Izvori profesionalnog stresa i iracionalna uverenja kao prediktori mentalnog zdravlja nastavnika tokom COVID-19 pandemije
Sažetak
Obrazovanje širom sveta snažno je pogođeno COVID-19 pandemijom. S obzirom na ranije dokaze da je blagostanje nastavnika pod uticajem velikih društvenih promena, ova vrsta iznenadne promene rutine i prakse koje su postojale decenijama mogla bi imati štetne učinke na mentalno zdravlje nastavnika. U ovoj studiji težili smo da ispitamo doprinos specifičnih stresora na radnom mestu i iracionalnih uverenja objašnjenju doživljavaja stresa, depresije i anksioznosti među nastavnicima, nakon velikih promena u obrazovnom sistemu uzrokovanih vanrednom situacijom. Teorijski okvir istraživanja je Racionalno-emotivna i Kognitivno-bihejvioralna Terapija (RE i KBT), prema kojoj iracionalna uverenja imaju ključni doprinos u generisanju i održavanju disfunkcionalnih emocionalnih reakcija. Podaci su prikupljeni od 104 nastavnika osnovnih škola (88% žena, uzrasta M = 41,39, SD = 9,10) tokom prvog talasa COVID-19 pandemije (mart do maja 2020.). Za prikupljanje podataka smo koristili prilagođenu verziju upitnika Izvori stresa na radu (IRS), Skalu iracionalnih uverenja nastavnika (TIBS) i Skalu depresije, anksioznosti i stresa (DASS-21). Upitnike su elektronskim putem distribuirali stručni suradnici u školama, budući da se u to vreme nastava odvijala “online”. Rezultati hijerarhijske regresione analize sugerišu da, kada je reč o doživljavanju stresa zbog promena u radnim i životnim uslovima, izvori radnog stresa povezani s COVID-om (β =,32, p<,005) i iracionalna uverenja (β =,25, p <,01) imaju samostalan i značajan doprinos. Međutim, iracionalna uverenja predstavljaju jedine značajne prediktore u doživljavanju anksioznosti (β =,33, p<,005) i depresije (β = ,36, p < ,005).
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