Lietuvos socialinių pedagogų profesinio nuovargio priežastys

Abstract

Pastaruoju metu Lietuvoje ryškėja aktuali problema – socialinių pedagogų profesinis nuovargis. Straipsnio autorės, atlikdamos empirinį tyrimą, siekė išanalizuoti pagrindinius socialinių pedagogų darno ypatumus ir atskleisti juose glūdinčias profesinio nuovargio atsiradimo priežastis. Tyrimo rezultatai leido patvirtinti problemos realumą, atskleisti profesinį nuovargį lemiančius veiksnius, nustatyti išsilavinimo vaidmenį šiame kontekste. Currently it is being noticed, that one of the most urgent problems social pedagogues is their professional tiredness. This problem is already cognized in other countries. However still present this problems hasn't been investigated in Lithuania. Therefore the authors of this article chose the problem o f the professional tiredness of social pedagogues as research subject and in year 2000 carried out the investigation aiming at disclose peculiarities of professional work of social pedagogues , whichdetermine their professional tiredness. The questioning o f 74 social pedagogues, who are working at various institutions in all region of Lithuania, let us to do conclusions: 1. In Lithuania there actually exists the problem of professional tiredness o f social pedagogues, which clears up basing o n various direct and indirect data of this research. Reality of the problem is proved by neural and physical diseases of social pedagogues, their doubts their ability to work further in the same position, their thoughts about insignificance o f their work, changing of work, requests to reduce their working hours and change schedule in connection with their professional overtiredness, their wish to cancel their employment contract, etc. 2. The research analysis allows to state, that in work of the Lithuanian social pedagogues there are factors, conditioning emergence of professional tiredness. These factors are caused by: 1) organization of work (overload, not paid overtime work, excessive attention to direct work with clients , lack of information about new clients, work monotony, lack of interest ) ; 2 ) professional preparedness and improvement (quite a number of social pedagogues are not enough prepared for work during their studying, there is a rather clear and only partly satisfies need in professional improvement); 3) psychological work atmosphere (a considerable part of the social pedagogues feel insecure in their relations with the administration, majority o f the social pedagogues experience clients' aggression, lack of support of the community). 3. We cleared up significant influence of education of social pedagogues on emergence of professional tiredness: social pedagogues with lower and non special education fall within a greater professional tiredness risk than specialists with higher level of education and special education. During their studies the latter are better prepared for the work of a social pedagogue, give more time for professional improvement, can better organize their work, are more supported by their administration and community.