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Cilj ove doktorske disertacije je ispitivanje psiholoških aspekata steriliteta u kontekstu Transakcionog modela stresa i prevladavanja kod žena koje imaju problem sa sterilitetom. Ispitani su zastupljenost i međusobna povezanost rezilijentnosti, opštih i specifičnih mera samoefikasnosti, mehanizama prevladavanja, stresa i kvaliteta života kod ispitanica koje imaju problem sa sterilitetom i onih koje su trudne ili imaju decu. Uzorak (N=500) čine žene koje imaju problem sa sterilitetom – klinička grupa (N=250) i trudnice i majke koje nisu imale problem sa sterilitetom – kontrolna grupa (N=250), starosti od 20 do 48 godina (M=33,04; SD=4,877). Dve grupe ispitanica ujednačene su po starosnoj dobi. Prvi deo istraživanja sproveden je na Ginekološko-akušerskoj klinici „Narodni front“ u Beogradu, na odeljenju steriliteta, a drugi deo u savetovalištu za trudnice Ginekološko-akušerske klinike „Narodni front“ i online. Primenjeni su sledeći upitnici: Sociodemografski upitnik, modifikovana verzija Multidimenzionalnog upitnika psihosocijalnih aspekata steriliteta (Copenhagen Multi-centre Psychosocial Infertility; Schmidt, 2006), Skala rezilijentnosti (Connor-Davidson Resilience Scale; Connor & Davidson, 2003), Skala opšte samoefikasnosti (General Self-Efficacy Scale; Schwarzer & Jerusalem, 1995), Skala samoefikasnosti kod problema steriliteta (Infertility Self-Efficacy Scale – ISE; Cousineau i sar., 2006), Upitnik prevladavanja – kraća verzija (Brief COPE Inventory; Carver, 1997), Upitnik prevladavanja steriliteta (Coping with Infertility Questionnaire – CIQ; Benyamini, Gozlan & Kokia, 2005), Skala doživljenog stresa (Perceived Stress Scale; Cohen, Kamarak & Mermelstein, 1983), Problemi sa plodnošću (Fertility Problem Inventory; Newton i sar., 1999), Skala kvaliteta života (Quality of Life Scale – QOLS; Burckhardt i sar., 1989), Upitnik o kvalitetu života kod problema sa plodnošću (Fertility quality of life questionnaire; Boivin, Takefman & Braverman., 2011)... The objective of this PhD thesis is to examine the psychological aspects of infertility in the context of the Transactional model of stress and coping in women who have a infertility problem. The prevalence and interrelation of resilience, general and specific self-efficacy, coping mechanisms, stress and quality of life were examined among women with infertility and women who are pregnant or have children. The study sample (N=500) consists of women who have a problem with infertility - a clinical group (N=250) and pregnant women and mothers who did not have a problem with infertility - control group (N=250), aged 20 to 48 years (M=33,04; SD=4.877). Two groups of respondents were equated by age. The first part of the research was conducted at the Gynecology and Obstetric Clinic "Narodni Front" in Belgrade, at the department of infertility, and the second part was conducted at the counseling center for pregnant women at the Gynecology and Obstetric Clinic "Narodni Front", and on line. The following questionnaires were applied: Copenhagen Multi-centre Psychosocial Infertility (Schmidt, 2006), Connor-Davidson Resilience Scale (Connor & Davidson, 2003), General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995), Infertility Self-Efficacy Scale – ISE (Cousineau et al., 2006), Brief COPE Inventory (Carver, 1997), Coping with Infertility Questionnaire – CIQ (Benyamini, Gozlan & Kokia, 2005), Perceived Stress Scale (Cohen, Kamarak & Mermelstein, 1983), Fertility Problem Inventory (Newton et al., 1999), Quality of Life Scale – QOLS (Burckhardt et al., 1989), Fertility quality of life questionnaire (Boivin, Takefman & Braverman., 2011)...

Тhe aim of this study is to establish if there is a connection between the variables such as dominant time perspective, perceived stress, coping mechanisms and satisfaction with life on the one hand, and preferred leadership style on the other hand. The research was conducted with the whole sample consisting of 845 research participants of both genders, and subsamples consisting of managers and members of the workforce (non-managers). The instruments: Zimbardo Time Perspective Inventory, (adapt); Cohen Perceived Stress Scale, Coping Inventory for Stressful Situations, (adapt.), Satisfaction with Life Scale, and Fiedler’s Inventory for Preferred Leadership Style (adapt.). The research results indicate that by means of the selected psychological constructs a general tendency towards management, a tendency to work in state or private organisations as well as the preference of a certain leadership style can be predicted, with the period of time spent in the managerial position having a significant moderating influence. Due to the dynamics of development of managerial and governing skills, this connection and the possibility of prediction is the most prominent on the subsample of managers holding the position for 12-16 years. The obtained results were discussed in the context of contingency leadership model and were compared to the results from the previous research.

