Bendrojo lavinimo mokyklų pedagogų psichosocialinės nuostatos raiška ir jai įtaką darantys veiksniai

LTStraipsnyje sprendžiama mokslinė problema, kuri detalizuojama probleminiu klausimu: kokie veiksniai daro teigiamą ir neigiamą įtaką mokytojų psichosocialinei nuostatai jų veiklos kontekste. Į klausimą siekiama atsakyti trijose straipsnio dalyse. Pirmojoje straipsnio dalyje teoriškai atskleidžiama, kokie veiksniai daro įtaką mokytojų psichosocialinei nuostatai. Antrojoje pristatoma tyrimo metodika. Tyrimas buvo atliktas naudojant Elklit (1996) ir Roker (2001) įveikos strategijų bei pedagoginės psichologijos specialistų Kreschmann, Weidenmann (2000) klausimynus. Šių dviejų adaptuotų klausimynų dermė ir sudaro mokytojų psichosocialinės nuostatos klausimyno pagrindą. Trečiojoje dalyje pateikiami tyrimo rezultatai ir atliekama jų interpretacija. [Iš leidinio]Reikšminiai žodžiai: Pedagogų psichosocialinė nuostata; Bendrojo lavinimo mokykla; Psichologinis stresas; Teachers’ psycho-social attitude; Comprehensive school; Psychological stress.

ENThe aim of this article is to analyse psycho-social attitude of comprehensive school teachers and to identify the relevant factors drawing on research literature analysis and results of empirical research. ‘Psycho-social attitude’ is a compound term that refers to the influence of psychological and social factors on physiological processes. An attitude is a position of an individual or collective subjects towards some phenomenon. It is manifested in different more or less open symptoms or indicators. The function of an attitude is at the same time cognitive, energetic and action regulating. The article addresses the research problem which may be defined by the following question: what factors have a positive or negative influence on teachers’ psycho-social attitudes in terms of their pedagogical activity? The article analyses how the empirical results relate to the statements highlighted in the theory. The research was carried out drawing on the methodology of coping strategies by Elklit (1996), by highlighting the five fields influencing psycho-social attitudes. This was the basis for developing the questionnaire. The research involved a stochastic sample representing all comprehensive schools of Kaunas (56) and involving 500 of respondents.The article has come up with the following conclusions: teachers’ psycho-social attitude is a personal state which forms as a result of contradictions of knowing, belief and behaviour. The most distinct indicators of psycho-social attitude are emotional tension, psychological stress, anxiety and social isolation. Teachers’ psychosocial attitudes are most of all influenced by the high workload, inadequate behaviour of students, lack of social security, instability, the society’s attitude towards teachers. The respondents also noted that their psycho-social attitude is negatively influenced by excessive paperwork at school, contradictory directions from the management, uncertain situations, constant menace of reorganization. The teachers pointed out that adequate reward, friendly interrelations, favourable environment, opportunities for creativity, acknowledgement of their activity have a positive impact on their psycho-social attitudes. The results of research literature analysis and empirical results have shown that the theoretical statements about teachers’ psycho-social attitudes and influencing factors are supported by the empirical research results, as they are manifested in educational practice. [From the publication]