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Profesionalno sagorevanje i karantin

Professional burnout and quarantine

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2020
Profesionalno_sagorevanje_i_karantin_2020.pdf (259.3Kb)
Authors
Marković, Nataša
Matićević, Zorana
Kostić, Vesna
Contributors
Lalić-Vučetić, Nataša
Gundogan, Dragana
Radanović, Ana
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Abstract
Cilj rada je da se skrene pažnja kreatorima obrazovne politike i društvu u celini na pojavu i razvoj fenomena profesionalnog sagorevanja nastavnika u društvenom kontekstu savremene Srbije – u periodu karantina. Teorijski okvir čini tzv. JDR model, prema kom su izgaranje i posvećenost(motivisanost) suprotni polovi. Sagorevanje uzrokuje smanjivanje i gubitak motivacije. Posao nastavnika je stresan, a procenat sagorevanja je veći u odnosu na druge profesije. Nastavnici u Srbiji žive i rade u posebnoj društvenoj atmosferi u kojoj zajedno sa drugim radnim stanovništvom dele težak opšti položaj. U takvom stanju nastavnici u Srbiji su se susreli sa još jednom poteškoćom – ubrzanom realizacijom nastave na daljinu, tokom vanrednog stanja, za vreme karantina. Ovim istraživanjem pokušali smo da odgovorimo na sledeća pitanja: 1) Da li je u vreme karantina došlo do disbalansa između resursa i zahteva? 2) Da li se mogu uočiti veze između tog disbalansa i sagorevanja? 3) Kako nastavnici ran...giraju značaj uzroka i posledica sagorevanja za vreme karantina? Ovo kvalitativno istraživanje je sprovedeno sa dve fokus grupe; po 10 nastavnika gimnazije, odnosno osnovne škole. Izbor je obavljen na dobrovoljnoj bazi uz preduslov da su nastavnici najpre učestvovali u evaluativnom anketiranju „Trenutno stanje u onlajn nastavi u Srbiji i regionu” Obrazovno kreativnog centra Bor, marta/aprila 2020. godine. Analiza sadržaja je ukazala na porast zahteva u odnosu na resurse, na postojanje veze između te neravnoteže i sagorevanja, kao i na postojanje jedinstvene hijerarhije uzroka i posledica, među kojima su gubitak motivisanosti i pad nivoa radnog angažmana. Zato je jako važno da nakon takvog iskustva, a uoči definisanja obrazovne strategije 2030, kretori i nosioci obrazovne politike imaju na umu ove rezultate, kako bi preduzimali mere obrazovne politike na način kojim se umanjuje mogućnost profesionalnog sagorevanja, jer ono utiče na motivaciju nastavnika a posredno i na motivaciju učenika.

The aim of this paper is to draw the attention of the creators of educational policy, and society in general, to emergence and development of the phenomenon of professional burnout of teachers in the social context of modern Serbia, during the quarantine period. The theoretical framework is the so-called JD-R (Job Demands-Resources) model, according to which burnout and work engagement (motivation) are at the opposite poles. Burnout causes a decrease and loss of motivation. Teaching is stressful, and the percentage of burnout is higher compared to other professions. Teachers in Serbia live and work in a special social atmosphere in which they share a difficult general position with the rest of the working population. In such a situation, teachers in Serbia encountered another difficulty - the accelerated implementation of distance learning in a state of emergency during quarantine. With this research, we tried to answer the following questions: 1) Was there an imbalance betwee...n job demands and resources during quarantine? 2) Is the relation between such imbalance and burnout noticeable? 3) How do teachers rank the significance of causes and consequences of burnout during quarantine? This qualitative research was conducted with two focus groups consisting of 10 highschool teachers in one and 10 primary-school teachers in the other group. The selection was made on a voluntary basis. However, it was recommended that the teachers had first participated in the evaluation survey “Current situation in online teaching in Serbia and the region”, conducted by Educational and Creative Centre Bor, in March / April 2020. Content analysis indicated an increase of imbalance between job demands and resources, a link between such imbalance and burnout, and a unique hierarchy of causes and effects, including loss of motivation and declining levels of work engagement. For this reason, it is very important that after such experience, and before defining the 2030 educational strategy, creators of educational policy keep in mind these results so as to take educational policy measures in a manner which shall reduce the possibility of burnout because it affects teacher motivation and, indirectly, student motivation, as well.

