Zadovoljstvo pri delu z vidika vzgojiteljev
DOI:
https://doi.org/10.55707/ds-po.v38i2.104Ključne besede:
vzgojitelji, poklicna identiteta, delovne izkušnje, smisel pri delu, zadovoljstvo pri deluPovzetek
Ključna vloga vzgojitelja se nanaša na njegove poklicne in osebne kompetence, ki jih vsakodnevno uporablja v praksi. Kot odziv učitelja na posamezne vidike njegovega dela se pojavi zadovoljstvo z delom, ki ima lahko pozitiven ali negativen predznak, odvisno od učiteljeve ocene. Cilj raziskave je vpogled v percepcijo delovne vloge in zadovoljstvo z delom vzgojiteljev v vrtcih. V raziskavi je sodelovalo 536 vzgojiteljev, dve vprašanji odprtega tipa pa sta bili sestavni del anketnega vprašalnika, v katerem so morali našteti tri izkušnje pri delu, s katerimi so bili najbolj zadovoljni, in tri, s katerimi so bili najmanj zadovoljni. Rezultati, pridobljeni z metodo kvalitativne analize, kažejo, da vzgojitelji kot glavne vire zadovoljstva pri svojem delu navajajo neposredno delo z otroki, uspeh in napredek otrok ter odnose z drugimi vzgojitelji, strokovnimi sodelavci in starši. Največji viri nezadovoljstva vzgojiteljev so povezani z neprimernimi delovnimi pogoji in slabim položajem v družbi ter odnosom družbe do poklica vzgojitelja. Dobljeni rezultati so prispevek k profesionalnemu razvoju vzgojiteljev z namenom izboljšanja kakovosti njihovega dela in osebnega razvoja.
Literatura
Bhamani, S. (2012). Factors Determining Job Satisfaction of Early Childhood Teachers. Journal of Humanities and Social Science, 3(1), 43–48.
Butt, G. and Lance, A. (2005). Secondary Teacher Workload and Job Satisfaction: Do Successful Strategies for Change Exist? Educational Management, administration and Leadership, 33(4), 401–422. https://doi.org/10.1177/1741143205056304
Čotar Konrad, S. and Kukanja Gabrijelčič, M. (2014). Didactica Slovenica – Pedagoška obzorja, 29(2), 3–17.
Dolenc, P. and Virag, Š. (2019). Stres, soočanje s stresom in poklicno zadovoljstvo pedagoških delavcev. Didactica Slovenica – Pedagoška obzorja, 34(1), 73–85.
Edwards, M. R. and Peccei, R. (2007). Organizational Identification: Development and Testing of a Conceptually Grounded Measure. European Journal of Work and Organizational Psychology, 16(1), 25–57. https://doi.org/10.1080/13594320601088195
Erdamar, G. and Demirel, H. (2016). Job and Life Satisfaction of Teachers and the Conflicts they Experience at Work and at Home. Journal of Education and Training Studies, 4(6), 164–175. https://doi.org/10.11114/jets.v4i6.1502
Evans, L. (1997). Addressing Problems of Conceptualization and Construct Validity in Researching Teachers’ Job Satisfaction. Educational Research, 39(3), 319–331.
Farewell, C. V., Quinlan, J., Melnick, E. et al. (2022). Job Demands and Resources Experienced by the Early Childhood Education Workforce Serving High-Need Populations. Early Childhood Educ J, 50(2), 197–206. https://doi.org/10.1007/s10643-020-01143-4
Fiala, B. and Sindik, J. (2012). Čimbenici zadovoljstva životom kod odgojiteljica predškolske djece. Acta Iadertina, 9(1), 1–14.
Gerber, E. B., Whitebook, M. and Weinstein, R. S. (2007). At the Heart of Child Care: Predictors of Teacher Sensitivity in Center-Based Child Care. Early Childhood Research Quarterly, 22(3), 327–346. https://doi.org/10.1016/j.ecresq.2006.12.003
Grant, A., Jeon, L. and Buettner, C. K. (2019). Relating Early Childhood Teachers’ Working Conditions and Well-Being to Their Turnover Intentions. Educational Psychology, 39(3), 294–312. https://doi.org/10.1080/01443410.2018.1543856
Ilyas, M. and Abdullah, T. (2016). The Effect of Leadership, Organizational Culture, Emotional Intellegence, and Job Satisfaction on Performance. International Journal of Evaluation and Research in Education, 5(2), 158–164. http://doi.org/10.11591/ijere.v5i2.4534
Kafetsios, K. and Zampetakis, L. A. (2008). Emotional Intelligence and Job Satisfaction: Testing the Mediatory Role of Positive and Negative Affect at Work. Personality and individual differences, 44(3), 712–722.
