Podiel osobnostných a interpersonálnych činiteľov na vysvetlení sociálnej pohody učiteľov

Roč.23,č.2(2013)

Abstrakt

Cieľom štúdie bolo zistiť podiel osobnostných premenných a sociálnej opory poskytnutej riaditeľom školy na vysvetlení variancie sociálnej pohody učiteľov. Vychádzali sme z konceptu sociálnej pohody ako ho uvádza Keyes (1998). Osobnostné črty boli zisťované prostredníctvom dotazníka IASR-B5 (Trapnell & Wiggins, 1990), miera reziliencie prostredníctvom Brief resilience scale (Smith et al., 2008) a poskytovanie sociálnej opory prostredníctvom dotazníka SAS-C (Trobst, 2000), ktorý vychádza z kruhového modelu interpersonálneho správania a popisuje osem typov suportívneho správania. Výskumu sa zúčastnilo 256 učiteľov základných škôl a výsledky boli spracované mulitvariačnou lineárnou regresnou analýzou. Regresné modely potvrdili významný podiel suportívneho správania riaditeľa školy na vysvetlení rozptylu sociálnej pohody učiteľov.


Klíčová slova:
sociálna pohoda; osobnostné črty; reziliencia; suportívne správanie; učitelia
Reference

Albuquerque, I., de Lima, M. P., Figueiredo, C., & Matos, M. (2012). Subjective well-being structure: Confirmatory factor analysis in a teachers‘ Portuguese sample. Social Indicators Research, 105(3), 569–580. https://doi.org/10.1007/s11205-011-9789-6

Blatný, M. (2005). Osobnostní předpoklady sebehodnocení a životní spokojenosti: shody a rozdíly. In M. Blatný, J. Dosedlová, V. Kebza, & I. Šolcová (Eds.), Psychosociální souvislosti osobní pohody (s. 83–107). Brno: Masarykova Univerzita a Nakladatelství MSD.

Coady, C. A., Kent, V. D., & Davis, P. W. (1990). Burnout among social workers working with
patients with cystic fibrosis. Health and Social Work, 15(2), 116–124. https://doi.org/10.1093/hsw/15.2.116

Davis, J., & Wilson, S. M. (2000). Principal’s eff orts to empower teachers. Eff ects on teacher
motivation and job satisfaction and stress. The Clearing House, 73(6), 349–353.

Dunlop, C. A., & Macdonald, E. B. (2004). The teachers health and wellbeing study in Scotland.
Edinburgh: NHS Health Scotland, Woodburn House.

Džuka, J. (2004). Kvalita života a subjektívna pohoda – teórie a modely, podobnosť a rozdiely. In
Psychologické dimenzie kvality života (s. 42–53). Prešov: Prešovská univerzita. Dostupné z http://www.pulib.sk/elpub2/FF/Dzuka3/index.htm

Gallagher, M. W., Lopez, S. J., & Preacher, K. J. (2009). The Hierarchical structure of well-being.
Journal of Personality, 77(4), 1025–1050. https://doi.org/10.1111/j.1467-6494.2009.00573.x

Gavora, P., Mareš, J., & Den Brok, P. (2003). Adaptácia dotazníka interakčného štýlu učiteľa.
Pedagogická revue, 55(2), 126–145.

Gavora, P., & Braunová, J. (2010). Adaptácia Dotazníka organizačnej klímy školy (OCDQ-RS).
Pedagogická orientace, 20(1), 39–59.

Gomez, V., Krings, F., Bangerter, A., & Grob, A. (2009). The influence of personality and life events on subjective well-being from a life span perspective. Journal of Research in Personality,
43(3), 345–354. https://doi.org/10.1016/j.jrp.2008.12.014

Halama, P., & Dědová, M. (2007). Meaning in life and hope as predictors of positive mental health: Do they explain residual variance not predicted by personality traits? Studia psychologica, 49(3), 191–200.

Hayes, N., & Joseph, S. (2003). Big 5 correlates of three measures of subjective well-being.
Personality and Individual Differences, 34(4), 723–727. https://doi.org/10.1016/S0191-8869(02)00057-0

Hřebíčková, M., Blatný, M., & Jelínek, M. (2010). Osobnost jako preditor osobní pohody v dospělosti. Československá psychologie, 54(1), 31–41.

