Percipirani stres i iskustva nastavnika u onlajn podučavanju tokom rane faze COVID-19 pandemije
Sažetak
Stres utiče na različite aspekte ljudskog života, pa tako može da utiče na profesionalno funkcionisanje nastavnika. Istraživanje odnosa prema digitalnom, onlajn podučavanju i učenju pokazalo je da uspeh bilo kog onlajn obrazovanja u velikoj meri zavisi od odnosa nastavnika prema onlajn učenju. Istraživanja iz perioda pre pandemije pokazuju da su nastavnici, u poređenju sa drugim visoko stresnim zanimanjima, među najugroženijima u pogledu uticaja stresa na fizičko i psihološko blagostanje. Cilj ove pilot studije bio je istražiti kako nastavnici procenjuju nivo sopstvenog stresa tokom pandemije, kao i kakav je odnos nastavničkog stresa, stavova prema onlajn nastavi i subjektivnog osećaja opterećenosti onlajn nastavom, tokom rane faze pandemije COVID-19. Onlajn anketa je sprovedena tokom i neposredno nakon uvođenja mera zaključavanja (vanredne situacije) u proleće 2020. godine na području Vojvodine. Ukupan uzorak obuhvatio je 64 nastavnika (12,5% učitelja), između 26 i 63 godine starosti. Subjektivna percepcija stresa izmerena je Skalom percepiranog stresa, dok je upitnik od 19 stavki za procenu stavova prema onlajn nastavi adaptiran za potrebe ovog istraživanja. Rezultati pokazuju da je nivo percipiranog stresa povišen u poređenju sa normama koje je predložio autor skale. Procena opterećenosti onlajn nastavom je pozitivno povezana sa nivoom percipiranog stresa nastavnika (r = ,385, p < ,01). Nastavnici nisu izrazili izuzetno pozitivne niti negativne stavove prema onlajn nastavi. Ipak, stav prema onlajn nastavi je u negativnoj korelaciji sa subjektivnim osećajem opterećenosti onlajn nastavom (r = - ,294, p < ,05). Rezultati ne ukazuju na značajnu korelaciju između opaženog nivoa stresa i stava prema onlajn nastavi nastavnika.
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