Keywords:
profesionalno sagorevanje / obrazovna strategija / motivacija / karantin / professional burnout / educational strategy / quarantine / motivation
Source:
Motivacija u obrazovanju između teorije i prakse, 2020, 95-96
Publisher:
  • Beograd : Institut za pedagoška istraživanja
Note:
  • Knjiga rezimea, 25. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa"
  • Book of abstracts / 25th International Scientific Conference "Educational Research and School Practice"

ISBN: 978-86-7447-151-7

[ Google Scholar ]
URI
http://ipir.ipisr.org.rs/handle/123456789/521
Collections
  • "Pedagoška istraživanja i školska praksa"
Institution/Community
IPI
TY  - CONF
AU  - Marković, Nataša
AU  - Matićević, Zorana
AU  - Kostić, Vesna
PY  - 2020
UR  - http://ipir.ipisr.org.rs/handle/123456789/521
AB  - Cilj rada je da se skrene pažnja kreatorima obrazovne politike i društvu u celini na pojavu i
razvoj fenomena profesionalnog sagorevanja nastavnika u društvenom kontekstu savremene
Srbije – u periodu karantina. Teorijski okvir čini tzv. JDR model, prema kom su izgaranje i
posvećenost(motivisanost) suprotni polovi. Sagorevanje uzrokuje smanjivanje i gubitak motivacije.
Posao nastavnika je stresan, a procenat sagorevanja je veći u odnosu na druge profesije. Nastavnici
u Srbiji žive i rade u posebnoj društvenoj atmosferi u kojoj zajedno sa drugim radnim stanovništvom
dele težak opšti položaj. U takvom stanju nastavnici u Srbiji su se susreli sa još jednom poteškoćom
– ubrzanom realizacijom nastave na daljinu, tokom vanrednog stanja, za vreme karantina. Ovim
istraživanjem pokušali smo da odgovorimo na sledeća pitanja: 1) Da li je u vreme karantina došlo
do disbalansa između resursa i zahteva? 2) Da li se mogu uočiti veze između tog disbalansa i
sagorevanja? 3) Kako nastavnici rangiraju značaj uzroka i posledica sagorevanja za vreme karantina?
Ovo kvalitativno istraživanje je sprovedeno sa dve fokus grupe; po 10 nastavnika gimnazije, odnosno
osnovne škole. Izbor je obavljen na dobrovoljnoj bazi uz preduslov da su nastavnici najpre učestvovali
u evaluativnom anketiranju „Trenutno stanje u onlajn nastavi u Srbiji i regionu” Obrazovno kreativnog
centra Bor, marta/aprila 2020. godine. Analiza sadržaja je ukazala na porast zahteva u odnosu na
resurse, na postojanje veze između te neravnoteže i sagorevanja, kao i na postojanje jedinstvene
hijerarhije uzroka i posledica, među kojima su gubitak motivisanosti i pad nivoa radnog angažmana.
Zato je jako važno da nakon takvog iskustva, a uoči definisanja obrazovne strategije 2030, kretori i
nosioci obrazovne politike imaju na umu ove rezultate, kako bi preduzimali mere obrazovne politike
na način kojim se umanjuje mogućnost profesionalnog sagorevanja, jer ono utiče na motivaciju
nastavnika a posredno i na motivaciju učenika.
AB  - The aim of this paper is to draw the attention of the creators of educational policy, and society in
general, to emergence and development of the phenomenon of professional burnout of teachers in
the social context of modern Serbia, during the quarantine period. The theoretical framework is the
so-called JD-R (Job Demands-Resources) model, according to which burnout and work engagement
(motivation) are at the opposite poles. Burnout causes a decrease and loss of motivation. Teaching is
stressful, and the percentage of burnout is higher compared to other professions. Teachers in Serbia
live and work in a special social atmosphere in which they share a difficult general position with the
rest of the working population. In such a situation, teachers in Serbia encountered another difficulty -
the accelerated implementation of distance learning in a state of emergency during quarantine. With
this research, we tried to answer the following questions: 1) Was there an imbalance between job
demands and resources during quarantine? 2) Is the relation between such imbalance and burnout
noticeable? 3) How do teachers rank the significance of causes and consequences of burnout during
quarantine? This qualitative research was conducted with two focus groups consisting of 10 highschool
teachers in one and 10 primary-school teachers in the other group. The selection was made
on a voluntary basis. However, it was recommended that the teachers had first participated in the
evaluation survey “Current situation in online teaching in Serbia and the region”, conducted by
Educational and Creative Centre Bor, in March / April 2020. Content analysis indicated an increase of
imbalance between job demands and resources, a link between such imbalance and burnout, and
a unique hierarchy of causes and effects, including loss of motivation and declining levels of work
engagement. For this reason, it is very important that after such experience, and before defining
the 2030 educational strategy, creators of educational policy keep in mind these results so as to take
educational policy measures in a manner which shall reduce the possibility of burnout because it
affects teacher motivation and, indirectly, student motivation, as well.
PB  - Beograd : Institut za pedagoška istraživanja
C3  - Motivacija u obrazovanju između teorije i prakse
T1  - Profesionalno sagorevanje i karantin
