Stress och negativ förstärkning - En beteendeanalytisk studie om att vara lärare i svenska skolor
(2014) PSPT02 20132Department of Psychology
- Abstract (Swedish)
- En explorativ beteendeanalytisk studie genomfördes i syfte att studera arbetsrelaterad stress hos hög- och mellanstadielärare i svenska grundskolor. Åtta lärare från fem skolor deltog i studien. Lärarna observerades och intervjuades under varsin arbetsdag. Information om deras stressupplevelser dokumenterades i strukturerade och ostrukturerade observationsanteckningar. Intervjun utgick från en semistrukturerad intervjuguide. Observationsmaterialet analyserades genom tematisk analys, där sex stressrelaterade teman identifierades: stort antal arbetsuppgifter; svårt att ta pauser och utnyttja sina raster; hinner inte planera, utvärdera och fördjupa sig; otydlig gräns mellan jobb och fritid; obalans i ansvarsfördelningen mellan lärare och... (More)
- En explorativ beteendeanalytisk studie genomfördes i syfte att studera arbetsrelaterad stress hos hög- och mellanstadielärare i svenska grundskolor. Åtta lärare från fem skolor deltog i studien. Lärarna observerades och intervjuades under varsin arbetsdag. Information om deras stressupplevelser dokumenterades i strukturerade och ostrukturerade observationsanteckningar. Intervjun utgick från en semistrukturerad intervjuguide. Observationsmaterialet analyserades genom tematisk analys, där sex stressrelaterade teman identifierades: stort antal arbetsuppgifter; svårt att ta pauser och utnyttja sina raster; hinner inte planera, utvärdera och fördjupa sig; otydlig gräns mellan jobb och fritid; obalans i ansvarsfördelningen mellan lärare och elever samt lågt förtroende för lärarna. Intervjumaterialet analyserades genom tillämpad beteendeanalys och organizational behavior management (OBM). Resultatet visade att lärarnas beteenden i stressfyllda situationer upprätthålls av i huvudsak negativ förstärkning. Oron för att inte leva upp till omgivningens krav leder till beteenden som åsidosätter lärarnas egna behov och har negativa konsekvenser för deras mående. Obalans mellan arbetskrav och arbetsresurser samt mellan ansträngning och belöning kan förklara lärares höga stressnivå. Lärarna önskade mer autonomi, socialt stöd, feedback och handledning. Även mer tid för planering, utvärdering, fördjupning och muntlig kommunikation med eleverna samt längre pauser och återhämtningstid skulle kunna bidra till att sänka lärarnas stress och öka elevernas måluppfyllelse. (Less)
- Abstract
- A behavior analytical exploratory study was conducted to examine work related stress among Swedish teachers. Eight teachers from five schools were observed and interviewed during one working day. Structured and unstructured information about their perceived stress was recorded. Interviews were conducted using a semistructured interview guide. Observation data was analyzed using thematic analysis, six themes were identified: too many tasks; difficulties in taking advantage of breaks; inadequate time for planning, evaluation, and immersion; vague boundaries between professional and personal life; imbalance of teacher and pupil responsibilities; lack of public belief in teachers. Interview data was analyzed using applied behavior analysis and... (More)
- A behavior analytical exploratory study was conducted to examine work related stress among Swedish teachers. Eight teachers from five schools were observed and interviewed during one working day. Structured and unstructured information about their perceived stress was recorded. Interviews were conducted using a semistructured interview guide. Observation data was analyzed using thematic analysis, six themes were identified: too many tasks; difficulties in taking advantage of breaks; inadequate time for planning, evaluation, and immersion; vague boundaries between professional and personal life; imbalance of teacher and pupil responsibilities; lack of public belief in teachers. Interview data was analyzed using applied behavior analysis and organizational behavior management. Results showed that teachers’ behaviors in stressful situations are primarily maintained by negative reinforcement. Concerns about failing to live up to expectations result in teachers disregarding their own needs, which has negative impact on their well-being. The high stress levels among teachers might be explained by an imbalance between job demands and resources, and between effort and reward. The teachers desired increased autonomy, social support, feedback and supervision. Increased time for planning, evaluation, immersion and personal interactions with the pupils, as well as longer breaks might also facilitate lower teacher stress levels and increased pupil goal attainment. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/4316670
- author
- Karringer, Katarina LU
- supervisor
- organization
- course
- PSPT02 20132
- year
- 2014
- type
- H3 - Professional qualifications (4 Years - )
- subject
- keywords
- work related stress, psychosocial work environment, teachers, applied behavior analysis (ABA), psykosocial arbetsmiljö, arbetsrelaterad stress, lärare, tillämpad beteendeanalys, organizational behavior management (OBM)
- language
- Swedish
- id
- 4316670
- date added to LUP
- 2014-02-17 10:51:38
- date last changed
- 2014-02-17 10:51:38
@misc{4316670,
abstract = {{A behavior analytical exploratory study was conducted to examine work related stress among Swedish teachers. Eight teachers from five schools were observed and interviewed during one working day. Structured and unstructured information about their perceived stress was recorded. Interviews were conducted using a semistructured interview guide. Observation data was analyzed using thematic analysis, six themes were identified: too many tasks; difficulties in taking advantage of breaks; inadequate time for planning, evaluation, and immersion; vague boundaries between professional and personal life; imbalance of teacher and pupil responsibilities; lack of public belief in teachers. Interview data was analyzed using applied behavior analysis and organizational behavior management. Results showed that teachers’ behaviors in stressful situations are primarily maintained by negative reinforcement. Concerns about failing to live up to expectations result in teachers disregarding their own needs, which has negative impact on their well-being. The high stress levels among teachers might be explained by an imbalance between job demands and resources, and between effort and reward. The teachers desired increased autonomy, social support, feedback and supervision. Increased time for planning, evaluation, immersion and personal interactions with the pupils, as well as longer breaks might also facilitate lower teacher stress levels and increased pupil goal attainment.}},
author = {{Karringer, Katarina}},
language = {{swe}},
note = {{Student Paper}},
title = {{Stress och negativ förstärkning - En beteendeanalytisk studie om att vara lärare i svenska skolor}},
year = {{2014}},
}