teacher stress in secondary schools in the Republic of Croatia. Vocational schools and grammar schools mostly employ teachers who have completed similar or the same studies, i.e. their input variables are similar, so the research wanted to examine whether there are similarities and/or differences between them after they are employed in the education system. The following instruments were used: Scale for measuring the sources of teacher stress, Psychological Flourishing Scale, Oldenburg Burnout Questionnaire, Teacher Job Satisfaction Scale, Teacher Self-Efficacy Scale and Modified Work Orientation Questionnaire. The research results (N = 515) indicate that teachers in vocational schools experience a higher level of stress due to inappropriate student behavior, while teachers in grammar schools feel more exhausted due to the demands of their work. Possible explanations of the obtained differences were the subject of discussion in this paper, and guidelines and recommendations were given in order to reduce the level of experienced teacher stress.
Ključne riječi
grammar school; teacher; stress, high school; vocational school
Hrčak ID:
313762
URI
Datum izdavanja:
22.1.2024.
Posjeta: 270 *