Od socialne opore na delovnem mestu do duševnega zdravja strokovnih delavcev v vrtcu
Razkrivanje posredne vloge poseganja dela v zasebno življenje
DOI:
https://doi.org/10.20419/2025.34.612Ključne besede:
vrtec, duševno zdravje, poseganje dela v zasebno življenje, socialna opora, vzgojiteljicePovzetek
Duševno zdravje strokovnih delavcev v vrtcu je povezano s kakovostjo njihovega dela in izidi pri otrocih na različnih področjih razvoja. Vrtci imajo osrednjo vlogo pri spodbujanju razvoja in učenja malčkov in otrok, zato je pomembno prepoznati in razumeti dejavnike ter mehanizme, ki prispevajo k duševnemu zdravju strokovnih delavcev. Namen raziskave je bil preučiti povezanost med zaznano socialno oporo na delovnem mestu in z delom povezanim duševnim zdravjem strokovnih delavk v vrtcu ter posredno vlogo zaznanega poseganja dela v zasebno življenje v tej povezavi. V vzorec je bilo vključenih 862 vzgojiteljic in njihovih pomočnic, zaposlenih v javnih vrtcih. S pomočjo vprašalnikov smo pridobile podatke o njihovi starosti, značilnostih delovnega mesta, socialni opori pri delu, poseganju dela v zasebno življenje ter znakih težav (izčrpanosti in depersonalizaciji) ter dobrega duševnega zdravja na delovnem mestu (poklicni izpolnitvi). Analiza poti je pokazala, da večja socialna opora na delovnem mestu ugodno prispeva k duševnemu zdravju na delovnem mestu, in sicer neposredno in posredno preko zniževanja poseganja dela v zasebno življenje. Zaznana socialna opora in poseganje dela v zasebno življenje predstavljata pomembnejša dejavnika v duševnem zdravju strokovnih delavk kot njihova starost in objektivne značilnosti delovnega mesta (število otrok s posebnimi potrebami in število tujejezičnih otrok v oddelku). Rezultati nakazujejo, da lahko s podpiranjem opornih odnosov med zaposlenimi v vrtcu zmanjšamo neugodne učinke zahtev delovnega mesta na duševno zdravje strokovnih delavk v vrtcu.
Prenosi
Literatura
Aboagye, M. O., Antwi, C. O., Asare, K., Seth, N., Gyasi, F. in Kwasi, F. (2024). Job stress and teacher burnout in preschools–Preliminary assessment of the buffer effect of job resources in the stressor-strain model in a lower-middle-income country. Early Years, 44(3–4), 781– 800. https://doi.org/10.1080/09575146.2023.2237207
Acoba, E. F. (2024). Social support and mental health: The mediating role of perceived stress. Frontiers in Psychology, 15, članek 1330720. https://doi.org/10.3389/fpsyg.2024.1330720
Agyapong, B., Obuobi-Donkor, G., Burback, L. in Wei, Y. (2022). Stress, burnout, anxiety and depression among teachers: A scoping review. International Journal of Environmental Research and Public Health, 19(17), članek 10706. https://doi.org/10.3390/ijerph191710706
Ahsan, U. in ul Haq, M. A. (2021). Perceived organizational support, workplace loneliness, and creativity: Mediating role of workplace loneliness, and moderating role of proactive personality. Reviews of Management Sciences, 3(2), 147–164. https://doi.org/10.53909/rms.03.02.092
Arnett, J. J. (2006). The psychology of emerging adulthood: What is known and what remains to be unknown? V J. J. Arnett in J. L. Tanner (ur.), Emerging adults in America. Coming of age in the 21th century (str. 3 03– 330). American Psychology Association. https://doi.org/10.1037/11381-013
Baethge, A., Vahle-Hinz, T. in Rigotti, T. (2020). Coworker support and its relationship to allostasis during a workday: A diary study on trajectories of heart rate variability during work. Journal of Applied Psychology, 105(5), 506–526. https://doi.org/10.1037/apl0000445
