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Emocionalna inteligencija kao crta ličnosti i profesionalno sagorevanje vaspitača

Emotional Intelligence as a Personality Trait and Burnout among Preschool Teachers

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2023
NIV-2-2023-lat-5-20.pdf (143.8Kb)
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Mijatović, Luka
Strižak, Nevena
Article (Published version)
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Abstract
Emocionalna inteligencija (EI) poslednjih godina sve češće nalazi mesto u istraživanjima usmerenim na obrazovanje. U radu se razmatra povezanost crte EI i sagorevanja kod vaspitača, kao i veza ovih konstrukata sa dužinom radnog iskustva. Ispitanici su vaspitači (N = 64) zaposleni u sistemu predškolskog vaspitanja i obrazovanja u Beogradu. Podaci o crti EI dobijeni su putem Upitnika o emocionalnoj inteligenciji kao crti (Trait Emotional Intelligence Questionnaire – TEIQue), koji pruža uvid u pojedine faktore ovog konstrukta, a to su: Dobrobit, Samokontrola, Emocionalnost i Socijabilnost. Za procenu sindroma profesionalnog sagorevanja korišćen je Kopenhagenški inventar sagorevanja (Copenhagen Burnout Inventory – CBI), verzija prilagođena za vaspitače. Rezultati su ukazali na značaj Samokontrole kao EI faktora u predikciji profesionalnog sagorevanja, kao i na značajne razlike u faktoru crte EI Dobrobit, pri čemu su značajno niži skorovi uočeni u grupi vaspitača sa najviše radnog iskus...tva. Značajno viši skorovi su opaženi u grupi vaspitača sa najviše radnog isustva na skalama koje procenjuju sagorevanje u vezi sa poslom, sagorevanje u radu sa decom, kao i u pogledu ukupnog skora profesionalnog sagorevanja. Iako nije reč o longitudinalnoj studiji, nalazi sugerišu da se događa pad emocionalne dobrobiti (tj. pozitivnih emocija, optimizma i samopouzdanja) sa porastom radnog iskustva, pri čemu ostali domeni crte EI ostaju stabilni. Istovremeno, uočava se porast psihičkog i fizičkog umora i iscrpljenosti koji potiču od zahteva radnog mesta.

Research in the field of education is increasingly recognizing the importance of emotional intelligence (EI). This paper analyses the connection between EI traits and burnout among preschool teachers, as well as the relationship between these constructs and the length of their work experience. Participants in the research were preschool teachers (N = 64) employed in the preschool education system in Belgrade, Serbia. Data on the EI trait were obtained through the Trait Emotional Intelligence Questionnaire (TEIQue), which provides insight into certain factors of this construct, namely: Well-Being, Self-Control, Emotionality and Sociability. The Copenhagen Burnout Inventory (CBI), a version adapted for preschool teachers, was used to assess professional burnout syndrome. The results indicated the importance of Self-Control as an EI factor in predicting professional burnout, as well as significant differences in the EI Well-Being trait factor, with significantly lower scores observed in... the group of teachers with the most work experience. Significantly higher scores were observed in the group of teachers with the most work experience on the scales that assess burnout related to work, burnout in working with children, as well as in terms of the total score of professional burnout. Although not a longitudinal study, the findings suggest that emotional well-being (i.e., positive emotions, optimism, and self-confidence) declines with increasing work experience, while the other domains of trait EI remain stable. At the same time, there is an increase in mental and physical fatigue and exhaustion stemming from the demands of the workplace.

Keywords:
emocionalna inteligencija / profesionalno sagorevanje / vaspitač / predškolsko vaspitanje i obrazovanje / vrtić / trait emotional intelligence / professional burnout / preschool teacher / preschool education / kindergarten
Source:
Nastava i vaspitanje, 2023, 72, 2, 153-168
Publisher:
  • Pedagoško društvo Srbije
  • Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu

