Title: Vztah silných stránek charakteru s životní a pracovní spokojeností učitelů a studentů pedagogiky
Source document: Klinická psychologie a osobnost. 2013, vol. 2, iss. 1, pp. 27-44
Extent
27-44
-
ISSN1805-6393 (print)2336-4432 (online)
Stable URL (handle): https://hdl.handle.net/11222.digilib/129479
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Výzkumná studie se zabývá aktuálními tématy pozitivní psychologie. Hlavním cílem bylo zmapovat zastoupení silných stránek charakteru u učitelů základních škol a studentů pedagogiky a prozkoumat vztah mezi jejich silnými stránkami charakteru a mírou prožívané životní a pracovní spokojenosti. Výzkumný soubor tvořilo 150 slovenských učitelů základních škol a 132 vysokoškolských studentů pedagogiky. Silné stránky charakteru jsme zkoumali pomocí metody Signature Strengths Test (Seligman, 2011) a životní spokojenost prostřednictvím dotazníku Satisfaction With Life Scale (Diener a kol. 1985). Pracovní spokojenost učitelů jsme zjišťovali inventářem Hodnocení spokojenosti učitelů (Paulík, 1999). Výsledky ukazují, že množinu nejvýrazněji zastoupených silných stránek učitelů i studentů shodně tvoří láska, laskavost, vděčnost, spiritualita a upřímnost. U obou souborů se však liší pořadí těchto pěti charakteristických silných stránek. Učitelé a studenti se neliší v míře životní spokojenosti, avšak jejich životní spokojenost je determinována rozdílnými silnými stránkami charakteru: S životní spokojeností učitelů statisticky významně souvisejí charakterové přednosti spiritualita, láska, zvídavost, vděčnost a obezřetnost. U souboru studentů s životní spokojeností statisticky významně korelují spiritualita, vytrvalost, sebekontrola, naděje a vděčnost. Ve výzkumném souboru učitelů byl potvrzen pozitivní vztah mezi životní a pracovní spokojeností.
The research study examines the current issues of positive psychology. The main objectives are to map the representation of the character strengths in elementary school teachers and in students of Faculty of education, and to explore the relationship between the character strengths and satisfaction with life and job satisfaction. The sample consists of 150 Slovak elementary school teachers and 132 university students of Faculty of Education. Methods used were the Signature Strengths Test (Seligman, 2011) and the Satisfaction With Life Scale (Diener et al., 1985). Teachers' job satisfaction was investigated with the inventory Teachers' Job Satisfaction Assessment (Paulik, 1999). The results show that the set of most-represented strengths of both teachers and students are love, kindness, gratitude, spirituality and honesty. In each group, however, the order of these five character strengths varies. Teachers and students do not differ in degree of life satisfaction, but their life satisfaction is determined by different character strengths: The life satisfaction of teachers is statistically significantly associated with character strengths spirituality, love, curiosity, gratitude and prudence. Students' satisfaction with life was significantly correlated with spirituality, perseverance, self-regulation, hope and gratitude. In the group of teachers a positive relationship between life and job satisfaction was confirmed.
References
[1] Aspinwall, L. G., & Staudinger, U. M. (Eds.) (2003). A Psychology of Human Strengths. Fundamental Questions and Future Directions for a Positive Psychology. Washington, DC: APA.
[2] Boardman, R. M. (1985). The Relationship between Life Satisfaction and Job Satisfaction among Teachers in Four Midwestern States. Lincoln: University of Nebraska, Dissertation.
[3] Blatný, M. a kol. (2010). Psychologie osobnosti. Hlavní témata, současné přístpy. Praha: Grada Publishing.
[4] Čáp, J., & Mareš, J. (2001). Psychologie pro učitele. Praha: Portál.
[5] Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research. New York: University of Rochester Press.