Predmet ovog istraživanja bile su nastavničke brige, definisane kao teme koje su od interesa za nastavnika, izazivajući bilo negativna, bilo pozitivna osećanja, a u vezi sa kojima nastavnik namerava da uloži određen napor da ih razume i/ili razreši. Glavni cilj istraživanja bio je utvrditi koje to profesionalne brige doživljavaju budući nastavnici, pripravnici i nastavnici predmetne nastave sa više godina radnog iskustva, kao i na koje načine pokušavaju da prevaziđu te brige, odnosno koje spoljašnje i lične resurse koriste prilikom njihovog prevazilaženja. Oslanjajući se na razvojni model briga Frensis Fuler i njenih sledbenika, prema kojima se različite brige javjaju u različitim fazama profesionalnog razvoja, nastojala sam i da utvrdim da li postoje razlike u brigama, pa i strategijama prevazilaženja između studenata, pripravnika i nastavnika. Još jedan od ciljeva bio je utvrditi na koji način su motivacija za bavljenje poslom nastavnika i ciljevi koje oni nastoje (ili bi nastojali) da ostvare u radu sa učenicima povezani sa brigama i strategijama njihovog prevazilaženja u svakoj od tri grupe ispitanika. Budući da sam se interesovala za lična i grupna značenja i razmevanju iskustva ispitanika u svoj njegovoj kompleksnosti, a da se u našoj sredini do sada nisu ispitivale nastavničke brige i strategije prevazilaženja tih briga, odlučila sam se za interpretativnu paradigmu i kvalitativnu metodlogiju. Svrsishodnim uzorkovanjem, a u skladu sa principom maksimalne varijacije, obavljeno je 57 polustrukturisanih konstruktivističkih intervjua – 19 sa studentima završnih godina takozvanih „nastavničkih“ fakulteta, odnosno potencijalnim budućim nastavnicima predmetne nastave, 16 sa pripravnicima, odnosno nastavnicima predmetne nastave u osnovnim školama sa najviše dve godine radnog iskustva, i 22 sa nastavnicima predmetne nastave iz osnovnih škola sa više od pet godina radnog iskustva. Podaci su interpretirani primenom kombinacije utemeljene teorije i kvalitativne analize sadržaja, tačnije tematske i evaluativne analize. Definisane su tri glavne kategorije – Početničke, Pripravničke i Veteranske brige. Izdvojeno je 11 subkategorija kategorije Početničke brige koje su nazvane: Ponašanje učenika, Efikasne nastavne metode, Kolege, Identitet i smisao, Stručnjački autoritet, Roditelji, Klima u odeljenju, Ocenjivanje, Raznolikost u odeljenju, „Tehnikalije“ i Egzistencija. Unutar kategorije Pripravničke brige našlo se 9 podktegorija – sve podkategorije Početničkih briga, sem Stručnjačkog autoriteta, Egzistencije i „Tehnikalija“, a pojavila se i jedna nova – Odnos prema nastavnicima i obrazovanju. U kategoriji Veteranske brige izdvojeno je 9 podkategorija – u odnosu na Pripravničke izostala je podkategorija Ocenjivanje, ali se opet pojavila „Tehnikalije“. Zaključuje se da su na samom početku karijere nastavnici u najvećoj meri okupirani brigama koje se tiču discipline, obezbeđivanja učenja učenika odabirom efikasnih nastavnih metoda i uspostavljanjem korektnih odnosa sa kolegama. Ako se osvrnemo na Fulerin model, sedam podkategorija Početničkih briga možemo svrstati u Brige za sebe, tri u Brige za zadatak i jednu u Brige za uticaj, što ide u prilog i Fulerinoj tezi da Brige za sebe dominiraju na početku karijere, ali i nalazima drugih autora – da više briga može biti istovremeno prisutno i da studenti već mogu imati Brige za uticaj. Kada je reč o brigama koje se javljaju u toku prve dve godine rada u školi – rezultati pokazuju da se pripravnici osećaju sigurno u poziciji eksperta za predmet (otuda izostanak brige Stručnjački autoritet), ali da se kao važne teme ističu starešinstvo (otuda velika zastupljenost brige Klima u odeljenju) i inkluzija (otuda velika zastupljenost brige Raznolikost u odeljenju). Pojavljivanje nove brige u odnosu na same početnike – Odnos prema nastavnicima i obrazovanju, potkrepljuje tezu Konveja i Klarka, da nastavnici u toku karijere prelaze put od iznutra (Brige za sebe) ka spolja (Bige za uticaj), te a se opet okreću sebi, ali ovoga puta sagledavajući širi kontekst i uz veću dozu refleksivnosti i istraživačkog stava. Najzad, nakon više godina rada u školi nastavnici postaju sasvim sigurni i u ulozi ocenjivača, ali brige u vezi sa inkluzijom i raznolikošću učenika dobijaju na značaju. Zaključuje se da se vremenom proređuju Brige za sebe, ali da se broj Briga za zadatak ili uticaj ne povećava. Ipak, ako se osvrnemo na frekvencije Briga za uticaj (u ovom slučaju – Klima u odeljenju) u kategorijama Početničkih, Pripravničkih ili Veteranskih, primećuje