Radne orijentacije, smisao posla, profesionalni identitet i zadovoljstvo odgojitelja

Anka Jurčević Lozančić - Prethodno priopćenje

Work Orientations, Job Meaningfulness, Professional Identity and Preschool Teachers’ Satisfaction

Sažetak
Suvremeni društveni kontekst u kojem poslovi odgojitelja postaju zahtjevniji, a oni istodobno profesionalno i statusno marginalizirani u našem društvu, zadovoljstvo poslom i profesionalno djelovanje odgojitelja nameće se kao važno istraživačko područje. S obzirom na to da u Republici Hrvatskoj (i u svijetu) nedostaju istraživanja o zadovoljstvu poslom odgojitelja, a vođeni saznanjem da je značajno povezano s kvalitetom odgojno-obrazovnoga rada, time i unaprjeđivanjem razvoja djece rane i predškolske dobi i njihovih postignuća, ovim radom želi se promovirati profesija odgojitelja. Istraživanjem je obuhvaćeno ukupno 536 odgojitelja. Da bi se ispitalo profesionalno djelovanje i zadovoljstvo poslom, u istraživanju su primijenjene sljedeće skale: Upitnik radnih orijentacija, Skala zadovoljstva životom, Zadovoljstvo poslom, Skala smislenosti posla te Skala profesionalne identifikacije. Za potrebe ovoga istraživanja izračunana je jednostavna deskriptivna statistika na skalama, matrica korelacije u koju su uključene i relevantne sociodemografske varijable te je provedena analiza varijance. Rezultati istraživanja pokazuju da odgojitelji primarno svoj posao smatraju pozivom te da svojim radom i profesionalnim djelovanjem daju svoj doprinos društvu, a iz istih je rezultata vidljivo da odgojitelji koji rade uglavnom zbog osobnoga dohotka osjećaju posao kao nužnost, postižu u prosjeku niže rezultate na skali zadovoljstva poslom i životom, vlastiti posao smatraju manje smislenim i ne identificiraju se značajno s njim.

Abstract
The contemporary social context in which the job of an early childhood and care (ECEC) teacher has become increasingly demanding, and at the same time their profession and social status have been marginalized in our society, their job satisfaction and performance emerge as an important area of research. Given that in the Republic of Croatia (as well as worldwide) research on ECEC teachers’ job satisfaction is scarce, and is guided by the assumption that it is significantly related to the quality of their educational work, and thus to the improvement of the development of early childhood and preschool-aged children and their achievements, this paper aims to promote the profession of ECEC teachers. A total of 536 ECEC teachers were included in the research. In order to examine the teachers’ job performance and satisfaction, the following scales were used in the research: Job Orientation Questionnaire, Life Satisfaction Scale, Job Satisfaction Scale, Job Meaningfulness Scale and Professional Identification Scale. For the purposes of this research, simple descriptive statistics were calculated on the scales, the correlation matrix was performed, including relevant sociodemographic variables, and an analysis of variance was performed. The research results showed that ECEC teachers primarily consider their job a vocation and they believe that they contribute to society through their work and professional activities. The same results also indicate that ECEC teachers who work mainly for money perceive work as a necessity, achieve lower results on average on the job and life satisfaction scale, consider their work less meaningful and do not identify with it to a significant extent.