Birkeland Nielsen, M., Christensen, J. O., Finne, L. B. in Knardahl, S. (2020). Workplace bullying, mental distress, and sickness absence: The protective role of social support. International Archives of Occupational and Environmental Health, 93, 43–53. https://doi.org/10.1007/s00420-019-01463-y
Brauchli, R., Bauer, G. F. in Hämmig, O. (2011). Relationship between time-based work-life conflict and burnout. Swiss Journal of Psychology, 70, 165–174. https://doi.org/10.1024/1421-0185/a000052
Bridgeman, P. J., Bridgeman, M. B. in Barone, J. (2018). Burnout syndrome among healthcare professionals. The Bulletin of the American Society of Hospital Pharmacists, 75(3), 147–152. https://doi.org/10.2146/ajhp170460
Buonomo, I., Fiorilli, C., Romano, L. in Benevene, P. (2020). The roles of work-life conflict and gender in the relationship between workplace bullying and personal burnout. A study on italian school principals. International Journal of Environmental Research and Public Health, 17(23), 1–17. https://doi.org/10.3390/ijerph17238745
Carlson, D. S., Kacmar, K. M. in Williams, L. J. (2000). Construction and initial validation of a multidimensional measure of work–family conflict. Journal of Vocational Behavior, 56(2), 249–276. https://doi.org/10.1006/jvbe.1999.1713
Chang, R. (2024). The impact of employees’ health and well-being on job performance. Journal of Education, Humanities and Social Sciences, 29, 372–378. https://doi.org/10.54097/9ft7db35
Chen, S., Luo, Y., Mai, Z., Chen, X. in Shen, T. (2022). The mediating effect of subjective well-being in the relationship between social support and professional commitment among mainland Chinese kindergarten teachers. Frontiers in Psychology, 13, članek 1011855. https://doi.org/10.3389/fpsyg.2022.1011855
Chou, P. (2015). The effects of workplace social support on employee’s subjective well-being. European Journal of Business and Management, 7(6), 8–19.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Lawrence Erlbaum Associates.
Cohen, S. in Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310–357. https://doi.org/10.1037/0033-2909.98.2.310
Corr, L., Cook, K., LaMontagne, A. D., Davis, E. in Waters, E. (2017). Early childhood educator mental health: Performing the national quality standard. Australasian Journal of Early Childhood, 42(4), 97–105. https://doi.org/10.23965/AJEC.42.4.11
Erdamar, G. in Demirel, H. (2014). Investigation of work-family, family-work conflict of the teachers. Procedia- Social and Behavioral Sciences, 116, 4919–4924. https://doi.org/10.1016/j.sbspro.2014.01.1050
Fiorilli, C., Benevene, P., De Stasio, S., Buonomo, I., Romano, L., Pepe, A. in Addimando, L. (2019). Teachers’ burnout: The role of trait emotional intelligence and social support. Frontiers in Psychology, 10, članek 2743. https://doi.org/10.3389/fpsyg.2019.02743
French, K. A., Dumani, S., Allen, T. D. in Shockley, K. M. (2018). A meta-analysis of work–family conflict and social support. Psychological Bulletin, 144(3), 284–314. https://doi.org/10.1006/10.1037/bul0000120
García-Carmona, M., Marín, M. in Aguayo, R. (2018). Burnout syndrome in secondary school teachers: A systematic review and meta-analysis. Social Psychology of Education, 22, 189–208. https://doi.org/10.1007/S11218-018-9471-9
Gisler, S., Omansky, R., Alenick, P. R., Tumminia, A. M., Eatough, E. M. in Johnson, R. C. (2018). Work–life conflict and employee health: A review. Journal of Applied Biobehavioral Research, 23(4), članek e12157. https://doi.org/10.1111/jabr.12157
