Zadovoljstvo poslom kod nastavnika osnovnih škola u vreme pandemije

Abstract

Uvažavajući specifičnosti pandemijskog obrazovanja, koje je pred nastavnike postavilo brojne izazove na planu ostvarivanja obrazovno-vaspitnih ciljeva, realizovano je istraživanje sa ciljem sagledavanja profesionalnog zadovoljstva nastavnika škola tokom pandemije u Srbiji. Na uzorku od 817 nastavnika, primenom skale profesionalnog zadovoljstva nastavnika i skale profesionalne dobrobiti nastavnika tokom pandemije, analizirano je u kojoj meri profesionalni kontekst, izmenjen usled zdravstvene krize, utiče na zadovoljstvo poslom kod nastavnika u državnim osnovnim školama u Srbiji. Osim pola, starosti nastavnika, radnog staža i nastavničke pozicije, ispitan je uticaj praktičnih problema u realizaciji nastave, kao i pozitivnih i negativnih indikatora lične dobrobiti na zadovoljstvo poslom nastavnika u pandemijskom obrazovanju. Rezultati su pokazali da su nastavnici razredne nastave bili zadovoljniji poslom tokom pandemije u odnosu na predmetne nastavnike. Viši nivoi profesionalnog zadovoljstva zabeleženi su i kod mlađih i nastavnika ženskog pola. Sa druge strane, nastavnici koji su imali teškoće u realizaciji nastave, osećali su da su preopterećeni i pod stresom bili su manje zadovoljni profesionalnim kontekstom za vreme pandemije.

Recognizing the specifics of pandemic education, which posed numerous challenges to teachers in terms of achieving educational goals, a study was conducted with the aim of assessing professional satisfaction of school teachers during the pandemic in Serbia. On a sample of 817 teachers, using the Satisfaction Scale with the Education System and the Perception Scale of Well-Being with the Professional Situation in the Times of Pandemic, it was analyzed the extent to which the professional context, changed due to the health crisis, affects job satisfaction among teachers in state primary schools in Serbia. In addition to gender, age of teachers, work experience and teaching position, the impact of practical problems in the implementation of teaching, as well as positive and negative indicators of personal well-being on job satisfaction of teachers in pandemic education was examined. The results showed that primary school teachers were more satisfied with their work during the pandemic than subject teachers. Higher levels of professional satisfaction were recorded for both younger and female teachers. On the other hand, those teachers who had difficulties in teaching, felt overwhelmed and under stress were less satisfied with the professional context during the pandemic.