PERCEIVED DIFFICULTIES RELATED TO THE COVID-19 PANDEMIC AND RESILIENCE AMONG SCHOOL AND ACADEMIC TEACHERS IN POLAND
DOI:
https://doi.org/10.12775/AUNC_PED.2022.016Słowa kluczowe
resilience, teachers’ resilience, perceived difficulties, academic teachers, school teachers, COVID-19 pandemicAbstrakt
Celem niniejszej pracy było zbadanie, czy istnieją różnice między nauczycielami szkolnymi a nauczycielami akademickimi w Polsce w zakresie postrzeganych trudności związanych z pandemią COVID-19 oraz w zakresie resilience ujmowanym jako prężność psychiczna, a jeśli tak, to sprawdzenie, na czym one polegają. Badaniem objęto 139 nauczycieli, w tym nauczycieli szkolnych (n = 68) i akademickich (n = 71), którzy wypełnili Skalę Prężności Psychicznej (SPP-25) oraz Skalę Odczuwanych Trudności Związanych z Pandemią COVID-19 (SOTCov19). W celu ustalenia, czy istnieją różnice między nauczycielami szkolnymi a nauczycielami akademickimi w zakresie postrzeganych trudności związanych z pandemią COVID-19 i resilience, zastosowano współczynnik korelacji dwuseryjnej Glassa z wielkością efektu dla testu sumy rang Manna-Whitneya. Z przeprowadzonych badań wynika, że nauczyciele szkolni i nauczyciele akademiccy różnią się istotnie pod względem postrzeganych trudności związanych z pandemią COVID-19 i resilience. Nauczyciele szkolni doświadczają istotnie większych trudności w związku z pandemią COVID-19 i niższy poziom resilience w porównaniu z nauczycielami akademickimi.
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