Procena međusobne zavisnosti profesionalnog stresa i emocionalne inteligencije od nastavnika osnovnih škola
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Teaching is performed in a complex environment, which hasmadesameto be a stressing job. Emotionally intelligent teachers demonstrate positive behaviour in all kind of academic tasks and show more resilient response in stressful situation and less likely to react to stress. The research was aimed at determining occupational stress, health, well being and emotional intelligence, as well as their interdependence, in the group of primary school teachers. A survey was formed containing: COPSOQ II, AES, TEIQue-SF, SPANE, SWLS A total 325 primary school teacher filled out questionnaires. There were determined high cognitive (69,52±17,01), emotional (59,62±18,69), demands for hiding emotions (68,56±15,56), work pace (56,38±21,45) and meaning of work (72,05±17,18). The scores of ability and trait emotional intelligence were within the average for the general population. Stress, burnout, stress and depressive symptoms, job insecurity, home-work interface, sleep disorders, quantita...tive and emotional demands, were in a negative correlation with the trait emotional intelligence. The positive influence of ability emotional intelligence has been proven on the demands for hiding emotions, influence on work, commitment to work, role clarity, self-efficacy and social support as well as on cognitive demands, social inclusiveness and meaning of work. The job satisfaction (69,88±15,86) was positively correlated with awards, commitment to work, meaning of work and justice. Work-family and role conflicts reduce job satisfaction. Selfrated good health positively correlated with self-efficacy, and negatively with burnout and somatic stress. The work influence and sense of coherence were important determinants of life satisfaction. Positive experience were related to cognitive demands, commitment to work, work influence, possibilities for development, meaning of work, recognitions, role-clarity, a sense of coherence, job satisfaction, mutual trust and support, justice, health and self-efficacy. Teachers are a resilient professional group can refer to a sense of coherence, social support and trust, job satisfaction, commitment to work and self-efficacy. Emotional intelligence learning can be a predictor of the professionalism of a modern teacher, to whom the development of students' personality is the main goal and result of education.