Grzywacz, J. G., Almeida, D. M. in McDonald, D. A. (2002). Work–family spillover and daily reports of work and family stress in the adult labor force. Family Relations, 51, 28–36. https://doi.org/10.1111/j.1741-3729.2002.00028.x
Gu, Y. in Wang, R. (2021). Job demands and work–family conflict in preschool teachers: The buffering effects of job resources and off-job recovery experiences. Current Psychology, 40(8), 3974–3985. https://doi.org/10.1007/s12144-019-00349-z
Harvey, S. B., Modini, M., Joyce, S., Milligan-Saville, J. S., Tan, L., Mykletun, A., Bryant, R. A., Christensen, H. in Mitchell, P. B. (2017). Can work make you mentally ill? A systematic meta-review of work-related risk factors for common mental health problems. Occupational and Environmental Medicine, 74(4), 301–310. https://doi.org/10.1136/oemed-2016-104015
Hascher, T. in Waber, J. (2021). Teacher well-being: A systematic review of the research literature from the year 2000–2019. Educational Research Review, 34, članek 100411. https://doi.org/10.1016/j.edurev.2021.100411
Henry, A. J., Hatfield, B. E. in Chandler, K. D. (2023). Toddler teacher job strain, resources, and classroom quality. International Journal of Early Years Education, 31(4), 844–858. https://doi.org/10.1080/09669760.2021.1892596
Hill, E. J., Erickson, J. J., Fellows, K. J., Martinengo, G. in Allen, S. M. (2014). Work and family over the life course: Do older workers differ? Journal of Family and Economic Issues, 35, 1–13. https://doi.org/10.1007/s10834-012-9346-8
Hindman, A. H. in Bustamante, A. S. (2019). Teacher depression as adynamic variable: Exploring the nature and predictors of change over the Head Start year. Journal of Applied Developmental Psychology, 61, 43–55. https://doi.org/10.1016/j.appdev.2018.09.004
House, J. S., Umberson, D. in Landis, K. R. (1988). Structures and processes of social support. Annual Review of Sociology, 14(1), 293–318. https://doi.org/10.1146/annurev.so.14.080188.001453
Hsu, H. C. (2018). Age differences in work stress, exhaustion, well-being, and related factors from an ecological perspective. International Journal of Environmental Research and Public Health, 16(1), članek 50. https://doi.org/10.3390/ijerph16010050
Hu, L. T. in Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
Iasiello, M., van Agteren, J. in Cochrane, E. M. (2020). Mental health and/or mental illness: A scoping review of the evidence and implications of the dual-continua model of mental health. Evidence Base, 1, 1–45. https://doi.org/10.21307/eb-2020-001
Innstrand, S. T., Langballe, E. M., Espnes, G. A., Falkum, E. in Aasland, O. G. (2008). Positive and negative work– family interaction and burnout: A longitudinal study of reciprocal relations. Work & Stress, 22(1), 1–15. https://doi.org/10.1080/02678370801975842
Ishibashi, S., Tokunaga, A., Shirabe, S., Yoshida, Y., Imamura, A., Takahashi, K., Kawano, K., Iwanaga, R. in Tanaka, G. (2022). Burnout among kindergarten teachers and associated factors. Medicine, 101(38), članek e30786. https://doi.org/10.1097/MD.0000000000030786
Ispas, S. A. in Iliescu, D. (2017). Work-life interaction as a mediator between work factors and outcomes. Psihologia Resurselor Umane, 15(2), 106–124. https://www.hrp-journal.com/index.php/pru/article/view/36
Item, M. J. in Almasa, R. D. (2025). The role of stressors and supports in early childhood education instructional quality. Social Sciences & Humanities Open, 11, članek 101233. https://doi.org/10.1016/j.ssaho.2024.101233.