se da sa godinama staža one procentualno bivaju zastupljenije. Dakle, iako se ne javlja neki novi tip briga koji bi se mogao podvesti pod Fulerine Brige za uticaj, njihova učestalost se vremenom povećava. Poređenjem Početničkih briga sadašnjih studenata i iskusnih nastavnika, utvrđeno je da su sadašnji nastavnici na početku karijere mnogo više brinuli oko stručnjačkog autoriteta, a značajno manje, u odnosu na sadašnje studente – oko odnosa sa kolegama, roditeljima i ponašanja samih učenika. Dobijene razlike mogu se objasniti razlikama u poimanju profesije nastavnik nekad i sad (ekspert za predmet i neprikosnoveni autoritet vs. kompleksnost uloga i autoritet doveden u pitanje), razlikama u vrednostima prisutnim u socijalistički uređenom društvu i sadašnjem društvu (kolektivističke i patrijarhalne vrednosti vs. individualističke vrednosti) i razlikama u stavu prema aktuelnim obrazovnim reformama (uvođenje inkluzivnog obrazovanja i veća participacija roditelja kao nešto nametnuto, kao pretnja autoritetu vs. kao neminovnost savremenog doba, nešto poznato i očekivano). Opisi koji su se odnosili na načine prevazilaženja briga podvedeni su pod kategoriju Strategije prevazilaženja, unutar koje je utvrđeno 27 podkategorija. Na nivou celog uzorka, najzastupljenije su: Razgovor, Međusobno upoznavanje i uvažavanje, Davanje primera i povezivanje sa životom, Učenje/Nadkompenzacija, Traženje pomoći, Individualizacija, Obrazlaganje i dokazivanje i Promišljanje. Prilikom klasifikovanja strategija, poslužila sam se dvema diskretnim kategorijama – Didaktičke i Relacione, i dimenzijom, odnosno konstruktom Spolja vs. Unutra. Najviše strategija našlo se u kvadrantu Didaktičke–Unutra, a najmanje – u kvadrantu Relacione–Spolja iako su brige iz domena odnosa sa drugima najučestalije. Može se pretpostaviti da su one česte upravo zato što ne postoje precizne, jasno razrađene strategije njihovog prevazilaženja. Takođe, dobijeno je da za brigu Egzistencija ne postoji nijedna strategija, a za brige Identitet i smisao i Odnos prema nastavnicima i obrazovanju – po dve (prema Folkmanovoj i Lazarusu – jedna instrumenalna i jedna palijativna) i to strategije koje ne uključuju druge kao resurs... This research looked at teacher concerns, defined as topics that are of interest for teachers, causing both positive and negative emotions, issues that a teacher intends to put effort in, so to understand and/or resolve them. The main goal of the research was to determine what professional concerns experience student teachers, novices and subject teachers with several years of work experience, as well as to discover the coping mechanisms, i.e. personal and external resources which are employed in order to overcome them. Relying on the developmental model of teachers concerns of Francis Fuller and her followers, according to which different concerns appear at different stages of professional development, I was striving to determine whether there were differences in concerns and coping strategies between student teachers, novices and in-service teachers. Additional goal was to find out in which way motivation for teaching and goals planned to be achieved with students are related to concerns and coping mechanisms in all three groups of participants. Since I was interested in personal and group meanings and understanding of participants’ experience in all its complexity, and since there were no studies dealing with teacher concerns and means of overcoming them in Serbia hitherto, I opted for interpretative paradigm and qualitative methodology. Applying purposive sampling, in line with the principle of maximal variation, 57 semi-structured constructivist interviews were conducted – 19 with the students finishing their studies at the “teacher faculties”, i.e. potential prospective subject teachers, 16 with the novices, i.e. subject teachers working in primary schools, with less than two years of work experience, and 22 with subject teachers working in primary schools, with more than five years of work experience at school. Data was interpreted by applying combination of grounded theory and qualitative content analysis, more specifically – thematic and evaluative analysis. Three main categories were defined – Beginner, Novice and Veteran concerns. Eleven subcategories of Beginner concerns were defined and labeled as: Students’ behavior, Efficacious teaching methods, Colleagues, Identity and meaning, Expert authority, Parents, Classroom climate, Assessment, Classroom diversity, “Technical” issues