Keleş, H. N. and Findikli, M. M. (2016). The Effect of the Meaningfulness of Work on Job Satisfaction, Job Stress and Intention to Leave. Global Journal of Business, Economics and Management Current Issues, 6(2), 61–69. https://doi.org/10.18844/gjbem.v6i2.1370
Lambert, E. G., Minor, K. I., Wells, J. B. et al. (2016). Social Support’s Relationship to Correctional Staff Job Stress, Job Involvement, Job Satisfaction, and Organizational Commitment. The Social Science Journal, 53(1), 22–32. https://doi.org/10.1016/j.soscij.2015.10.001
Maforah, T. P. (2015). Inner-City Independent Schools Educators’ Job Satisfaction and their Motivation to Quit. Journal of International Education and Leadership, 5(2), 1–9.
Maksimović, J. and Osmanović, J. (2018). The Role and Effectiveness of Methodological Education for Reflective Practices. Didactica Slovenica – Pedagoška obzorja, 33(1), 131–148.
Pavlović, Ž. and Sindik, J. (2014). Situacijsko suočavanje sa stresom kot odgojitelja. Sigurnost, 56(3), 187–201.
Sass, D., Seal, A. K. and Martin, N. K. (2011). Predicting Teacher Retention using Stress and Support Variables. Journal of Educational Administration, 49(2), 200–2015. https://doi.org/10.1108/09578231111116734
Slišković, A., Burić, I. and Knežević, I. (2016). Zadovoljstvo poslom i sagorijevanje na poslu kod učitelja: važnost podrške ravnatelja i radne motivacije. Društvena istraživanja, 25(3), 371–392. https://doi.org/10.5559/di.25.3.05
Spector, P. E. (1997). Job satisfaction: Application, Assessment, Causes, and Consequences. Thousand Oaks, CA.: Sage.
Starc, J. (2015). Kakovost delovanja visokošolskih zavodov se odraža v njihovem energijskem naboju. Didactica Slovenica – Pedagoška obzorja, 30(3–4), 136–152.
Šimić Šašić, S., Klarin, M. and Lapić, L. (2011). Percepcija odgovornosti, društvenog statusa i zadovoljstvo poslom u odgojiteljica. Magistra Iadertina, 6(1), 55–70.
Tabancali, E. (2016). The Relationship Between Teachers’ Job Satisfaction and Loneliness at the Workplace. Eurasian Journal of Educational Research, 66(16), 263–280.
Tatalović Vorkapić, S. and Lončarić, D. (2013). Posreduje li profesionalno sagorijevanje učinke osobina ličnosti na zadovoljstvo životom odgojitelja predškolske djece? Psihologijske teme, 22(3), 431–445.
Tatalović Vorkapić, S. and Jelić Puhalo, J. (2016). Povezanost osobina ličnosti, nade, optimizma i zadovoljstva životom odgojitelja predškolske djece. Napredak: časopis za pedagogijsku teoriju i praksu, 157(1–2), 205–220.
Torquati, J. C., Raikes, H. and Huddleston-Casas, C. A. (2007). Teacher Education, Motivation, Compensation, Workplace Support, and Links to Quality of Center-Based Child Care and Teachers’ Intention to Stay in the Early Childhood Profession. Early Childhood Research
Quarterly, 22(2), 261–275. https://doi.org/10.1016/j.ecresq.2007.03.004
Wang, C., Lin, H. and Liang, T. (2017). A Study on Comparing the Relationship among Organizational Commitment, Teachers’ Job Satisfaction and Job Involvement of Schools with Urban-Rural Discrepancy. Educational Research and Reviews, 12(16), 762–771.
Prenosi
Objavljeno
Kako citirati
Številka
Rubrike
Licenca
Avtorske pravice (c) 2023 Anka Jurčević Lozančić, Daria Tot, Jasna Kudek Mirošević
To delo je licencirano pod Creative Commons Priznanje avtorstva 4.0 mednarodno licenco.