Jolly, P. M., Kong, D. T. in Kim, K. Y. (2021). Social support at work: An integrative review. Journal of Organizational Behavior, 42(2), 229–251. https://doi.org/10.1002/job.2485
Ju, C., Lan, J., Li, Y., Feng, W. in You, X. (2015). The mediating role of workplace social support on the relationship between trait emotional intelligence and teacher burnout. Teaching and Teacher Education, 51, 58–67. https://doi.org/10.1016/j.tate.2015.06.001
Jungbauer, J. in Ehlen, S. (2015). Stress and burnout risk in nursery school teachers: Results from a survey. Gesundheitswesen, 77(6), 418–423. https://doi.org/10.1055/s-0034-1381995
Kahn, J. H., Schneider, K. T., Jenkins-Henkelman, T. M. in Moyle, L. L. (2006). Emotional social support and job burnout among high-school teachers: Is it all due to dispositional affectivity? Journal of Organizational Behavior, 27(6), 793–807. https://doi.org/10.1002/job.397
Kerman, K., Tement, S. in Korunka, C. (2021). Don’t leave your heart at work: Profiles of work–life interference and cardiometabolic risk. International Journal of Stress Management, 28(2), 105–116. https://doi.org/10.1037/str0000224
Keyes, C. L. M. (2002). The mental health continuum: From languishing to flourishing in life. Journal of Health and Social Behavior, 43, 207–222. https://doi.org/10.2307/3090197
Keyes, C. L. M. (2005). Mental illness and/or mental health? Investigating axioms of the complete state model of health. Journal of Consulting and Clinical Psychology, 73, 539–548. https://doi.org/10.1037/0022-006X.73.3.539
Kossek, E. E., Perrigino, M. B., Russo, M. in Morandin, G. (2023). Missed connections between the leadership and work–life fields: Work–life supportive leadership for a dual agenda. Academy of Management Annals, 17(1), 181–217. https://doi.org/10.5465/annals.2021.0085
Kossek, E. E., Pichler, S., Bodner, T. in Hammer, L. B. (2011). Workplace social support and work–family conflict: A meta-analysis clarifying the influence of general and work–family-specific supervisor and organizational support. Personnel Psychology, 64(2), 289–313. https://doi.org/10.1111/j.1744-6570.2011.01211.x
Maas, J., Schoch, S., Scholz, U., Rackow, P., Schüler, J., Wegner, M. in Keller, R. (2021). Teachers’ perceived time pressure, emotional exhaustion and the role of social support from the school principal. Social Psychology of Education, 24, 441–464. https://doi.org/10.1007/s11218-020-09605-8
Makara-Studzińska, M., Kruczek, A., Borzyszkowska, A., Załuski, M., Adamczyk, K. in Basińska, M. (2022). Profiles of occupational burnout in the group of representatives of high-risk professions in Poland. International Journal of Environmental Research and Public Health, 19(10), članek 6297. https://doi.org/10.3390/ijerph19106297
Marjanovič Umek, L., Bogataj, J., Flego, J., Hočevar, A., Kovaček, B., Močnik, A., Rutar, S. in Fekonja, U. (2023). Reforma predšolske vzgoje v vrtcu? Da, v smeri večje pravičnosti in višje kakovosti za vse malčke in otroke. Sodobna pedagogika, 74(4), 115–141.
Maslach, C. (2017). Finding solutions to the problem of burnout. Consulting Psychology Journal: Practice and Research, 69(2), 143–152. https://doi.org/10.1037/cpb0000090
Mathieu, M., Eschleman, K. J. in Cheng, D. (2019). Meta-analytic and multiwave comparison of emotional support and instrumental support in the workplace. Journal of Occupational Health Psychology, 24(3), 387–409. http://dx.doi.org/10.1037/ocp0000135
Mauno, S., Minkkinen, J., Tsupari, H., Huhtala, M. in Feldt, T. (2019). Do older employees suffer more from work intensification and other intensified job demands? Evidence from upper white-collar workers. Scandinavian Journal of Work and Organizational Psychology, 4(1), članek 3. https://doi.org/10.16993/sjwop.60
Mensah, A. (2021). Job stress and mental well-being among working men and women in Europe: The mediating role of social support. International Journal of Environmental Research and Public Health, 18(5), članek 2494. https://doi.org/10.3390/ijerph18052494
Muthén, L. K. in Muthén, B. O. (1998-2018). Mplus user’s guide (8th ed.). Muthén & Muthén.