DOI: https://doi.org/10.5937/nasvas2302153M

ISSN: 0547-3330

[ Google Scholar ]
URI
http://rfasper.fasper.bg.ac.rs/handle/123456789/5270
Collections
  • Radovi istraživača / Researcher's publications
Institution/Community
rFASPER
TY  - JOUR
AU  - Mijatović, Luka
AU  - Strižak, Nevena
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5270
AB  - Emocionalna inteligencija (EI) poslednjih godina sve češće nalazi mesto u istraživanjima
usmerenim na obrazovanje. U radu se razmatra povezanost crte EI i sagorevanja kod
vaspitača, kao i veza ovih konstrukata sa dužinom radnog iskustva. Ispitanici su vaspitači (N = 64)
zaposleni u sistemu predškolskog vaspitanja i obrazovanja u Beogradu. Podaci o crti EI dobijeni su
putem Upitnika o emocionalnoj inteligenciji kao crti (Trait Emotional Intelligence Questionnaire – TEIQue), koji pruža uvid u pojedine faktore ovog konstrukta, a to su: Dobrobit, Samokontrola, Emocionalnost i Socijabilnost. Za procenu sindroma profesionalnog sagorevanja korišćen je Kopenhagenški inventar sagorevanja (Copenhagen Burnout Inventory – CBI), verzija prilagođena za vaspitače. Rezultati su ukazali na značaj Samokontrole kao EI faktora u predikciji profesionalnog sagorevanja, kao i na značajne razlike u faktoru crte EI Dobrobit, pri čemu su značajno niži skorovi uočeni u grupi vaspitača sa najviše radnog iskustva. Značajno viši skorovi su opaženi u grupi vaspitača sa najviše radnog isustva na skalama koje procenjuju sagorevanje u vezi sa poslom, sagorevanje u radu sa decom, kao i u pogledu ukupnog skora profesionalnog sagorevanja. Iako nije reč o longitudinalnoj studiji, nalazi sugerišu da se događa pad emocionalne dobrobiti (tj. pozitivnih emocija, optimizma i samopouzdanja) sa porastom radnog iskustva, pri čemu ostali domeni crte EI ostaju stabilni. Istovremeno, uočava se porast psihičkog i fizičkog umora i iscrpljenosti koji potiču od zahteva radnog mesta.
AB  - Research in the field of education is increasingly recognizing the importance of emotional
intelligence (EI). This paper analyses the connection between EI traits and burnout among
preschool teachers, as well as the relationship between these constructs and the length of their work experience. Participants in the research were preschool teachers (N = 64) employed in the preschool education system in Belgrade, Serbia. Data on the EI trait were obtained through the Trait Emotional Intelligence Questionnaire (TEIQue), which provides insight into certain factors of this construct, namely: Well-Being, Self-Control, Emotionality and Sociability. The Copenhagen Burnout Inventory (CBI), a version adapted for preschool teachers, was used to assess professional burnout syndrome. The results indicated the importance of Self-Control as an EI factor in predicting professional burnout, as well as significant differences in the EI Well-Being trait factor, with significantly lower scores observed in the group of teachers with the most work experience. Significantly higher scores were observed in the group of teachers with the most work experience on the scales that assess burnout related to work, burnout in working with children, as well as in terms of the total score of professional burnout. Although not a longitudinal study, the findings suggest that emotional well-being (i.e., positive emotions, optimism, and self-confidence)
declines with increasing work experience, while the other domains of trait EI remain stable. At the same time, there is an increase in mental and physical fatigue and exhaustion stemming from the demands of the workplace.
PB  - Pedagoško društvo Srbije
PB  - Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu
T2  - Nastava i vaspitanje
T1  - Emocionalna inteligencija kao crta ličnosti i profesionalno sagorevanje vaspitača
T1  - Emotional Intelligence as a Personality Trait  and Burnout among Preschool Teachers
EP  - 168
IS  - 2
SP  - 153
VL  - 72
DO  - https://doi.org/10.5937/nasvas2302153M
ER  - 
@article{
author = "Mijatović, Luka and Strižak, Nevena",
year = "2023",
abstract = "Emocionalna inteligencija (EI) poslednjih godina sve češće nalazi mesto u istraživanjima
usmerenim na obrazovanje. U radu se razmatra povezanost crte EI i sagorevanja kod