Chung, Mc., & Harding, C. (2009). Investigating burnout and psychological well-being of staff
working with people with intellectual disabilities and challenging behaviour: The role of personality. Journal of Applied Research in Intellectual Disabilities, 22(6), 503–591. https://doi.org/10.1111/j.1468-3148.2009.00507.x

Janík, T., & Slavík, J. (2009). Obory ve škole a jejich enkulturační funkce. Pedagogická orientace,
19(2), 5–21.

Janíková, M. (2010). Odlišnosti ve vnímání interakčního stylu učitelů tělesné výchovy. Pedagogická orientace, 20(1), 60–79.

Joshanloo, M., & Nosratabadi, M. (2009). Levels of mental health continuum and personality traits. Social Indicators Research, 90(2), 211–224. https://doi.org/10.1007/s11205-008-9253-4

Keyes, C. L. M. (1998). Social well-being. Social Psychology Quarterly, 61(2), 121–140. https://doi.org/10.2307/2787065

Keyes, C. L. M. (2006). Subjective well-being in mental health and human development research
worldwide: An introduction. Social Indicators Research, 77(1), 1–10. https://doi.org/10.1007/s11205-005-5550-3

Keyes, C. L. M., & Lopez, S. J. (2002). Toward a science of mental health: Positive directions
in diagnosis and interventions. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (s. 45–62). New York: Oxford University Press.

King, L. A., Hicks, J.A., Krull, J. L., & Del Gaiso, A. K. (2006). Positive aff ects and the experience of meaning in life. Journal of Personality and Social Psychology, 90(1), 179–196. https://doi.org/10.1037/0022-3514.90.1.179

Kinman, G., Wray, S., & Stragne, C. (2011). Emotional labour, burnout and job satisfaction in UK
teachers: The role of workplace social support. Educational Psychology: An International Journal of Experimental Educational Psychology, 31(7), 843–856. https://doi.org/10.1080/01443410.2011.608650

Konu, A., Viitanen, E., & Lintonen, T. (2010). Teachers‘ wellbeing and perceptions of leadership
practices. International Journal of Workplace Health Management, 3(1), 44–57. https://doi.org/10.1108/17538351011031939

Kováč, D. (2007). Psychology of the quality of life in the activities of Slovak psychologists. Studia Psychologica, 49(2), 101–116.

Le Cornu , R. (2009). Building resilience in pre-service teachers. Teaching and Teacher Education, 25(5), 717–723. https://doi.org/10.1016/j.tate.2008.11.016

Libran, E. C. (2006). Personality dimensions and subjective well-being. Spanish Journal of
Psychology, 9(1), 38–44. https://doi.org/10.1017/S1138741600005953

Lloyd, C., King, R., & Chenoweth, L. (2002). Social work, stress and burnout. A review. Journal of
Mental Health, 11(3), 255–266.

Mareš, J. (2001). Sociální opora. In E. Řehulka & O. Řehulková (Eds.), Učitelé a zdraví 3 (s. 87–93). Brno, Nakl. Pavel Křepela.

Mlčák, Z. (2002). Psychická zátěž učitelů a sociálně suportivní chování ředitele školy. In E. Řehulka & O. Řehulková (Eds.), Učitelé a zdraví 4 (s. 27–38). Brno: Nakl. Pavel Křepela.

Myers, D. G. (2003). Close relationship and quality of life. In D. Kahneman, E. Diener, & N. Schwarz (Eds.), Well-Being. The foundations of hedonic psychology (s. 374–391). New York: Russell Sage Foundation.

Myers, D. G., & Diener, E. (1997). The new scientific pursuit of happiness. Harvard Mental Health
Letter, 4(2), 4–7.

Peters, J., & Pearce, J. (2012). Relationships and early career teacher resilience: A role for school principals. Teachers and Teaching: Theory and Practice, 18(2), 249–262.

Pretsch, J., Flunger, B., & Schmitt, M. (2012). Resilience predicts well-being in teachers, but not in non-teaching employees. Social Psychology of Education, 15(3), 321–336. https://doi.org/10.1007/s11218-012-9180-8

Provazník, K. et al. (1985). Hygiena školní práce. Praha: Avicenum.