Norling, L. R. in Chopik, W. J. (2020). The association between coworker support and work-family interference: A test of work environment and burnout as mediators. Frontiers in Psychology, 11, članek 819. https://doi.org/10.3389/fpsyg.2020.00819
Pluut, H., Ilies, R., Curşeu, P. L. in Liu, Y. (2018). Social support at work and at home: Dual-buffering effects in the work-family conflict process. Organizational Behavior and Human Decision Processes, 146, 1–13. https://doi.org/10.1016/j.obhdp.2018.02.001
Richert-Kaźmierska, A. in Stankiewicz, K. (2016). Work–life balance: Does age matter? Work, 55(3), 679–688. https://doi.org/10.3233/WOR-162435
Ropponen, A., Känsälä, M., Rantanen, J. in Toppinen-Tanner, S. (2016). Organizational initiatives for promoting employee work-life reconciliation over the life course. A systematic review of intervention studies. Nordic Journal of Working Life Studies, 6(3), 79–100. https://doi.org/10.19154/njwls.v6i3.5529
Sandilos, L., Goble, P., Ezra, P. in Kane, C. (2024). Head start classroom demands and resources: Identifying associations with teacher burnout. School Psychology, 39(3), 280–290. https://doi.org/10.1037/spq0000568
Schaack, D. D., Le, V. N. in Stedron, J. (2020). When fulfillment is not enough: Early childhood teacher occupational burnout and turnover intentions from a job demands and resources perspective. Early Education and Development, 31(7), 1011–1030. https://doi.org/10.1080/10409289.2020.1791648
Schoofs, L., Hornung, S. in Glaser, J. (2022). Prospective effects of social support on self-actualization at work–The mediating role of basic psychological need fulfillment. Acta Psychologica, 228, članek 103649. https://doi.org/10.1016/j.actpsy.2022.103649
Shen, Y. E. (2009). Relationships between self-efficacy, social support and stress coping strategies in Chinese primary and secondary school teachers. Stress and Health, 25(2), 129–138. https://doi.org/10.1002/smi.1229
Shields, B. in Chen, C. (2021). Examining the relationship between work-life conflict and burnout. Journal of the National Institute for Career Education and Counselling, 47(1), 67–76. https://doi.org/10.20856/jnicec.4710
Soares, J. J. F., Grossi, G. in Sundin, Ö. (2007). Burnout among women: Associations with de mog r aph ic/ socio-economic, work, life-style, and health factors. Archives of Women‘s Mental Health, 10(2), 61–71. https://doi.org/10.1007/s00737-007-0170-3.
Song, Y., Zhao, W., Wang, X. in Li, J. (2024). The impact of job stress on burnout in Chinese teachers: The mediating roles of social support and psychological empowerment. Psychology in the Schools, 61(1), 253–271. https://doi.org/10.1002/pits.23052
Ståhle, Y. in Edman Stålbrandt, E. (2022) Exploring descriptions of mentoring as support in Swedish preschools, Journal of Early Childhood Teacher Education, 43(1), 54–68. https://doi.org/10.1080/10901027.2020.1817814
Starmer, A. J., Frintner, M. P. in Freed, G. L. (2016). Work– life balance, burnout, and satisfaction of early career pediatricians. Pediatrics, 137(4), e20153183. https://doi.org/10.1542/peds.2015-3183
Statistični urad RS. (2024). Predšolska vzgoja [Preschool education]. https://www.stat.si/StatWeb/Field/Index/9/83
Šverko, B., Arambašić, L. in Galešić, M. (2002). Work-life balance among Croatian employees: Role time commitment, work-home interference and well-being. Social Science Information, 41(2), 281–301. https://doi.org/10.1177/0539018402041002006
Tasic, R., Rajovic, N., Pavlovic, V., Djikanovic, B., Masic, S., Velickovic, I., Mostic, D., Cumic, J., Milcanovic, P., Janicijevic, V., Stanisavljevic, D. in Milic, N. (2020). Nursery teachers in preschool institutions facing burnout: Are personality traits attributing to its development? PLoS One, 15(11), članek e0242562. https://doi.org/10.1371/journal.pone.0242562
