לחץ ושחיקה אצל גננות במגזר הערבי בישראל

Abstract

    It is this research’s primary goal to explore the early childhood teacher’s world of conceptions. Doing so, it will then be able to closely examine those stressful factors characterizing the teacher’s daily routine and the way these factors would eventually intensify the various levels of erosion that such a teacher may experience.

It is rather significant to indicate that the research at hand is a quantitative one that was basically conducted by means of distributing questionnaires. Such questionnaires were divided into two parts. While the first part aimed at the examination of the sources for stress and their levels of intensity, the second part has been a questionnaire about erosion only.

The sample group for the research included 120 pre-school teachers from the Arab sector in Israel.

The findings have shown that, as like as Jewish early-childhood-teachers in Israel, the level of erosion of Arab early-childhood-teachers in Israel is lower than the erosion of teachers.

Among the factors contributing to stress in the early-childhood teachers in the daily routine of these teacher’s work, this is the daily commitment as well as responsibility to maintain a safe environment for the kids while trying to deal with the students having difficulties among them.

It has been found that there is a connection between stress and the level of erosion experienced by the teachers above.

Stressful factors that were found to explain erosion include:

-External elements: these could be the demand to apply as well as internalize the required curriculum and engage parents into cooperative bond with the teacher and assistant.

-Internal elements: working with kids who have difficulty, dealing with discipline, coordination with the assistant and the necessity to stay alert at all five hours of the school day

It may be thus recommended that early childhood teachers should be provided and accompanied with a professional set of psychologists, councilors that will help them cope with the hardships proposed by their daily routine. Additionally, teacher-training programs at the colleges must provide trainees with the proper tools to deal with symptoms of erosion and stress. This can be accomplished through the integration of courses dealing with social studies, inter-personal relations, special education, team-work and parental intervention with the regular curriculum.