Fattori protettivi per lo stress lavorativo degli insegnanti: programmi psicoeducativi basati sull’autoefficacia e sulla speranza per rafforzare le risorse personali
DOI:
https://doi.org/10.7346/SIRD-022020-P127Parole chiave:
stress, autoefficacia, speranza, mindfulness, burnoutAbstract
Fare formazione a livello scolastico può essere fonte di stress e tensione che in alcuni casi può sfociare in situazioni patologiche e portare all’abbandono della professione stessa. In letteratura il lavoro dell’insegnante è spesso accumunato allo stress tanto che viene indicato come uno dei lavori maggiormente esposti a tale fenomeno. Le fonti di stress sono molteplici. Ad esempio insegnare a studenti non motivati, far fronte al cambiamento educativo e condizioni di lavoro insoddisfacenti. Il perdurare nel tempo di queste situazioni può portare a un forte esaurimento personale e anche la percezione di un declino delle proprie capacità lavorative, accompagnati da alti livelli di stanchezza e atteggiamenti negativi nei confronti del proprio lavoro. Il presente studio, partendo da alcune risorse personali come l’autoefficacia e la speranza, analizza, su in campione di 95 insegnanti di una scuola primaria e secondaria di 1° grado, la correlazione tra queste risorse rispetto allo stress, al fine di proporre un possibile intervento di tipo psicoeducativo di supporto.
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