vaspitača, kao i veza ovih konstrukata sa dužinom radnog iskustva. Ispitanici su vaspitači (N = 64)
zaposleni u sistemu predškolskog vaspitanja i obrazovanja u Beogradu. Podaci o crti EI dobijeni su
putem Upitnika o emocionalnoj inteligenciji kao crti (Trait Emotional Intelligence Questionnaire – TEIQue), koji pruža uvid u pojedine faktore ovog konstrukta, a to su: Dobrobit, Samokontrola, Emocionalnost i Socijabilnost. Za procenu sindroma profesionalnog sagorevanja korišćen je Kopenhagenški inventar sagorevanja (Copenhagen Burnout Inventory – CBI), verzija prilagođena za vaspitače. Rezultati su ukazali na značaj Samokontrole kao EI faktora u predikciji profesionalnog sagorevanja, kao i na značajne razlike u faktoru crte EI Dobrobit, pri čemu su značajno niži skorovi uočeni u grupi vaspitača sa najviše radnog iskustva. Značajno viši skorovi su opaženi u grupi vaspitača sa najviše radnog isustva na skalama koje procenjuju sagorevanje u vezi sa poslom, sagorevanje u radu sa decom, kao i u pogledu ukupnog skora profesionalnog sagorevanja. Iako nije reč o longitudinalnoj studiji, nalazi sugerišu da se događa pad emocionalne dobrobiti (tj. pozitivnih emocija, optimizma i samopouzdanja) sa porastom radnog iskustva, pri čemu ostali domeni crte EI ostaju stabilni. Istovremeno, uočava se porast psihičkog i fizičkog umora i iscrpljenosti koji potiču od zahteva radnog mesta., Research in the field of education is increasingly recognizing the importance of emotional
intelligence (EI). This paper analyses the connection between EI traits and burnout among
preschool teachers, as well as the relationship between these constructs and the length of their work experience. Participants in the research were preschool teachers (N = 64) employed in the preschool education system in Belgrade, Serbia. Data on the EI trait were obtained through the Trait Emotional Intelligence Questionnaire (TEIQue), which provides insight into certain factors of this construct, namely: Well-Being, Self-Control, Emotionality and Sociability. The Copenhagen Burnout Inventory (CBI), a version adapted for preschool teachers, was used to assess professional burnout syndrome. The results indicated the importance of Self-Control as an EI factor in predicting professional burnout, as well as significant differences in the EI Well-Being trait factor, with significantly lower scores observed in the group of teachers with the most work experience. Significantly higher scores were observed in the group of teachers with the most work experience on the scales that assess burnout related to work, burnout in working with children, as well as in terms of the total score of professional burnout. Although not a longitudinal study, the findings suggest that emotional well-being (i.e., positive emotions, optimism, and self-confidence)
declines with increasing work experience, while the other domains of trait EI remain stable. At the same time, there is an increase in mental and physical fatigue and exhaustion stemming from the demands of the workplace.",
publisher = "Pedagoško društvo Srbije, Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu",
journal = "Nastava i vaspitanje",
title = "Emocionalna inteligencija kao crta ličnosti i profesionalno sagorevanje vaspitača, Emotional Intelligence as a Personality Trait  and Burnout among Preschool Teachers",
pages = "168-153",
number = "2",
volume = "72",
doi = "https://doi.org/10.5937/nasvas2302153M"
}
Mijatović, L.,& Strižak, N.. (2023). Emocionalna inteligencija kao crta ličnosti i profesionalno sagorevanje vaspitača. in Nastava i vaspitanje
Pedagoško društvo Srbije., 72(2), 153-168.
https://doi.org/https://doi.org/10.5937/nasvas2302153M
Mijatović L, Strižak N. Emocionalna inteligencija kao crta ličnosti i profesionalno sagorevanje vaspitača. in Nastava i vaspitanje. 2023;72(2):153-168.
doi:https://doi.org/10.5937/nasvas2302153M .
Mijatović, Luka, Strižak, Nevena, "Emocionalna inteligencija kao crta ličnosti i profesionalno sagorevanje vaspitača" in Nastava i vaspitanje, 72, no. 2 (2023):153-168,
https://doi.org/https://doi.org/10.5937/nasvas2302153M . .

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