Page 110 - Čotar Konrad Sonja, Borota Bogdana, Rutar Sonja, Drljić Karmen, Jelovčan Giuliana. Ur. 2022. Vzgoja in izobraževanje predšolskih otrok prvega starostnega obdobja. Koper: Založba Univerze na Primorskem
P. 110
ja Čotar Konrad in Maja Lebeničnik
V Development of Achievement Motivation, ur. A. Wigfield in J. S. Eccles, 15–
31. San Diego, CA: Academic Press.
Schwarzer, R., in S. Hallum. 2008. »Perceived Teacher Self-Efficacy as a Predictor
of Job Stress and Burnout: Mediation Analyses.« Applied Psychology 57:152–
171.
Skaalvik, E. M., in S. Skaalvik. 2010. »Teacher Self-Efficacy and Teacher Burnout:
A Study of Relations.« Teaching and Teacher Education 26:1059–1069.
Slivar, B. 2009. Raziskava o poklicnem stresu pri slovenskih vzgojiteljih in učiteljih.
Ljubljana: SVIZ.
———. 2013. Na poti k dobremu počutju: obvladovanje stresa v šoli – teoretični
vidik: knjiga za ravnatelje in učitelje o obvladovanju stresa na ravni šole in na
ravni posameznika. Ljubljana: Zavod RS za šolstvo.
Tsai, E., L. Fung in L. Chow. 2006. »Sources and Manifestations of Stress in Fe-
male Kindergarten Teachers.« International Education Journal 7 (3): 364–
370.
Tschannen-Moran, M., in A. Woolfolk Hoy. 2001. »Teacher Efficacy: Capturing an
Elusive Construct.« Teaching and Teacher Education 17:783–805.
———. 2007. »The Differential Antecedents of Self-Efficacy Beliefs of Novice
and Experienced Teachers.« Teaching and Teacher Education 23:944–956.
Wang, H., N. C. Hall in S. Rahimi. 2015. »Self-Efficacy and Causal Attributions in
Teachers: Effects on Burnout, Job Satisfaction, Illness, and Quitting Inten-
tions.« Teaching and Teacher Education 47:120–130.
Woolfolk Hoy, A., in H. Davis. 2006. »Teacher Self-Efficacy and Its Influence on
the Achivement of Adolescents.« V Self-Efficacy Beliefs of Adolescents, ur. T.
Urdan in F. Pajeres, 117–133. Greenwich, CT: Information Age Publishing.
Zakon o vrtcih (ZVrt-UPB2). 2005. Uradni list Republike Slovenije, št. 100.
Burnout and Self-Efficacy of Preschool Teachers in Kindergarten
The aim of the study was to determine preschool teachers’ level of the burnout
and level of self-efficacy. We also wanted to establish whether there were any
differences in burnout and in self-efficacy according to preschool teachers age
group position and according to the level of professional development. We
found out that the reported level of burnout is relatively low, as preschool
teachers show a high level of personal fulfillment at the workplace and a lower
level of emotional exhaustion and depersonalisation. Also, relatively high level
of self-efficacy was reported by preschool teachers, showing differences in self-
efficacy components: preschool teachers who work in the first age group (1–
3 years old) reported higher level of self-efficacy in supporting child motiva-
tion in comparison to preschool teachers working who work in the second age
group (3–6 years old). Reported self-efficacy is also different regarding the level
of professional development, where the novice preschool teacher (1 to 3 years
of work experience) felt the lowest level of self-efficacy, while the preschool
110
V Development of Achievement Motivation, ur. A. Wigfield in J. S. Eccles, 15–
31. San Diego, CA: Academic Press.
Schwarzer, R., in S. Hallum. 2008. »Perceived Teacher Self-Efficacy as a Predictor
of Job Stress and Burnout: Mediation Analyses.« Applied Psychology 57:152–
171.
Skaalvik, E. M., in S. Skaalvik. 2010. »Teacher Self-Efficacy and Teacher Burnout:
A Study of Relations.« Teaching and Teacher Education 26:1059–1069.
Slivar, B. 2009. Raziskava o poklicnem stresu pri slovenskih vzgojiteljih in učiteljih.
Ljubljana: SVIZ.
———. 2013. Na poti k dobremu počutju: obvladovanje stresa v šoli – teoretični
vidik: knjiga za ravnatelje in učitelje o obvladovanju stresa na ravni šole in na
ravni posameznika. Ljubljana: Zavod RS za šolstvo.
Tsai, E., L. Fung in L. Chow. 2006. »Sources and Manifestations of Stress in Fe-
male Kindergarten Teachers.« International Education Journal 7 (3): 364–
370.
Tschannen-Moran, M., in A. Woolfolk Hoy. 2001. »Teacher Efficacy: Capturing an
Elusive Construct.« Teaching and Teacher Education 17:783–805.
———. 2007. »The Differential Antecedents of Self-Efficacy Beliefs of Novice
and Experienced Teachers.« Teaching and Teacher Education 23:944–956.
Wang, H., N. C. Hall in S. Rahimi. 2015. »Self-Efficacy and Causal Attributions in
Teachers: Effects on Burnout, Job Satisfaction, Illness, and Quitting Inten-
tions.« Teaching and Teacher Education 47:120–130.
Woolfolk Hoy, A., in H. Davis. 2006. »Teacher Self-Efficacy and Its Influence on
the Achivement of Adolescents.« V Self-Efficacy Beliefs of Adolescents, ur. T.
Urdan in F. Pajeres, 117–133. Greenwich, CT: Information Age Publishing.
Zakon o vrtcih (ZVrt-UPB2). 2005. Uradni list Republike Slovenije, št. 100.
Burnout and Self-Efficacy of Preschool Teachers in Kindergarten
The aim of the study was to determine preschool teachers’ level of the burnout
and level of self-efficacy. We also wanted to establish whether there were any
differences in burnout and in self-efficacy according to preschool teachers age
group position and according to the level of professional development. We
found out that the reported level of burnout is relatively low, as preschool
teachers show a high level of personal fulfillment at the workplace and a lower
level of emotional exhaustion and depersonalisation. Also, relatively high level
of self-efficacy was reported by preschool teachers, showing differences in self-
efficacy components: preschool teachers who work in the first age group (1–
3 years old) reported higher level of self-efficacy in supporting child motiva-
tion in comparison to preschool teachers working who work in the second age
group (3–6 years old). Reported self-efficacy is also different regarding the level
of professional development, where the novice preschool teacher (1 to 3 years
of work experience) felt the lowest level of self-efficacy, while the preschool
110
