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Pasja i dobrostan u pedagogów specjalnych: moderująca rola stresu
Streszczenie w języku polskim
Wprowadzenie: Dobrostan pedagogów specjalnych stanowi kluczowy czynnik wpływający na jakość ich pracy oraz efektywność wsparcia udzielanego uczniom ze specjalnymi potrzebami edukacyjnymi. Jednym z psychologicznych zasobów mogących sprzyjać dobrostanowi jest pasja, ujmowana w dwóch formach: pasji harmonijnej i obsesyjnej. Wciąż jednak brakuje badań wyjaśniających, w jaki sposób pasja wiąże się z dobrostanem pedagogów specjalnych oraz jakie czynniki mogą dodatkowo oddziaływać na tę relację.
Cel badań: Określenie związku między pasją harmonijną i obsesyjną a dobrostanem u pedagogów specjalnych oraz sprawdzenie, czy postrzegany stres zawodowy pełni funkcję moderatora tych zależności.
Metoda badań: Badanie zrealizowano w schemacie przekrojowym, obejmując 277 pedagogów specjalnych pracujących w szkołach ogólnodostępnych i specjalnych. Dane zebrano za pomocą standaryzowanych narzędzi: Kwestionariusza Dobrostanu Psychologicznego, Skali Pasji oraz Kwestionariusza Postrzeganego Stresu Zawodowego. Zależności między zmiennymi analizowano z wykorzystaniem korelacji oraz analiz moderacji (makro PROCESS, model 1).
Wyniki: Analizy korelacyjne wykazały, że pasja harmonijna była istotnie i pozytywnie związana z dobrostanem u pedagogów specjalnych (niezależnie od ich miejsca pracy), istotnych korelacji nie stwierdzono natomiast między pasją obsesyjną a dobrostanem. Analiza moderacji ujawniła, że stres zawodowy moderował związek między pasją harmonijną a dobrostanem, lecz efekt ten wystąpił wyłącznie w grupie pedagogów specjalnych pracujących w szkołach ogólnodostępnych. W tej grupie badanych pozytywna relacja między pasją harmonijną a psychologicznym dobrostanem utrzymywała się jedynie u osób z niskim poziomem postrzeganego stresu zawodowego.
Wnioski: Wyniki ujawniają znaczenie wspierania pasji harmonijnej oraz redukowania stresu zawodowego w celu wzmacniania psychologicznego dobrostanu u pedagogów specjalnych, szczególnie pracujących w szkołach ogólnodostępnych.
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DOI: http://dx.doi.org/10.17951/lrp.2026.45.2.123-144
Data publikacji: 2026-06-30 15:05:37
Data złożenia artykułu: 2026-02-20 14:01:34
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Prawa autorskie (c) 2026 Anna Maria Passaseo, Stanisława Byra, Dorota Chimicz
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