Title Samoefikasnost i radna angažiranost odgojitelja u dječjim vrtićima
Title (english) Self-efficacy and work engagement among kindergarten teachers
Author Laura Trputec Lazički
Mentor Ivana Hanzec Marković (mentor)
Committee member Katarina Šarčević Ivić-Hofman (predsjednik povjerenstva)
Committee member Dunja Jurić Vukelić (član povjerenstva)
Committee member Slavka Galić (član povjerenstva)
Granter University of Slavonski Brod Slavonski Brod
Defense date and country 2023-09-14, Croatia
Scientific / art field, discipline and subdiscipline SOCIAL SCIENCES Education/Rehabilitation Sciences
Abstract U ovom radu definirani su pojmovi i važnost dvaju konstrukata koji značajno utječu na djelovanje pojedinca : samoefikasnost i radna angažiranost. U posljednje vrijeme sve se intenzivnije proučavaju ljudski potencijali kao efekt pozitivnih organizacijskih ponašanja, a povezani su s radnom ulogom odgojno-obrazovnih djelatnika. Koncept samoefikasnosti izveden je prema socijalno-kognitivnoj teoriji koju je razvio Albert Bandura, 1977. godine. Bandura je definirao samoefikasnost kao procjenu vlastitih sposobnosti preciziranih prema budućim ponašanjima radi ostvarenja željenog cilja. Odnosi se na subjektivne procjene pojedinca, kako netko razmišlja, osjeća i djeluje. Procjena samoefikasnosti je individualna. Samoefikasnost utječe na akciju čovjeka i spoznaju koja je bitna odrednica u procesu motivacije (Bandura, 1997.; Schwarzer, 1992).
Drugi koncept definiran u radu odnosi se na pozitivan psihološki proces povezan s radnom ulogom pojedinca (Bakker i Demerouti, 2007). Posljednjih godina angažiranost se intenzivno proučava jer se uočila povezanost sa zadovoljstvom poslom, predanošću radnoj organizaciji te manjoj potrebi za promjenom posla (Schaufeli i Bakker, 2003). Začetnikom koncepta smatra se Willim Kahn, profesor koji definira pojam radne angažiranosti kao fizičku, emocionalnu i kognitivnu involviranost djelatnika tijekom obavljanja radne uloge (Kahn,1990).
Drugi dio rada govori o provedenom znanstvenom istraživanju u kojem je sudjelovalo 270 odgojiteljica iz Republike Hrvatske putem online upitnika. Korištene su skale modificirane za odgojitelje primjenjive u ovom istraživanju; skala samoefikasnosti za nastavnike (eng. Teacher Self-Efficacy Scale) i kratka verzija Utrecht skale radne angažiranosti (eng. Utrecht Work Engagement Scale - Uwes - short Form).
Smisao istraživanja je bio ispitati razinu percipirane samoefikasnosti odgojitelja te stupanj radne angažiranosti tijekom radnog vremena. Krajnji cilj je bio istražiti povezanost između samoefikasnosti i radne angažiranosti odgojitelja. Rezultati istraživanja su pokazali kako odgojitelji procjenjuju samoefikasnost visokim vrijednostima. Stupanj svoje radne angažiranosti također procjenjuju visokim vrijednostima no podložan je utjecaju čimbenika kao što je stres na poslu, nezadovoljstvo i nerazumijevanje odgojitelja od strane stručnih suradnika. U skladu s očekivanjima i teorijskim pretpostavkama samoefikasnost se pokazala kao prediktor pozitivnog ishoda te kao osobni resurs
odgojitelja koji doprinosi većoj radnoj angažiranosti. S druge strane, odgojitelj koji je visoko radno angažiran, ima više iskustva, samopouzdanja i motivacije što utječe na razinu percipirane samoefikasnosti. Možemo reći kako se ova dva konstrukta međusobno nadopunjuju, ovisni su jedan o drugom.
Abstract (english) This paper defines the concepts and importance of two constructs that significantly influence the performance of an individual: self-efficacy and work engagement. Recently, human potential has been increasingly studied as an effect of positive organizational behavior and is linked to the work role of education and training workers. The concept of self-efficacy is derived from a social-cognitive theory developed by Albert Bandura in 1977. Bandura defined self-efficacy as an evaluation of one's own capabilities as specified by future behaviors to achieve a desired goal. It refers to an individual's subjective evaluations of how someone thinks, feels, and acts. The self-efficacy assessment is individual. Self-efficacy affects human action and cognition, which is an important determinant in the motivation process (Bandura, 1997). The following table shows the number of samples of the substance in the sample. The second concept defined in the paper refers to a positive psychological process associated with an individual's work role (Bakker and Demerouti, 2007). In recent years, engagement has been intensively studied as it has been associated with job satisfaction, commitment to work organization and less need to change jobs (Schaufeli and Bakker, 2003). The concept is attributed to William Kahn, a professor who defines work engagement as the physical, emotional, and cognitive involvement of an employee in the performance of a work role (Kahn, 1990). The second part of the paper talks about the scientific research carried out in which 270 educators from the Republic of Croatia participated via an online questionnaire. The use of scales modified for educators applicable in this study; the self-efficacy scale for teachers (Eng. Teacher Self-Efficacy Scale) and a short version of the Utrecht Scale of Employment Engagement (Eng. The Utrecht Work Engagement Scale (Uwes - short form) is used to measure the level of employee involvement in the organization of work. The purpose of the study was to examine the level of perceived self-efficacy of educators and the degree of work engagement during working hours. The ultimate goal was to investigate the relationship between self-efficacy and the work engagement of educators. The results of the study showed that educators rate self-efficacy highly. The degree of their work engagement is also rated highly but is subject to factors such as stress at work, dissatisfaction and misunderstanding of the educator by professional associates. In line with expectations and theoretical assumptions, self-efficacy has been shown to be a predictor of positive outcomes and a personal resource for educators that contributes to greater work engagement. On the other hand, educators who are highly engaged have more experience, self-confidence and motivation, which affects their level of perceived self-efficacy. We can say that these two constructs complement each other, they are dependent on each other.
Keywords
odgojitelj predškolske djece
samoefikasnost
radna angažiranost
Keywords (english)
self-efficacy
work engagement
educators
kindergarten
Language croatian
URN:NBN urn:nbn:hr:262:853203
Study programme Title: Graduate pre-school education Study programme type: university Study level: graduate Academic / professional title: magistar/magistra ranog i predškolskog odgoja i obrazovanja (magistar/magistra ranog i predškolskog odgoja i obrazovanja)
Type of resource Text
File origin Born digital
Access conditions Access restricted to students and staff of home institution
Terms of use
Created on 2023-10-05 10:43:26