and Survival. Within the category Novice concerns nine subcategories were derived – all the subcategories equivalent to those from the category Beginner concerns, except Expert authority, “Technical” issues and Survival, and one new – Attitude toward teachers and education. Within the category Veteran concerns nine subcategories were created – compared to Novice concerns the subcategory Assessment was not present, but subcategory “Technical” issues reappeared. It might be concluded that teachers are primarily concerned with discipline, providing learning of their students by choosing efficacious teaching methods and maintaining good relationships with colleagues at the beginning of their careers. If we look back at the Fuller’s model, seven subcategories of the category Beginner concerns could be classified as Self concerns, three – as Task concerns, and one matches Impact concerns. This is in line with Fuller’s thesis that Self concerns are dominant at the beginning of teacher career, but also – with findings obtained in other studies – that one can have more concerns at the same time, and that even student teachers can have Impact concerns. When it comes to concerns typical for the first two years of tenure, results show that novices feel self-confident in the position of the expert for the subject (therefore there is no more concern Expert authority), but new important issues arise – class leadership (proved with the high frequency of the concern Classroom climate) and inclusion (proved with the high frequency of the concern Classroom diversity). Emergence of the new concern, compared to beginners – Attitude toward teachers and education, support the thesis of Conway and Clark, that during their careers teachers shift from the journey inward (Self concerns) toward journey outward (Impact concerns), and again back – inward, but having broader context in mind, adopting reflective and inquiry stance. Eventually, after many years of tenure teachers become fully sure in their role of evaluator, but concerns regarding diversity and inclusion gain in importance. It can be concluded that the number of Self concerns decreases over time, and that the total number of Task and Impact concerns does not increase over time. If we, however, turn back at the frequencies of Impact concerns (in this case – Classroom climate) in the categories of Beginner, Novice and Veteran concerns, it can be noticed that the percentage distribution of this concern increases with time. By comparing Beginner concerns of present students and experienced teachers, it was established that today’s teachers were more concerned at the beginning of their careers with Expert authority, but less concerned with relationship with colleagues, parents and students’ behavior. Obtained differences could be explained by differences in teacher profession conceptualizations before and nowadays (subject expert and unquestioned authority vs. role complexity and questioned authority), different values present in socialistic society and contemporary society (collectivistic and patriarchal values vs. individualistic values), and different attitudes toward actual education reforms (inclusion and increased parents’ participation as something imposed vs. necessity of contemporary society, something expected and familiar). Descriptions related to means of overcoming concerns were subsumed under the category Coping mechanisms, which embraced 27 subcategories. On the level of the whole sample, most frequent were mechanisms labeled as: Conversation, Get to know and appreciate each other, Giving examples and relating to real life, Learning/Overcompensation, Asking for help, Individualization, Justifying and proving, and Deliberation. In the process of classification, I applied two discrete categories – Didactic and Relational, and one dimension, i.e. construct Outward–Inward. Most of the mechanisms were located in the quadrant Didactic–Inward, and few – in the quadrant Relational–Outward, although the concerns from the domain of relationships were most common. It might be assumed that these concerns are so frequent because there are no precise, thoroughly elaborated means of overcoming them. It was also obtained that for the concern Survival there are no coping mechanisms, whereas for the concerns Identity and meaning and Attitude toward teachers and education only two mechanisms are employed (according to Folkman and Lazarus – one instrumental and one palliative), both not engaging others as resources...

