Emocionālā izsīkuma saistība ar stresa pārvarēšanas stratēģijām un pašefektivitāti pedagogiem
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Date
2021
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Rīgas Stradiņa universitāte
Rīga Stradiņš University
Rīga Stradiņš University
Abstract
Pētījuma mērķis ir izpētīt emocionālā izsīkuma saistību ar stresa pārvarēšanas stratēģijām un pašefektivitāti pedagogiem. Pētījuma jautājumi: 1) Vai pastāv saistība starp emocionālo izsīkumu un stresa pārvarēšanas stratēģijām pedagogiem?; 2) Vai pastāv saistība starp emocionālo izsīkumu un pašefektivitāti pedagogiem?; 3) Vai pastāv saistība starp stresa pārvarēšanas stratēģijām un pašefektivitāti pedagogiem?
Pētījumā piedalījās 107 pedagogi (96,3% - sievietes) vecumā no 23 līdz 63 gadiem (M=45,14, SD=10,78), darba slodzes lielums sākot no sešām līdz 65 stundām nedēļā (M=33,98, SD=10,01) un darba stāžs no viena līdz 31+ gadiem. Iekļaušanas/izslēgšanas kritēriji bija: Latvijas reģionu pedagogi, profesionālā izglītība, reģistrēti un praktizējoši pedagogi, dzimtā valoda latviešu. Dalība pētījumā notika elektroniski, izmantojot Google veidlapu un tiešsaistes sociālā tīmekļa vietni Facebook.
Datu ieguvei izmantota Stresa pārvarēšanas stratēģiju aptauja (The Coping Orientation of Problem Experience /COPE/ Inventory, Carver et al., 1989; adaptēts Latvijā (S. Knipše, 2010)), Maslakas izdegšanas aptauja-Skolotāju aptauja (Maslach Burnout Inventory-Educator’s Survey, /MBI-ES/, Maslach et al., 1996; adaptēts Latvijā (N. Paškeviča, 2005)) emocionālā izsīkuma skala, Vispārējās pašefektivitātes skala (The General Self-Efficacy Scale, Jerusalim & Schwarcer, 1995; adaptēts Latvijā (R. Buliņa, 2014)) un demogrāfisko datu aptauja.
Pētījuma rezultāti parāda, ka pedagogu izlasē pastāv saistība starp emocionālo izsīkumu un stresa pārvarēšanas izvairīšanās stratēģijām. Tas nozīmē, ka, jo vairāk tiek izmantotas izvairīšanās stratēģijas, jo augstāki ir kopējās izdegšanas rādītāji. Pastāv arī saistība starp stresa pārvarēšanas stratēģijām un pašefektivitāti, kas nozīmē, ka, jo augstāka ir pašefektivitāte, jo mazāk tiek izmantotas izvairīšanās stratēģijas un otrādi - zemāki rādītāji liecina par zemāku pašefektivitāti. Pētījuma rezultāti parāda, ka emocionālajam izsīkumam ir vāja saistība ar pašefektivitāti.
Iegūtie pētījuma rezultāti ir nozīmīgi, jo ļauj vairāk izprast pedagogu stresa pārvarēšanas stratēģijas. Efektīvu stresa pārvarēšanas stratēģiju izmantošana ir būtiska, lai mazinātu pedagogu emocionālā izsīkuma attīstību.
