| Abstract | Iako je agresija prema nastavnicima sve veći problem, mali se broj istraživanja u Hrvatskoj bavio ovom tematikom. Uz ispitivanje učestalosti doživljavanja agresije kod nastavnika koju su nad njima počinili učenici i roditelji, cilj ovog rada bio je i provjeriti kakav je odnos između stresa kod nastavnika zbog doživljene agresije, te njihove percepcije socijalne podrške i dobrobiti. U istraživanju je sudjelovalo 1227 nastavnika osnovnih i srednjih škola, od čega je bilo 1013 žena i 214 muškaraca. Korišteni su sljedeći instrumenti: upitnik stresa zbog doživljene agresije, koji je konstruiran za potrebe ovog istraživanja, Skala nasilja usmjerenog protiv učitelja (Marčinković, 2018), Skala zadovoljstva životom (SWLS; Diener i sur., 1985), Skala zadovoljstva učiteljskim poslom (TSS; Ho i Au, 2006) te Skala socijalne podrške na poslu i u obitelji (Šimunić i sur., 2016). Rezultati su pokazali da je 72,5% nastavnika, tijekom svog radnog vijeka, doživjelo barem jedan od oblika agresije od svojih učenika, a 57,3% njih od učenikovih roditelja. Verbalna agresija je najviše zastupljena, dok učenici najmanje pribjegavaju elektroničkim oblicima agresije, a roditelji fizičkim. Također, visok stres zbog doživljene agresije pokazao se kao značajan prediktor nižeg zadovoljstva životom i zadovoljstva poslom kod nastavnika. Suprotno tome, viša percipirana socijalna podrška nadređenog i kolega su se pokazale značajnim prediktorima većeg zadovoljstva životom, kao i većeg zadovoljstva poslom kod nastavnika. Nadalje, moderatorska, ublažavajuća (eng. buffer) uloga socijalne podrške nadređenog i kolega na odnos između stresa zbog doživljene agresije i zadovoljstva životom, odnosno na odnos između stresa zbog doživljene agresije i zadovoljstva poslom nastavnika nije dokazana. |
| Abstract (english) | Although aggression toward teachers is a growing problem, a few studies in Croatia have researched this topic. In addition to examining the frequency of teacher aggression perpetrated on them by students and parents, the aim of this study was to examine the relationship between stress in teachers due to experienced aggression, and their perception of social support and well-being. The study involved 1227 primary and secondary school teachers, of whom 1013 were women and 214 men. The following instruments were used: stress questionnaire due to experienced aggression, which was constructed for the purposes of this research, Scale of violence directed against teachers (Marčinković, 2018), Satisfaction with Life Scale (SWLS; Diener et al., 1985), Teaching Satisfaction Scale (TSS; Ho and Au, 2006) and the Scale of social support at work and in the family (Šimunić et al., 2016). The results showed that 72,5% of teachers, during their working life, experienced at least one form of aggression by their students, and 57,3% of them by student parents. Verbal aggression is the most common, while electronic aggression is the least performed by students, and physical aggression by parents. Also, high stress due to experienced aggression proved to be a significant predictor of lower life satisfaction and job satisfaction of teachers. In contrast, higher perceived social support from superiors and colleagues proved to be significant predictors of greater life and job satisfaction of teachers. Furthermore, the moderating role of social support of superiors and colleagues on the relationship between stress due to experienced aggression and life satisfaction, and on the relationship between stress due to experienced aggression and job satisfaction of teachers has not been proven. |
