| Abstract [eng] |
The final thesis presents theoretical analysis of the legislation regulating the activities of social educators. The hypothesis that mobbing experienced by social educators is not objectively named by the specialists themselves because it is seen as the norm, however the impact of the experienced mobbing on their emotional intelligence (its components) is rather strong, was raised. The questionnaire survey and interview methods were employed to carry out the research the aim of which was to find out the mobbing actions most frequently experienced by social educators as well as the correlation between mobbing and emotional intelligence. Statistical (descriptive) data analysis was performed. 110 social educators working in educational and educational counselling institutions, and 31 experts (10 pupils, 10 students and 11 practicians) participated in the research. The empirical part deals with the concept of mobbing of social educators, the impact of mobbing on the educational process, expert insights on coping with mobbing as well as correlation between mobbing and emotional intelligence. The main conclusions of the empirical research are as follows: 1. Mobbing is a long-term (lasting for 6 months and longer), systematic and conscious action of an individual or a group of individuals aiming to humiliate human dignity, to call into question his or her professional competence, qualification or reputation. 2. The majority of the manifestations of mobbing against social educators in educational institutions exist due to legal uncertainty of the status of this profession, wide and unspecified range of activities, and accountability to one person – i.e. the head of the institution. 3. Social educators usually experience the following mobbing actions: the leader and colleagues limit opportunities to express their opinion, they are interrupted while speaking, they experience verbal threats, people do not say directly, what they mean, but drop hints and avoid direct contact. The specialists frequently get into situations where they are treated negatively and they become the subjects of gossip. Furthermore, the specialists have pointed out that they are assigned meaningless tasks, their contribution to work is assessed inadequately, and their professional decisions are not trusted. 4. The results have revealed that the correlation between mobbing experienced by social educators and their emotional intelligence is weak. 5. The hypothesis that there is a strong correlation between mobbing experienced by social educators and their emotional intelligence was refuted. |