Predmet ovog istraživanja bile su nastavničke brige, definisane kao teme koje su od interesa za nastavnika, izazivajući bilo negativna, bilo pozitivna osećanja, a u vezi sa kojima nastavnik namerava da uloži određen napor da ih razume i/ili razreši. Glavni cilj istraživanja bio je utvrditi koje to profesionalne brige doživljavaju budući nastavnici, pripravnici i nastavnici predmetne nastave sa više godina radnog iskustva, kao i na koje načine pokušavaju da prevaziđu te brige, odnosno koje spoljašnje i lične resurse koriste prilikom njihovog prevazilaženja. Oslanjajući se na razvojni model briga Frensis Fuler i njenih sledbenika, prema kojima se različite brige javjaju u različitim fazama profesionalnog razvoja, nastojala sam i da utvrdim da li postoje razlike u brigama, pa i strategijama prevazilaženja između studenata, pripravnika i nastavnika. Još jedan od ciljeva bio je utvrditi na koji način su motivacija za bavljenje poslom nastavnika i ciljevi koje oni nastoje (ili bi nastojali) da ostvare u radu sa učenicima povezani sa brigama i strategijama njihovog prevazilaženja u svakoj od tri grupe ispitanika. Budući da sam se interesovala za lična i grupna značenja i razmevanju iskustva ispitanika u svoj njegovoj kompleksnosti, a da se u našoj sredini do sada nisu ispitivale nastavničke brige i strategije prevazilaženja tih briga, odlučila sam se za interpretativnu paradigmu i kvalitativnu metodlogiju. Svrsishodnim uzorkovanjem, a u skladu sa principom maksimalne varijacije, obavljeno je 57 polustrukturisanih konstruktivističkih intervjua – 19 sa studentima završnih godina takozvanih „nastavničkih“ fakulteta, odnosno potencijalnim budućim nastavnicima predmetne nastave, 16 sa pripravnicima, odnosno nastavnicima predmetne nastave u osnovnim školama sa najviše dve godine radnog iskustva, i 22 sa nastavnicima predmetne nastave iz osnovnih škola sa više od pet godina radnog iskustva. Podaci su interpretirani primenom kombinacije utemeljene teorije i kvalitativne analize sadržaja, tačnije tematske i evaluativne analize. Definisane su tri glavne kategorije – Početničke, Pripravničke i Veteranske brige. Izdvojeno je 11 subkategorija kategorije Početničke brige koje su nazvane: Ponašanje učenika, Efikasne nastavne metode, Kolege, Identitet i smisao, Stručnjački autoritet, Roditelji, Klima u odeljenju, Ocenjivanje, Raznolikost u odeljenju, „Tehnikalije“ i Egzistencija. Unutar kategorije Pripravničke brige našlo se 9 podktegorija – sve podkategorije Početničkih briga, sem Stručnjačkog autoriteta, Egzistencije i „Tehnikalija“, a pojavila se i jedna nova – Odnos prema nastavnicima i obrazovanju. U kategoriji Veteranske brige izdvojeno je 9 podkategorija – u odnosu na Pripravničke izostala je podkategorija Ocenjivanje, ali se opet pojavila „Tehnikalije“. Zaključuje se da su na samom početku karijere nastavnici u najvećoj meri okupirani brigama koje se tiču discipline, obezbeđivanja učenja učenika odabirom efikasnih nastavnih metoda i uspostavljanjem korektnih odnosa sa kolegama. Ako se osvrnemo na Fulerin model, sedam podkategorija Početničkih briga možemo svrstati u Brige za sebe, tri u Brige za zadatak i jednu u Brige za uticaj, što ide u prilog i Fulerinoj tezi da Brige za sebe dominiraju na početku karijere, ali i nalazima drugih autora – da više briga može biti istovremeno prisutno i da studenti već mogu imati Brige za uticaj. Kada je reč o brigama koje se javljaju u toku prve dve godine rada u školi – rezultati pokazuju da se pripravnici osećaju sigurno u poziciji eksperta za predmet (otuda izostanak brige Stručnjački autoritet), ali da se kao važne teme ističu starešinstvo (otuda velika zastupljenost brige Klima u odeljenju) i inkluzija (otuda velika zastupljenost brige Raznolikost u odeljenju). Pojavljivanje nove brige u odnosu na same početnike – Odnos prema nastavnicima i obrazovanju, potkrepljuje tezu Konveja i Klarka, da nastavnici u toku karijere prelaze put od iznutra (Brige za sebe) ka spolja (Bige za uticaj), te a se opet okreću sebi, ali ovoga puta sagledavajući širi kontekst i uz veću dozu refleksivnosti i istraživačkog stava. Najzad, nakon više godina rada u školi nastavnici postaju sasvim sigurni i u ulozi ocenjivača, ali brige u vezi sa inkluzijom i raznolikošću učenika dobijaju na značaju. Zaključuje se da se vremenom proređuju Brige za sebe, ali da se broj Briga za zadatak ili uticaj ne povećava. Ipak, ako se osvrnemo na frekvencije Briga za uticaj (u ovom slučaju – Klima u odeljenju) u kategorijama Početničkih, Pripravničkih ili Veteranskih, primećuje se da sa godinama staža one procentualno bivaju zastupljenije. Dakle, iako se ne javlja neki novi tip briga koji bi se mogao podvesti pod Fulerine Brige za uticaj, njihova učestalost se vremenom povećava. Poređenjem Početničkih briga sadašnjih studenata i iskusnih nastavnika, utvrđeno je da su sadašnji nastavnici na početku karijere mnogo više