The aim of the research is to study the relationship between emotional exhaustion, stress coping strategies and self-efficacy for educators. Research questions: 1) Is there a relationship between emotional exhaustion and stress coping strategies for teachers?; 2) Is there a relationship between emotional exhaustion and self-efficiency for teachers?; 3) Is there a relationship between stress coping strategies and self-efficiency for teachers? Participants were 107 teachers (96.3% - women) aged 23 to 63 (M = 45.14, SD = 10.78), weekly workload ranging from six to 65 hours (M = 33.98, SD = 10.01) with work experience from one to 31+ years. The inclusion/exclusion criteria were: Latvian regional teachers, professional education, registered and practising teachers, native language Latvian. Participation in the study was done electronically using a Google form and the online social website Facebook. Data were collected by The Coping Orientation of Problem Experience /COPE/ Inventory (Carver et al., 1989; adapted in Latvia (S. Knipše, 2010)), Maslach Burnout Inventory-Educator’s Survey (MBI-ES) (Maslach et al., 1996; adapted in Latvia (N. Paškeviča, 2005)) Emotional Exhaustion scale, The General Self-Efficacy Scale (Jerusalim & Schwarcer, 1995; adapted in Latvia (R. Buliņa, 2014)) and demographic data. The results of the study show that there is a relationship between emotional exhaustion and stress avoidance strategies in a sample of teachers. This means that the more avoidance strategies are used, the higher the overall burnout rates. There is also a relationship between stress coping strategies and self-efficiency, which means that the higher the self-efficiency, the less the avoidance strategies are used and, conversely, lower rates show lower self-efficiency. The results of the study show that emotional exhaustion has a weak relationship with self-efficacy. The obtained The aim of the research is to study the relationship between emotional exhaustion, stress coping strategies and self-efficacy for educators. Research questions: 1) Is there a relationship between emotional exhaustion and stress coping strategies for teachers?; 2) Is there a relationship between emotional exhaustion and self-efficiency for teachers?; 3) Is there a relationship between stress coping strategies and self-efficiency for teachers? Participants were 107 teachers (96.3% - women) aged 23 to 63 (M = 45.14, SD = 10.78), weekly workload ranging from six to 65 hours (M = 33.98, SD = 10.01) with work experience from one to 31+ years. The inclusion/exclusion criteria were: Latvian regional teachers, professional education, registered and practising teachers, native language Latvian. Par results are important because it allows more understanding of teachers stress coping strategies. Use of effective stress coping strategies are essential to reduce the development of teachers emotional exhaustion.
The aim of the research is to study the relationship between emotional exhaustion, stress coping strategies and self-efficacy for educators. Research questions: 1) Is there a relationship between emotional exhaustion and stress coping strategies for teachers?; 2) Is there a relationship between emotional exhaustion and self-efficiency for teachers?; 3) Is there a relationship between stress coping strategies and self-efficiency for teachers? Participants were 107 teachers (96.3% - women) aged 23 to 63 (M = 45.14, SD = 10.78), weekly workload ranging from six to 65 hours (M = 33.98, SD = 10.01) with work experience from one to 31+ years. The inclusion/exclusion criteria were: Latvian regional teachers, professional education, registered and practising teachers, native language Latvian. Participation in the study was done electronically using a Google form and the online social website Facebook. Data were collected by The Coping Orientation of Problem Experience /COPE/ Inventory (Carver et al., 1989; adapted in Latvia (S. Knipše, 2010)), Maslach Burnout Inventory-Educator’s Survey (MBI-ES) (Maslach et al., 1996; adapted in Latvia (N. Paškeviča, 2005)) Emotional Exhaustion scale, The General Self-Efficacy Scale (Jerusalim & Schwarcer, 1995; adapted in Latvia (R. Buliņa, 2014)) and demographic data. The results of the study show that there is a relationship between emotional exhaustion and stress avoidance strategies in a sample of teachers. This means that the more avoidance strategies are used, the higher the overall burnout rates. There is also a relationship between stress coping strategies and self-efficiency, which means that the higher the self-efficiency, the less the avoidance strategies are used and, conversely, lower rates show lower self-efficiency. The results of the study show that emotional exhaustion has a weak relationship with self-efficacy. The obtained The aim of the research is to study the relationship between emotional exhaustion, stress coping strategies and self-efficacy for educators. Research questions: 1) Is there a relationship between emotional exhaustion and stress coping strategies for teachers?; 2) Is there a relationship between emotional exhaustion and self-efficiency for teachers?; 3) Is there a relationship between stress coping strategies and self-efficiency for teachers? Participants were 107 teachers (96.3% - women) aged 23 to 63 (M = 45.14, SD = 10.78), weekly workload ranging from six to 65 hours (M = 33.98, SD = 10.01) with work experience from one to 31+ years. The inclusion/exclusion criteria were: Latvian regional teachers, professional education, registered and practising teachers, native language Latvian. Par results are important because it allows more understanding of teachers stress coping strategies. Use of effective stress coping strategies are essential to reduce the development of teachers emotional exhaustion.
Description
Psiholoģija
Psychology
Psiholoģija
Psychology
Psychology
Psiholoģija
Psychology
Keywords
Emocionālais izsīkums, pašefektivitāte, pedagogi, stresa pārvarēšanas stratēģijas., Emotional exhaustion, self-efficacy, teachers, stress coping strategies.