[6] Delle Fave, A., Brdar, I., Freire, T., Vella-Brodrick, D., & Wissing, M. P. (2011). The Eudaimonic and hedonic components of happiness. Qualitative and quantitative findings. Social Indicators Research, 100, 185–207. | DOI 10.1007/s11205-010-9632-5
[7] Diener, E., Emmons, R., Larsen, J., & Griffin, S. (1985). The Satisfaction With Life Scale. Journal of Personality Assessment, 49(1), 71–75. | DOI 10.1207/s15327752jpa4901_13
[8] Diener, E., Suh, E., Lucas, R., & Smith, H. (1999). Subjective well-being: Three decades of progress. Psychological Bulletin, 125(2), 276–302. | DOI 10.1037/0033-2909.125.2.276
[9] Diener, E., & Biswas-Diener, R. (2008). Happiness: Unlocking the mysteries of psychological wealth. Blackwell Publishing.
[10] Fredrickson, B. L. (2009). Positivity: Top-notch research reveals the 3 to 1 ratio that will change your life. New York: Three Rivers Press.
[11] Gorušová, S. (2012). Uplatnenie koncepcie silných stránok osobnosti v psychológii práce. [Diplomová práce]. Brno: Masarykova univerzita, Filozofické fakulta.
[12] Govindji, R., & Linley, A. (2007). Strengths use, self-concordance and well-being: Implications for strengths coaching and coaching psychologist. International Coaching Psychology Review, 2(2), 143–143.
[13] Gradišek, P. (2012). Character strenghts and life satisfaction of Slovenian in-service and pre-service teachers. CEPS Journal, 2(3), 167–180.
[14] Chan, D. W. (2009). The hierarchy of strengths: Their relationships with subjective well-being among Chinese teachers in Hong Kong. Teaching and Teacher Education, 25(6), 867–875. | DOI 10.1016/j.tate.2009.01.010
[15] Keyes, C. L. M., & Haidt, J. (2007). Flourishing: Positive psychology and the life well-lived. Washington, DC: APA.
[16] Kohoutek, R. a kol. (1996). Základy pedagogické psychologie. Brno: Cerm.
[17] Křeménková, D. (2010). Pracovní spokojenost učitelů a související determinanty. [Disertační práce]. Olomouc: Univerzita Palackého, Pedagogická fakulta.
[18] Křivohlavý, J. (2004). Pozitivní psychologie. Praha: Portál.
[19] Kubáni, V., & Kandrík, P. (2004). Pracovná spokojnosť učiteľov v kontexte kvality života. In Džuka, J. (Ed.). Psychologické dimenzie kvality života. Prešov: FF PU, s. 358–369. Vyhledáno 15. 1. 2013, dostupné na http://ibak.pulib.sk:2051/elpub2/FF/Dzuka3/44.pdf.
[20] Linley, P. A.,Willars, J., & Biswas-Diener, R. (2010). The strengths book. Coventry. UK: CAPP Press.
[21] Linley, P. A., Govindji, R., & West, M. A. (2007). Positive psychology approaches to public services leadership: An introduction to strengths-based leadership. The International Journal of Leadership in Public Services, 3(4), 44–55. | DOI 10.1108/17479886200700029
[22] McGovern, T. V., & Miller, S. (2008). Integrating Teacher Behaviors with Character Strengths and Virtues for Faculty Development. Teaching of Psychology, 35(4), 278–285. | DOI 10.1080/00986280802374609
[23] Mikšík, O. (2007). Psychologická charakteristika osobnosti. 2. preprac. vyd. Praha: Karolinum.
[24] Ouweneel, E., Le Blanc, P., & Shaufeli, W. (2011). Flourishing students: a longitudinal study on positive emotions, personal resources, and study engagement. The journal of positive psychology, 6(2), 142–153.
[25] Park, N. (2004). Character strengths and positive youth development. The Annals of the American Academy of Political and Social Science, 591, 40–54. | DOI 10.1177/0002716203260079
[26] Park, N., & Peterson, C. (2006). Moral competence and character strengths among adolescents: The development and validation of the Values in Action Inventory of Strengths for Youth. Journal of Adolescence, 29(6), 891–909. | DOI 10.1016/j.adolescence.2006.04.011
[27] Park, N., Peterson, C., & Seligman, M. E. P. (2004). Strengths of character and well-being. Journal of Social and Clinical Psychology, 23(5), 603–619. | DOI 10.1521/jscp.23.5.603.50748
[28] Park, N., Peterson, C., & Seligman, M. E. P. (2006). Character strengths in fifty-four nations and the fifty US states. Journal of Positive Psychology, 1(3), 118–129. | DOI 10.1080/17439760600619567
[29] Peterson, C., Ruch, W., Beerman, U., Park, N., & Seligman, M. E. P. (2007). Strengths of character, orientations to happiness, and life satisfaction. Journal of Positive Psychology, 2, 149–156. | DOI 10.1080/17439760701228938
[30] Patrick, B. C., Hisley, J., & Kempler, T. (2000). What's everybody so excited about? The effects of teacher enthusiasm on student intrinsic motivation and vitality. Journal of Experimental Education, 68(3), 217–236. | DOI 10.1080/00220970009600093
[31] Paulík, K. (1999). Psychologické aspekty pracovní spokojenosti učitelů. Ostrava: Ostravská univerzita, Filozofická fakulta.
