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Students with special educational needs and the school in their life
Vondrová, Eliška ; Viktorová, Ida (advisor) ; Páchová, Anna (referee)
The work is fosuced on the place of school and education in life of students with special educational needs. Selected seventh class in one of excluded area is describe here with point of view of their social-cultural composition and other characteristics of children who attend it. The method is used primarily semicontrolled conversation about what school means for children, what is the meaning of education for them and what is their daily life and vision of the future about. Using interviews with the class teacher are first determined the individual profiles of all children in the classroom. These profiles are gradually replenished by collecting data using open questionnaires, interviews and documentary material. The result is a qualitative picture of school attendance and children's life in such an specific environment.
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Teacher Burnout and Coping Strategies
Vondrová, Eliška ; Smetáčková, Irena (advisor) ; Pavlas Martanová, Veronika (referee)
The purpose of the present study is firstly to investigate the problem of burnout among primary and secondary school teachers in the Czech Republic, secondly to explore the use of coping strategies against the occupational stress and burnout. According to many studies, burnout may be the result of unrelenting long lasting stress (Freudenberger, 1974; Holland, 1982; Peeters & Rutte, 2005). Correlation analyses was carried out in order to determine the relationship between burnout and coping strategies used by teachers. Subsequently the results were discussed with findings from several previous studies. Furthermore both teacher burnout and coping strategies were compared in various teachers' demographic variables - gender, education, age, school size and level taught, years of experiences and finally class and non-class teaching. In association with burnout, the results indicated 4,6 % of participants, who suffer from burnout often. 56 % teachers of our sample experience burnout rarely or very rarely and 39,3 % of teachers experience burnout never or very rarely. Significant difference was found in age category. Teachers in age 46-60 years experience the highest level of burnout. Regarding the coping strategies, 34 % of teachers use negative coping strategies. Positive correlation between level of...
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Teacher Burnout and Coping Strategies
Vondrová, Eliška ; Smetáčková, Irena (advisor) ; Pavlas Martanová, Veronika (referee)
The purpose of the present study is firstly to investigate the problem of burnout among primary and secondary school teachers in the Czech Republic, secondly to explore the use of coping strategies against the occupational stress and burnout. According to many studies, burnout may be the result of unrelenting long lasting stress (Freudenberger, 1974; Holland, 1982; Peeters & Rutte, 2005). Correlation analyses was carried out in order to determine the relationship between burnout and coping strategies used by teachers. Subsequently the results were discussed with findings from several previous studies. Furthermore both teacher burnout and coping strategies were compared in various teachers' demographic variables - gender, education, age, school size and level taught, years of experiences and finally class and non-class teaching. In association with burnout, the results indicated 4,6 % of participants, who suffer from burnout often. 56 % teachers of our sample experience burnout rarely or very rarely and 39,3 % of teachers experience burnout never or very rarely. Significant difference was found in age category. Teachers in age 46-60 years experience the highest level of burnout. Regarding the coping strategies, 34 % of teachers use negative coping strategies. Positive correlation between level of...
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Students with special educational needs and the school in their life
Vondrová, Eliška ; Viktorová, Ida (advisor) ; Páchová, Anna (referee)
The work is fosuced on the place of school and education in life of students with special educational needs. Selected seventh class in one of excluded area is describe here with point of view of their social-cultural composition and other characteristics of children who attend it. The method is used primarily semicontrolled conversation about what school means for children, what is the meaning of education for them and what is their daily life and vision of the future about. Using interviews with the class teacher are first determined the individual profiles of all children in the classroom. These profiles are gradually replenished by collecting data using open questionnaires, interviews and documentary material. The result is a qualitative picture of school attendance and children's life in such an specific environment.
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