brinuli oko stručnjačkog autoriteta, a značajno manje, u odnosu na sadašnje studente – oko odnosa sa kolegama, roditeljima i ponašanja samih učenika. Dobijene razlike mogu se objasniti razlikama u poimanju profesije nastavnik nekad i sad (ekspert za predmet i neprikosnoveni autoritet vs. kompleksnost uloga i autoritet doveden u pitanje), razlikama u vrednostima prisutnim u socijalistički uređenom društvu i sadašnjem društvu (kolektivističke i patrijarhalne vrednosti vs. individualističke vrednosti) i razlikama u stavu prema aktuelnim obrazovnim reformama (uvođenje inkluzivnog obrazovanja i veća participacija roditelja kao nešto nametnuto, kao pretnja autoritetu vs. kao neminovnost savremenog doba, nešto poznato i očekivano). Opisi koji su se odnosili na načine prevazilaženja briga podvedeni su pod kategoriju Strategije prevazilaženja, unutar koje je utvrđeno 27 podkategorija. Na nivou celog uzorka, najzastupljenije su: Razgovor, Međusobno upoznavanje i uvažavanje, Davanje primera i povezivanje sa životom, Učenje/Nadkompenzacija, Traženje pomoći, Individualizacija, Obrazlaganje i dokazivanje i Promišljanje. Prilikom klasifikovanja strategija, poslužila sam se dvema diskretnim kategorijama – Didaktičke i Relacione, i dimenzijom, odnosno konstruktom Spolja vs. Unutra. Najviše strategija našlo se u kvadrantu Didaktičke–Unutra, a najmanje – u kvadrantu Relacione–Spolja iako su brige iz domena odnosa sa drugima najučestalije. Može se pretpostaviti da su one česte upravo zato što ne postoje precizne, jasno razrađene strategije njihovog prevazilaženja. Takođe, dobijeno je da za brigu Egzistencija ne postoji nijedna strategija, a za brige Identitet i smisao i Odnos prema nastavnicima i obrazovanju – po dve (prema Folkmanovoj i Lazarusu – jedna instrumenalna i jedna palijativna) i to strategije koje ne uključuju druge kao resurs... This research looked at teacher concerns, defined as topics that are of interest for teachers, causing both positive and negative emotions, issues that a teacher intends to put effort in, so to understand and/or resolve them. The main goal of the research was to determine what professional concerns experience student teachers, novices and subject teachers with several years of work experience, as well as to discover the coping mechanisms, i.e. personal and external resources which are employed in order to overcome them. Relying on the developmental model of teachers concerns of Francis Fuller and her followers, according to which different concerns appear at different stages of professional development, I was striving to determine whether there were differences in concerns and coping strategies between student teachers, novices and in-service teachers. Additional goal was to find out in which way motivation for teaching and goals planned to be achieved with students are related to concerns and coping mechanisms in all three groups of participants. Since I was interested in personal and group meanings and understanding of participants’ experience in all its complexity, and since there were no studies dealing with teacher concerns and means of overcoming them in Serbia hitherto, I opted for interpretative paradigm and qualitative methodology. Applying purposive sampling, in line with the principle of maximal variation, 57 semi-structured constructivist interviews were conducted – 19 with the students finishing their studies at the “teacher faculties”, i.e. potential prospective subject teachers, 16 with the novices, i.e. subject teachers working in primary schools, with less than two years of work experience, and 22 with subject teachers working in primary schools, with more than five years of work experience at school. Data was interpreted by applying combination of grounded theory and qualitative content analysis, more specifically – thematic and evaluative analysis. Three main categories were defined – Beginner, Novice and Veteran concerns. Eleven subcategories of Beginner concerns were defined and labeled as: Students’ behavior, Efficacious teaching methods, Colleagues, Identity and meaning, Expert authority, Parents, Classroom climate, Assessment, Classroom diversity, “Technical” issues and Survival. Within the category Novice concerns nine subcategories were derived – all the subcategories equivalent to those from the category Beginner concerns, except Expert authority, “Technical” issues and Survival, and one new – Attitude toward teachers and education. Within the category Veteran concerns nine subcategories were created – compared to Novice concerns the subcategory Assessment was not present, but subcategory “Technical” issues reappeared. It might be concluded that teachers are primarily concerned with discipline, providing learning of their students by choosing efficacious teaching methods and maintaining good relationships with colleagues at the beginning of their careers. If we