[32] Peterson, C., & Park, N. (2006). Character strengths in organizations. Journal of Organizational Behavior, 27(8), 1149–1154. | DOI 10.1002/job.398
[33] Peterson, C., & Seligman, M. E. P. (2004). Character Strengths and Virtues. A Handbook and Classification. Oxford University Press.
[34] Průcha, J. (2002). Učitel: současné poznatky o profesi. Praha: Portál.
[35] Rode, J. C. (2004). Job satisfaction and life satisfaction: A longitudinal test of an integrated model. Human Relations, 57, 1205. | DOI 10.1177/0018726704047143
[36] Ryff, C. D. (1989). Happiness Is Everything, or Is It? Explorations on the Meaning of Psychological Well-Being. Journal of Personality and Social Psychology, 57(6), 1069–1081. | DOI 10.1037/0022-3514.57.6.1069
[37] Ryff, C. D., & Singer, B. (2002). From social structure to biology: Integrative science in pursuit of human health and well-being. In C.R. Snyder, & S.J. Lopez (Eds.), Handbook of Positive Psychology, (pp. 541–555). New York: Oxford University Press.
[38] Schaufeli, W. B., Taris, T. W., & Van Rhenen, W. (2008). Workaholism, burnout and engagement: Three of a kind or three different kinds of employee well-being. Applied Psychology: An International Review, 57, 173–203. | DOI 10.1111/j.1464-0597.2007.00285.x
[39] Seligman, M. E. P. (2003). Opravdové štěstí: pozitivní psychologie v praxi. Praha: Ikar.
[40] Seligman, M. E. P., Randal, M.E., Gillham, J., Reivich, K. & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293–311. | DOI 10.1080/03054980902934563
[41] Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55, 5–14. | DOI 10.1037/0003-066X.55.1.5
[42] Seligman, M. E. P. (2011). Flourish. New York: Free Press.
[43] Slezáčková, A. (2010). Silné stránky charakteru a ctnosti. In Blatný, a kol. (Eds,), Psychologie osobnosti: Hlavní témata, současné přístupy, (pp. 213–224). Praha: Grada.
[44] Slezáčková, A. (2012). Průvodce pozitivní psychologií: Nové přístupy, aktuální poznatky, praktické aplikace. Praha: Grada.
[45] Stríženec, M. (2001). Psychologické aspekty spirituality. Československá psychologie, 45(2), 118–126.
[46] Warr, P. (2007). Work, happiness, and unhappiness. Mahwah, NJ: Lawrence Erlbaum.
[47] Wrzesniewski, A. (2003). Finding positive meaning in work. In K.S. Cameron, J. E. Dutton, R. E. Quinn (Eds). Positive organizational scholarship: Foundations of a new discipline. San Francisco: Barrett-Koehler.
[48] WHOQOL Group (1995). The World Health Organization quality of life assessment (The WHOQOL): Position paper from the World Health Organization. Social Science and Medicine, 41, 1403–1409.
[2] Boardman, R. M. (1985). The Relationship between Life Satisfaction and Job Satisfaction among Teachers in Four Midwestern States. Lincoln: University of Nebraska, Dissertation.
[3] Blatný, M. a kol. (2010). Psychologie osobnosti. Hlavní témata, současné přístpy. Praha: Grada Publishing.
[4] Čáp, J., & Mareš, J. (2001). Psychologie pro učitele. Praha: Portál.
