Faktory stresu a strategie zvládání stresu u učitelů a žáků
Title Alternative:Stress factors and coping strategies in teachers and pupils
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Anotace Cílem výzkumu předložené diplomové práce byla analýza faktorů ovlivňujících stres žáků na střední škole. V práci je dále diskutována volba strategií, které používají žácia učitelé střední školy při zvládání stresových situací. Pomocí dotazníkového šetření byly zkoumány rozdíly ve volbě strategií mezi žáky a učiteli, mezi učitelkami a učiteli, mezi staršími a mladšími učiteli a mezi učiteli s různou délkou pedagogické praxe. Výsledky ukázaly, že žáci jako podstatné stresory označují: nepochopení učiva, nezáživné učivo, velkou psychickou zátěž či vyčerpání ze školy, nepříznivé vztahy se spolužáky a učiteli. Ukázalo se, že při volbě strategií žáci nejčastěji používali strategie náhradního uspokojení a podhodnocení nebo únikovou tendenci. Neuměli používat strategie sebeinstrukce, kontroly situace a reakcí. Nejčastěji používanou strategii učitelů byla úniková tendence, vyhýbání se a odmítání viny. Volba strategií se lišila mezi učitelkami a učiteli, dle věku i délky pedagogické práce. Učitelé celkově používali shodně pozitivní i negativní strategie. Pro tuto
The research objective of this thesis was to analyze the factors influencing the stress of pupils at high schools. The paper also discussed the choice of strategies used by pupils and high school teachers in coping with stressful situations. Using the questionnaire, differences in the choice of strategies between pupils and teachers, between women-teachers and men-teachers, between older and younger teachers and between teachers with different length of teaching experience were examined. The results showed that pupils as significant stressors indicate: a misunderstanding of the curriculum, boring curriculum, a great psychological strain or exhaustion from school, negative relationships with classmates and teachers. It showed that students used mostly strategy of compensatory satisfaction and undervaluation or escape tendency when they had the choice of strategy. They could not use self-instruction strategies, monitoring the situation and reactions. The most commonly used strategy of teachers was a tendency escape, avoidance, and the denial of guilt. The choice of strategies differed between women-teachers and men-teachers, depending on the age and the length of pedagogical work. Overall, teachers used both positive and negative strategies. For this profession, mostly positive strategy should be used.
The research objective of this thesis was to analyze the factors influencing the stress of pupils at high schools. The paper also discussed the choice of strategies used by pupils and high school teachers in coping with stressful situations. Using the questionnaire, differences in the choice of strategies between pupils and teachers, between women-teachers and men-teachers, between older and younger teachers and between teachers with different length of teaching experience were examined. The results showed that pupils as significant stressors indicate: a misunderstanding of the curriculum, boring curriculum, a great psychological strain or exhaustion from school, negative relationships with classmates and teachers. It showed that students used mostly strategy of compensatory satisfaction and undervaluation or escape tendency when they had the choice of strategy. They could not use self-instruction strategies, monitoring the situation and reactions. The most commonly used strategy of teachers was a tendency escape, avoidance, and the denial of guilt. The choice of strategies differed between women-teachers and men-teachers, depending on the age and the length of pedagogical work. Overall, teachers used both positive and negative strategies. For this profession, mostly positive strategy should be used.