look back at the Fuller’s model, seven subcategories of the category Beginner concerns could be classified as Self concerns, three – as Task concerns, and one matches Impact concerns. This is in line with Fuller’s thesis that Self concerns are dominant at the beginning of teacher career, but also – with findings obtained in other studies – that one can have more concerns at the same time, and that even student teachers can have Impact concerns. When it comes to concerns typical for the first two years of tenure, results show that novices feel self-confident in the position of the expert for the subject (therefore there is no more concern Expert authority), but new important issues arise – class leadership (proved with the high frequency of the concern Classroom climate) and inclusion (proved with the high frequency of the concern Classroom diversity). Emergence of the new concern, compared to beginners – Attitude toward teachers and education, support the thesis of Conway and Clark, that during their careers teachers shift from the journey inward (Self concerns) toward journey outward (Impact concerns), and again back – inward, but having broader context in mind, adopting reflective and inquiry stance. Eventually, after many years of tenure teachers become fully sure in their role of evaluator, but concerns regarding diversity and inclusion gain in importance. It can be concluded that the number of Self concerns decreases over time, and that the total number of Task and Impact concerns does not increase over time. If we, however, turn back at the frequencies of Impact concerns (in this case – Classroom climate) in the categories of Beginner, Novice and Veteran concerns, it can be noticed that the percentage distribution of this concern increases with time. By comparing Beginner concerns of present students and experienced teachers, it was established that today’s teachers were more concerned at the beginning of their careers with Expert authority, but less concerned with relationship with colleagues, parents and students’ behavior. Obtained differences could be explained by differences in teacher profession conceptualizations before and nowadays (subject expert and unquestioned authority vs. role complexity and questioned authority), different values present in socialistic society and contemporary society (collectivistic and patriarchal values vs. individualistic values), and different attitudes toward actual education reforms (inclusion and increased parents’ participation as something imposed vs. necessity of contemporary society, something expected and familiar). Descriptions related to means of overcoming concerns were subsumed under the category Coping mechanisms, which embraced 27 subcategories. On the level of the whole sample, most frequent were mechanisms labeled as: Conversation, Get to know and appreciate each other, Giving examples and relating to real life, Learning/Overcompensation, Asking for help, Individualization, Justifying and proving, and Deliberation. In the process of classification, I applied two discrete categories – Didactic and Relational, and one dimension, i.e. construct Outward–Inward. Most of the mechanisms were located in the quadrant Didactic–Inward, and few – in the quadrant Relational–Outward, although the concerns from the domain of relationships were most common. It might be assumed that these concerns are so frequent because there are no precise, thoroughly elaborated means of overcoming them. It was also obtained that for the concern Survival there are no coping mechanisms, whereas for the concerns Identity and meaning and Attitude toward teachers and education only two mechanisms are employed (according to Folkman and Lazarus – one instrumental and one palliative), both not engaging others as resources...

Cilj istraživanja za potrebe doktorskog rada bio je da se na uzorku dece i adolescenata koji su oboleli od različitih malignih bolesti i njihovih roditelja (N=120) ispitaju različite psihološke reakcije tokom aktivnog kombinovanog onkološkog lečenja. Psihološke reakcije koje su ispitane kod dece uzrasta (7 – 12 god.) (N=30) i adolescenata (13-19 god.) (N=30) su anksioznost (izmerena RCMAS skalom – The Revised Children`s Manifest Anxiety Scale), depresivnost (izmerena CDI upitnikom– The Children`s Depression Inventory), osećanje umora (ispitano FACIT - F scale – The Pediatric Functional Assesment of Chronic Illness Therapy – Fatigue scale), uz procenu doživljaja kvaliteta života (ispitano PCQOL – 32 instrumentom – The Pediatric Cancer Quality of Life Inventory) i mehanizama prevladavanja (ispitano instrumentom - KIDCOPE scale, dve verzije, jedna verzija za mlađu i jedna verzija za stariju grupu).Kod roditelja koji sa decom borave na odeljenju tokom kombinovanog onkološkog lečenja procenjeni su doživljaj kvaliteta života (ispitano Peds Q1-Upitnik za procenu kvaliteta