[5] Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research. New York: University of Rochester Press.
[6] Delle Fave, A., Brdar, I., Freire, T., Vella-Brodrick, D., & Wissing, M. P. (2011). The Eudaimonic and hedonic components of happiness. Qualitative and quantitative findings. Social Indicators Research, 100, 185–207. | DOI 10.1007/s11205-010-9632-5
[7] Diener, E., Emmons, R., Larsen, J., & Griffin, S. (1985). The Satisfaction With Life Scale. Journal of Personality Assessment, 49(1), 71–75. | DOI 10.1207/s15327752jpa4901_13
[8] Diener, E., Suh, E., Lucas, R., & Smith, H. (1999). Subjective well-being: Three decades of progress. Psychological Bulletin, 125(2), 276–302. | DOI 10.1037/0033-2909.125.2.276
[9] Diener, E., & Biswas-Diener, R. (2008). Happiness: Unlocking the mysteries of psychological wealth. Blackwell Publishing.
[10] Fredrickson, B. L. (2009). Positivity: Top-notch research reveals the 3 to 1 ratio that will change your life. New York: Three Rivers Press.
[11] Gorušová, S. (2012). Uplatnenie koncepcie silných stránok osobnosti v psychológii práce. [Diplomová práce]. Brno: Masarykova univerzita, Filozofické fakulta.
[12] Govindji, R., & Linley, A. (2007). Strengths use, self-concordance and well-being: Implications for strengths coaching and coaching psychologist. International Coaching Psychology Review, 2(2), 143–143.
[13] Gradišek, P. (2012). Character strenghts and life satisfaction of Slovenian in-service and pre-service teachers. CEPS Journal, 2(3), 167–180.
[14] Chan, D. W. (2009). The hierarchy of strengths: Their relationships with subjective well-being among Chinese teachers in Hong Kong. Teaching and Teacher Education, 25(6), 867–875. | DOI 10.1016/j.tate.2009.01.010
[15] Keyes, C. L. M., & Haidt, J. (2007). Flourishing: Positive psychology and the life well-lived. Washington, DC: APA.
[16] Kohoutek, R. a kol. (1996). Základy pedagogické psychologie. Brno: Cerm.
[17] Křeménková, D. (2010). Pracovní spokojenost učitelů a související determinanty. [Disertační práce]. Olomouc: Univerzita Palackého, Pedagogická fakulta.
[18] Křivohlavý, J. (2004). Pozitivní psychologie. Praha: Portál.
[19] Kubáni, V., & Kandrík, P. (2004). Pracovná spokojnosť učiteľov v kontexte kvality života. In Džuka, J. (Ed.). Psychologické dimenzie kvality života. Prešov: FF PU, s. 358–369. Vyhledáno 15. 1. 2013, dostupné na http://ibak.pulib.sk:2051/elpub2/FF/Dzuka3/44.pdf.
[20] Linley, P. A.,Willars, J., & Biswas-Diener, R. (2010). The strengths book. Coventry. UK: CAPP Press.
[21] Linley, P. A., Govindji, R., & West, M. A. (2007). Positive psychology approaches to public services leadership: An introduction to strengths-based leadership. The International Journal of Leadership in Public Services, 3(4), 44–55. | DOI 10.1108/17479886200700029
[22] McGovern, T. V., & Miller, S. (2008). Integrating Teacher Behaviors with Character Strengths and Virtues for Faculty Development. Teaching of Psychology, 35(4), 278–285. | DOI 10.1080/00986280802374609
[23] Mikšík, O. (2007). Psychologická charakteristika osobnosti. 2. preprac. vyd. Praha: Karolinum.
[24] Ouweneel, E., Le Blanc, P., & Shaufeli, W. (2011). Flourishing students: a longitudinal study on positive emotions, personal resources, and study engagement. The journal of positive psychology, 6(2), 142–153.
