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Zaznane značilnosti delovnega mesta in čustveno delo kot dejavniki delovne zavzetosti učiteljev
Katja Košir, Sara Tement in Marina Horvat
Polno besedilo (pdf) | Ogledi: 339 | 
Napisan v slovenščini. | Objavljeno: 8. maj 2020
https://doi.org/10.20419/2020.29.518 | Citati: CrossRef (0)
Povzetek: Delovna zavzetost učiteljev predstavlja pomemben dejavnik kakovosti njihovega poučevanja ter njihovega vedenja v razredu. Razumevanje dejavnikov, ki prispevajo k visoki stopnji delovne zavzetosti učiteljev, je ključno za spodbujanje kakovostnega vzgojno-izobraževalnega dela. Dosedanje raziskave tudi pri poklicni skupini učiteljev kažejo, da predstavljajo zaznane značilnosti delovnega okolja pomemben dejavnik delovne zavzetosti. Obenem se kot pomembna značilnost dela učiteljev kaže potreba po čustvenem delu, pri čemer lahko slednje predstavlja tako delovno zahtevo kot delovni vir. Namen pričujoče raziskave je bil izhajajoč iz modela delovnih zahtev in virov preveriti samozaznane delovne zahteve (splošne delovne obremenitve) in delovne vire (avtonomija, opora sodelavcev, opora nadrejenih) kot dejavnike delovne zavzetosti učiteljev na vzorcu 344 učiteljev iz 22 slovenskih osnovnih šol. Prav tako smo želele preveriti potencial strategij čustvenega dela kot bodisi dejavnika tveganja bodisi varovalnega dejavnika za delovno zavzetost učiteljev. Rezultati so pokazali, da predstavlja zaznana avtonomija pozitiven napovednik delovne zavzetosti ter da ima čustveno delo potencial, da predstavlja tako delovno zahtevo kot delovni vir. Površinsko čustveno delovanje se je namreč izkazalo za negativen napovednik delovne zavzetosti, globinske strategije pa so predstavljale pozitiven napovednik delovne zavzetosti. Na osnovi ugotovitev predlagamo nekatere ukrepe za povišanje delovne zavzetosti učiteljev.
Ključne besede: učitelji, delovna zavzetost, model delovnih zahtev in virov, čustveno delo
Citiraj:
Košir, K., Tement, S. in Horvat, M. (2020). Zaznane značilnosti delovnega mesta in čustveno delo kot dejavniki delovne zavzetosti učiteljev [Perceived job characteristics and emotional labor as factors of teachers’ work engagement]. Psihološka obzorja, 29, 107–116. https://doi.org/10.20419/2020.29.518
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