Rey, L., & Extremera, N. (2011). Social support as mediator of perceived emotional intelligence
and life satisfaction in a sample of teachers. Revista de Psicologia Social, 26(3), 401–412.

Ross, S. W., Romer, N., & Horner, R. H. (2012). Teacher well-being and the implementation of
school-wide positive behavior interventions and supports. Journal of Positive Behavior Interventions, 14(2), 118–128. https://doi.org/10.1177/1098300711413820

Ruiz, V. M. (2005). The five-factor model of personality, subjective well-being and social
adaptation. Generalizability to the Spanish context. Psychological Reports, 96(3), 863–866. https://doi.org/10.2466/pr0.96.3.863-866

Ryff , C. D., & Keyes, C. L. M. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69(4), 719–727. https://doi.org/10.1037/0022-3514.69.4.719

Ryff , C. D., & Singer, B. (2008). Know thyself and become what you are: A eudaimonic approach
to psychological well-being. Journal of Happiness Studies, 9(1), 13–39. https://doi.org/10.1007/s10902-006-9019-0

Sakoda, Z., Tanak K., & Fuchigami, K. (2004). Teachers’ perception of social support from
principals. Japanese Journal of Educational Psychology, 52(4), 448–457. https://doi.org/10.5926/jjep1953.52.4_448

Shirey, M. R. (2004). Social support in the workplace: Nurse leader implications. Nursing
Economics, 22(6), 313–319.

Smith, B. W., Dalen, J., Wiggins, K., Tooley, E., & Christopher, P. (2008). The brief resilience scale: Assessing the ability to bounce back. International Journal of Behavioral Medicine, 15(3), 194–200. https://doi.org/10.1080/10705500802222972

Suldo , S. M., Mihalas , S. T., Powell , H. A., & Witte , R. B. (2008). Ecological predictors of substance use in middle school students. School Psychology Quarterly, 23(3), 373–388. https://doi.org/10.1037/1045-3830.23.3.373

Šolcová, I., & Kebza, V. (1999). Sociální opora jako významní protektívní faktor. Československá
psychologie, 43(1), 19–38.

Šolcová, I., & Kebza, V. (2005). Prediktory osobní pohody (Well-Being) u reprezentativního
souboru české populace. Československá psychologie, 49(3), 1–8.

Tišanská, L., & Kožený, J. (2004). Osobnost, anticipovaná sociální opora a adaptece seniorek na
stárnutí: test modelu životní spokojenosti. Československá psychologie, 48(1), 27–37.

Trapnell, P. D., & Wiggins, J. S. (1990). Extension of the interpersonal adjective scales to include
the big five dimensions of personality. Journal of Personality and Social Psychology, 59(4),
781–790. https://doi.org/10.1037/0022-3514.59.4.781

Trobst, K. K. (2000). An interpersonal conceptualization and quantification of social support
transactions. Personality and Social Psychology Bulletin, 26(8), 971–986. https://doi.org/10.1177/01461672002610007

Ústav informácií a prognóz školstva. Štatistická ročenka 2010. Dostupné z http://www.uips.sk/
statistiky/statisticka-rocenka

Van Den Berg, P. T., & Pitariu, H. (2005). The relationship between personality and well-being
during societal change. Personality and Individual Differences, 39(1), 229–234. https://doi.org/10.1016/j.paid.2005.01.007

Van Petegem , K., Aelterman, A., Rossel, Y., & Creemers , B. (2007). Student perception as moderator for student wellbeing. Social Indicators Research, 83(3), 447–463. https://doi.org/10.1007/s11205-006-9055-5

Vittersø, J. (2001). Personality traits and subjective well-being: Emotional stability, not extroversion, is probably the important predictor. Personality and Individual Differences, 31(6), 903–914. https://doi.org/10.1016/S0191-8869(00)00192-6

Weiss, A., Bates, T. C., & Luciano, M. (2008). Happiness is a personal(ity) thing – The genetics
of personality and well-being in a representative sample. Psychological Science, 19(3), 205–210. https://doi.org/10.1111/j.1467-9280.2008.02068.x

Metriky

0

Crossref logo

0


749

Views

401

PDF views