T1  - Professional burnout and quarantine
EP  - 96
SP  - 95
ER  - 
@conference{
author = "Marković, Nataša and Matićević, Zorana and Kostić, Vesna",
year = "2020",
abstract = "Cilj rada je da se skrene pažnja kreatorima obrazovne politike i društvu u celini na pojavu i
razvoj fenomena profesionalnog sagorevanja nastavnika u društvenom kontekstu savremene
Srbije – u periodu karantina. Teorijski okvir čini tzv. JDR model, prema kom su izgaranje i
posvećenost(motivisanost) suprotni polovi. Sagorevanje uzrokuje smanjivanje i gubitak motivacije.
Posao nastavnika je stresan, a procenat sagorevanja je veći u odnosu na druge profesije. Nastavnici
u Srbiji žive i rade u posebnoj društvenoj atmosferi u kojoj zajedno sa drugim radnim stanovništvom
dele težak opšti položaj. U takvom stanju nastavnici u Srbiji su se susreli sa još jednom poteškoćom
– ubrzanom realizacijom nastave na daljinu, tokom vanrednog stanja, za vreme karantina. Ovim
istraživanjem pokušali smo da odgovorimo na sledeća pitanja: 1) Da li je u vreme karantina došlo
do disbalansa između resursa i zahteva? 2) Da li se mogu uočiti veze između tog disbalansa i
sagorevanja? 3) Kako nastavnici rangiraju značaj uzroka i posledica sagorevanja za vreme karantina?
Ovo kvalitativno istraživanje je sprovedeno sa dve fokus grupe; po 10 nastavnika gimnazije, odnosno
osnovne škole. Izbor je obavljen na dobrovoljnoj bazi uz preduslov da su nastavnici najpre učestvovali
u evaluativnom anketiranju „Trenutno stanje u onlajn nastavi u Srbiji i regionu” Obrazovno kreativnog
centra Bor, marta/aprila 2020. godine. Analiza sadržaja je ukazala na porast zahteva u odnosu na
resurse, na postojanje veze između te neravnoteže i sagorevanja, kao i na postojanje jedinstvene
hijerarhije uzroka i posledica, među kojima su gubitak motivisanosti i pad nivoa radnog angažmana.
Zato je jako važno da nakon takvog iskustva, a uoči definisanja obrazovne strategije 2030, kretori i
nosioci obrazovne politike imaju na umu ove rezultate, kako bi preduzimali mere obrazovne politike
na način kojim se umanjuje mogućnost profesionalnog sagorevanja, jer ono utiče na motivaciju
nastavnika a posredno i na motivaciju učenika., The aim of this paper is to draw the attention of the creators of educational policy, and society in
general, to emergence and development of the phenomenon of professional burnout of teachers in
the social context of modern Serbia, during the quarantine period. The theoretical framework is the
so-called JD-R (Job Demands-Resources) model, according to which burnout and work engagement
(motivation) are at the opposite poles. Burnout causes a decrease and loss of motivation. Teaching is
stressful, and the percentage of burnout is higher compared to other professions. Teachers in Serbia
live and work in a special social atmosphere in which they share a difficult general position with the
rest of the working population. In such a situation, teachers in Serbia encountered another difficulty -
the accelerated implementation of distance learning in a state of emergency during quarantine. With
this research, we tried to answer the following questions: 1) Was there an imbalance between job
demands and resources during quarantine? 2) Is the relation between such imbalance and burnout
noticeable? 3) How do teachers rank the significance of causes and consequences of burnout during
quarantine? This qualitative research was conducted with two focus groups consisting of 10 highschool
teachers in one and 10 primary-school teachers in the other group. The selection was made
on a voluntary basis. However, it was recommended that the teachers had first participated in the
evaluation survey “Current situation in online teaching in Serbia and the region”, conducted by
Educational and Creative Centre Bor, in March / April 2020. Content analysis indicated an increase of
imbalance between job demands and resources, a link between such imbalance and burnout, and
a unique hierarchy of causes and effects, including loss of motivation and declining levels of work
engagement. For this reason, it is very important that after such experience, and before defining
the 2030 educational strategy, creators of educational policy keep in mind these results so as to take
educational policy measures in a manner which shall reduce the possibility of burnout because it
affects teacher motivation and, indirectly, student motivation, as well.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Motivacija u obrazovanju između teorije i prakse",
title = "Profesionalno sagorevanje i karantin, Professional burnout and quarantine",
pages = "96-95"
}
Marković, N., Matićević, Z.,& Kostić, V.. (2020). Profesionalno sagorevanje i karantin. in Motivacija u obrazovanju između teorije i prakse
Beograd : Institut za pedagoška istraživanja., 95-96.
Marković N, Matićević Z, Kostić V. Profesionalno sagorevanje i karantin. in Motivacija u obrazovanju između teorije i prakse. 2020;:95-96..
Marković, Nataša, Matićević, Zorana, Kostić, Vesna, "Profesionalno sagorevanje i karantin" in Motivacija u obrazovanju između teorije i prakse (2020):95-96.

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