Tement, S., Korunka, C. in Pfifer, A. (2010). Toward the assessment of the work-family interface: Validation of the Slovenian versions of work– family conflict and work-family enrichment scales. Psihološka obzorja, 19, 53–74. https://doi.org/10.20419/2010.19.313
Trockel, M., Bohman, B., Lesure, E., Hamidi, M. S., Welle, D., Roberts, L. in Shanafelt, T. (2018). A brief instrument to assess both burnout and professional fulfillment in physicians: Reliability and validity, including correlation with self-reported medical errors, in a sample of resident and practicing physicians. Academic Psychiatry, 42, 11– 24. https://doi.org/10.1007/s40596-017-0849-3
van der Molen, H. F., Nieuwenhuijsen, K., Frings-Dresen, M. H. in de Groene, G. (2020). Work-related psychosocial risk factors for stress-related mental disorders: An updated systematic review and meta-analysis. BMJ Open, 10(7), članek e034849. https://doi.org/10.1136/bmjopen-2019-034849
Viswesvaran, C., Sanchez, J. I. in Fisher, J. (1999). The role of social support in the process of work stress: A meta-analysis. Journal of Vocational Behavior, 54(2), 314–334. https://doi.org/10.1006/jvbe.1998.1661
Warr, P. (2001). Age and work behavior: Physical attributes, cognitive abilities, knowledge, personality traits, and motives. International Review of Industrial and Organizational Psychology, 16, 1–36.
Warszewska-Makuch, M., Bedyńska, S. in Żołnierczyk- Zreda, D. (2015). Authentic leadership, social support and their role in workplace bullying and its mental health consequences. International Journal of Occupational Safety and Ergonomics, 21(2), 128–140. https://doi.org/10.1080/10803548.2015.1028230
Wepfer, A. G., Allen, T. D., Brauchli, R., Jenny, G. J. in Bauer, G. F. (2018). Work-life boundaries and well-being: Does work-to-life integration impair well-being through lack of recovery? Journal of Business and Psychology, 33, 727–740. https://doi.org/10.1007/s10869-017-9520-y
World Health Organization. (2022). International Classification of Diseases Eleventh Revision (ICD-11).
World Medical Association. (2013). Declaration of Helsinki: Ethical principles for medical research involving human subjects. Journal of the American Medical Association, 310(20), 2191–2194. https://doi.org/10.1001/jama.2013.281053
Worrall, H., Schweizer, R., Marks, E., Yuan, L., Lloyd, C. in Ramjan, R. (2018). The effectiveness of support groups: A literature review. Mental Health and Social Inclusion, 22(2), 85–93. https://doi.org/10.1108/ MHSI-12-2017-0055
Wu, D. (2020). Relationship between job burnout and mental health of teachers under work stress. Revista Argentina de Clínica Psicológica, 29(1), 310–315. https://doi.org/10.24205/03276716.2020.41
Zupančič, M., Kavčič, T. in Fekonja, U. (2020). Razvojna obdobja v odraslosti, telesne spremembe in razvojne naloge [Developmental period in adulthood, physical changes and developmental tasks]. V L. Marjanovič Umek in M. Zupančič (ur.), Razvojna psihologija (3. zv., str. 850–886). Znanstvena založba FF UL.
Zupančič, M. in Sirsch, U. (2018). Različni vidiki prehoda v odraslost [Different aspects of emerging adulthood]. V M. Zupančič in M. Puklek Levpušček (ur.), Prehod v odraslost: Sodobni trendi in raziskave (str. 11–43). Znanstvena založba FF UL.
Prenosi
Objavljeno
Številka
Rubrika
Licenca
Avtorske pravice (c) 2025 Tina Kavčič, Gaja Zager Kocjan, Nika Pogorelc Jesih, Urška Fekonja
To delo je licencirano pod Creative Commons Priznanje avtorstva-Deljenje pod enakimi pogoji 4.0 mednarodno licenco.
Kako citirati
