Kako su nastavnici za vrijeme pandemije COVID-19? Uloga samoefikasnosti i zadovoljenosti osnovnih psiholoških potreba

master's thesis

• Title (english): How are the teachers during the COVID-19 pandemic? The role of self-efficacy and basic psychological needs satisfaction
• Author: Dora Oroz
• Mentor: Aleksandra Huić (mentor)
• Committee member: Gordana Kuterovac-Jagodić (predsjednik povjerenstva)
• Committee member: Ena Uzelac (član povjerenstva)
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Psychology); Zagreb
• Defense date and country: 2021-09-24, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Psychology; School Psychology and the Psychology of Education

Abstract

Pandemija COVID-19 zahtijevala je od nastavnika i učitelja diljem svijeta iznenadni prelazak na rad na daljinu, često s malo prethodne najave. Kako bismo doprinijeli boljem razumijevanju te promjene u kontekstu profesionalne dobrobiti nastavnika, vodili smo se pretpostavkama teorije samoodređenja te Bandurinom teorijom samoefikasnosti. Cilj ovog istraživanja bio je ispitati povezanost zadovoljenosti osnovnih psiholoških potreba, prema teoriji samoodređenja Ryana i Deci (autonomija,... More kompetentnost i povezanost), nastavnika na njihovom radnom mjestu s njihovom emocionalnom iscrpljenosti i radnom angažiranosti na poslu, te istražiti kakvu ulogu u tim odnosima ima njihov osjećaj samoefikasnosti za provođenje online nastave. Istraživanje smo proveli tijekom prvog vala pandemije u Hrvatskoj putem online upitnika na 499 nastavnika osnovnih i srednjih škola. Nastavnici su ispunjavali Skalu osnovnih psiholoških potreba, Skalu učiteljske samoefikasnosti, Utrecht skalu radne angažiranosti te subskalu emocionalne iscrpljenosti koja je dio Skale profesionalnog sagorijevanja za učitelje. Rezultati su ukazali na postojanje značajne negativne povezanosti između zadovoljenosti osnovnih psiholoških potreba i emocionalne iscrpljenosti te pozitivne povezanosti zadovoljenosti psiholoških potreba i radne angažiranosti. Također, samoefikasnost za provođenje nastave na daljinu se pokazala značajnim djelomičnim medijatorom oba spomenuta odnosa. Ovakvi rezultati ukazuju na važnost uloge samoefikasnosti za provođenje nastave na daljinu, koja se kroz iskustvo i edukaciju može unaprijediti, u razumijevanju profesionalne dobrobiti nastavnika u vrijeme pandemije. Također, potvrđuju i kako je za pozitivne ishode nužna radna okolina koja će svojim zaposlenicima omogućiti uvjete u kojima će oni zadovoljiti svoje osnovne psihološke potrebe.
Izložene su praktične implikacije i metodološka ograničenja ovog istraživanja. Less

Abstract (english)

The COVID-19 pandemic required teachers and educators around the world to suddenly shift to remote online teaching, often with little notice. To contribute to a better understanding of this change in the context of teachers' professional well-being, we based our study on the assumptions of the self-determination theory and Bandura's self-efficacy theory. We examined the relationship between teachers’ basic psychological needs satisfaction, according to the self-determination... More theory by Ryan and Deci (autonomy, competence and connection), in their workplace and their emotional exhaustion and work engagement and investigated the role of self-efficacy for online teaching in those relationships. We conducted the study during the first wave of the pandemic in Croatia via an online survey on 499 elementary and high school teachers. Teachers filled out the Basic Psychological Needs Scale, the Teacher Self-Efficacy Scale, the Utrecht Work Engagement Scale, and the Emotional Exhaustion Subscale, which is part of the Maslach Burnout Inventory – Educators Survey. The results indicated the existence of a significant negative correlation between basic psychological needs satisfaction and emotional exhaustion, and a positive correlation between psychological needs satisfaction and work engagement. Also, self-efficacy for online teaching was a significant partial mediator for both mentioned relationships. These results show the importance of the self-efficacy for online teaching, which can be enhanced through experience and education, in understanding the professional well-being of teaching staff during the pandemic. They also confirm that positive outcomes require a work environment that will provide its employees with work conditions in which they can meet their basic psychological needs. The practical implications and methodological limitations of this research are also presented. Less

• Keywords: profesionalno sagorijevanje; radna angažiranost; samoefikasnost; online nastava; teorija samoodređenja
• Keywords (english): burnout; work engagement; self-efficiency; online teaching; self-determination theory
• Language: croatian
• URN:NBN: urn:nbn:hr:131:881688
• Study programme: Title: Psychology; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra psihologije (magistar/magistra psihologije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2021-09-27 18:18:15