života roditelja i procena detetovog kvaliteta života od strane roditelja PCQOL – 32 Parent Proxy Report Form) , umor (ispitano PFS instrumentom - Parent Fatigue Scale), mehanizmi prevladavanja (ispitano Brief Cope Parents Inventory – BCPI) i roditeljski stres (izmeren PSI/SF indeksom – Parenting Stress Index – short form). Porodična kohezija i porodična fleksibilnost (sa aspekta roditelja koji je uz dete tokom lečenja) ispitane su FACES IV paketom. Dobijeni rezultati: Statistički značajna razlika se pokazala na skali anksioznosti i to na subskalama: Fiziološka anksioznost (adolescenti imaju niži skor) (t=2.258, df=58, p=,028) (p lt 0,05) i Socijalna anksioznost (adolescenti imaju niži skor) (r=-.228, t=.0,40 (p lt 0,05).T testom za nezavisne uzorke testirane su razlike dece i adolescenata na ska-lama anksioznosti, depresivnosti, doživljaju umora, percepciji kvaliteta života i u načinu prevladavanja. Statistički značajne razlike su dobijene na skali depresivnosti i to na sledećim subskalama: anhedonia (deca iz mlađe grupe imaju viši skor) (t=2.274, df=58, p=.027) (p lt 0,05); nisko sampoštovanje (deca iz mlađe grupe imaju viši skor) (t=2.325, df=58, p=.024 (p lt 0,05); total skor na skali depresivnosti (deca iz mlađe grupe imaju viši skor) (t=2.125, df=58, p=.038 (p lt 0,05). Analiza je pokazala da statistički značajna razlika postoji na subskali fizičko funkcionisanje PCQL – 32 Patient Self Report skali kvaliteta života (dečaci imaju viši skor od devojčica (t=2.006, df=58, p=,049 (p lt 0,05). T testom za nezavisne uzorke testi-rane su razlike između dva pola dece preko skala za roditelje.Analiza je pokazala da statistički značajna razlika postoji samo na skali PCQL-32. Parent Proxy Report Form i to na subskali socijalno funkcionisanje (dečaci imaju viši skor) (t=2.00, df=58, t=.049 (p lt 0,05) (roditelji procenjuju da deca i adolescenti muškog pola lošije socijalno funkcionišu nego što oni sami sebe procenjuju)... Using a sample of (N total=120), 60 children and adolescents who are affected by various malignant diseases and who are treated for different malignant diseases (ages 7 – 12) (N=30) and (ages 13 – 19) (N=30) and their parents (N=60), this study aimed to investigate different psychological reactions during the oncological treatment.The subject of the research - can psychological reactions such as: anxiety, depression and fatigue during the treatment be properly estimated and how they affect the quality of life and efficiency of the prevalence in children and adolescents aged 7 to 19 who are treated for different malignant diseases with existing instruments and with the objective to construct a model for providing adequate psychological and psycho-social support. Anxiety measured by following instrument RCMAS – The Revised Children`s Manifest Anxiety Scale; Depression measured by following instrument CDI – The Children`s Depression Inventory; Quality of life tested by following instrument PCQOL – 32 – The Pediatric Cancer Quality of Life Inventory; Fatique tested by following instrument FACIT - F scale – The Pediatric Functional Assesment of Chronic Illness Therapy – Fatigue scale; Coping measured by following instrument KIDCOPE scale- two different forms for younger and older group of children.Parents psychological reactions such as quality of life , fatique , coping mechanisms and parental stress, measured by following instruments : QOL (measured by PCQOL – 32 Parent Proxy Report Form and PCQOL – 32 Parent Proxy Report Form for parents assesment of children QOL), fatique (measured by PFS - Parent Fatigue Scale), coping mechanisms (measured by BCPI -Brief Cope Parents Inventory) and parental stress measured by PSI/SF – Parenting Stress Index – short form.Cohesion and stability of the family (from the aspect of a parent present during the tratment of the child) tested with FACES IV. Results: Statistically significant difference was also demonstrated on the anxiety scale (The Revised Children’s Manifest Anxiety Scale – RCMAS) and on subscales: Physiological anxiety (lower score in adolescents) (t=2.258, DF=58, p= 0,028) (p lt 0,05) and Social anxiety (lower score in adolescents) (r= -.228, t= 0,40 (p lt 0,05).We applied T tests for independent samples for testing the difference between pediatric and adolescent population (the first group of children age 7 to 12, and the other group of adolescents age 13 to 19) at the scale for anxiety, depression, fatigue experience, quality of life and way of coping. Analysis demonstrated statistically significant differencies at the depression scale (CDI - The Children Depression Inventory) on the following subscales: anhedonia (higher score in children) (t=2.274, df=58, p=.027) (p lt 0,05); low self-respect (higher score in children) (t=2.325, df=58, p=.024 (p lt 0,05); total depression score (higher score in children) (t=2.125, df=58, p=.038 (p lt 0,05)...