[25] Park, N. (2004). Character strengths and positive youth development. The Annals of the American Academy of Political and Social Science, 591, 40–54. | DOI 10.1177/0002716203260079
[26] Park, N., & Peterson, C. (2006). Moral competence and character strengths among adolescents: The development and validation of the Values in Action Inventory of Strengths for Youth. Journal of Adolescence, 29(6), 891–909. | DOI 10.1016/j.adolescence.2006.04.011
[27] Park, N., Peterson, C., & Seligman, M. E. P. (2004). Strengths of character and well-being. Journal of Social and Clinical Psychology, 23(5), 603–619. | DOI 10.1521/jscp.23.5.603.50748
[28] Park, N., Peterson, C., & Seligman, M. E. P. (2006). Character strengths in fifty-four nations and the fifty US states. Journal of Positive Psychology, 1(3), 118–129. | DOI 10.1080/17439760600619567
[29] Peterson, C., Ruch, W., Beerman, U., Park, N., & Seligman, M. E. P. (2007). Strengths of character, orientations to happiness, and life satisfaction. Journal of Positive Psychology, 2, 149–156. | DOI 10.1080/17439760701228938
[30] Patrick, B. C., Hisley, J., & Kempler, T. (2000). What's everybody so excited about? The effects of teacher enthusiasm on student intrinsic motivation and vitality. Journal of Experimental Education, 68(3), 217–236. | DOI 10.1080/00220970009600093
[31] Paulík, K. (1999). Psychologické aspekty pracovní spokojenosti učitelů. Ostrava: Ostravská univerzita, Filozofická fakulta.
[32] Peterson, C., & Park, N. (2006). Character strengths in organizations. Journal of Organizational Behavior, 27(8), 1149–1154. | DOI 10.1002/job.398
[33] Peterson, C., & Seligman, M. E. P. (2004). Character Strengths and Virtues. A Handbook and Classification. Oxford University Press.
[34] Průcha, J. (2002). Učitel: současné poznatky o profesi. Praha: Portál.
[35] Rode, J. C. (2004). Job satisfaction and life satisfaction: A longitudinal test of an integrated model. Human Relations, 57, 1205. | DOI 10.1177/0018726704047143
[36] Ryff, C. D. (1989). Happiness Is Everything, or Is It? Explorations on the Meaning of Psychological Well-Being. Journal of Personality and Social Psychology, 57(6), 1069–1081. | DOI 10.1037/0022-3514.57.6.1069
[37] Ryff, C. D., & Singer, B. (2002). From social structure to biology: Integrative science in pursuit of human health and well-being. In C.R. Snyder, & S.J. Lopez (Eds.), Handbook of Positive Psychology, (pp. 541–555). New York: Oxford University Press.
[38] Schaufeli, W. B., Taris, T. W., & Van Rhenen, W. (2008). Workaholism, burnout and engagement: Three of a kind or three different kinds of employee well-being. Applied Psychology: An International Review, 57, 173–203. | DOI 10.1111/j.1464-0597.2007.00285.x
[39] Seligman, M. E. P. (2003). Opravdové štěstí: pozitivní psychologie v praxi. Praha: Ikar.
[40] Seligman, M. E. P., Randal, M.E., Gillham, J., Reivich, K. & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293–311. | DOI 10.1080/03054980902934563
[41] Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55, 5–14. | DOI 10.1037/0003-066X.55.1.5
[42] Seligman, M. E. P. (2011). Flourish. New York: Free Press.
[43] Slezáčková, A. (2010). Silné stránky charakteru a ctnosti. In Blatný, a kol. (Eds,), Psychologie osobnosti: Hlavní témata, současné přístupy, (pp. 213–224). Praha: Grada.
[44] Slezáčková, A. (2012). Průvodce pozitivní psychologií: Nové přístupy, aktuální poznatky, praktické aplikace. Praha: Grada.
[45] Stríženec, M. (2001). Psychologické aspekty spirituality. Československá psychologie, 45(2), 118–126.
[46] Warr, P. (2007). Work, happiness, and unhappiness. Mahwah, NJ: Lawrence Erlbaum.
[47] Wrzesniewski, A. (2003). Finding positive meaning in work. In K.S. Cameron, J. E. Dutton, R. E. Quinn (Eds). Positive organizational scholarship: Foundations of a new discipline. San Francisco: Barrett-Koehler.
[48] WHOQOL Group (1995). The World Health Organization quality of life assessment (The WHOQOL): Position paper from the World Health Organization. Social Science and Medicine, 41, 1403–1409.