Grupphandledning och välbefinnande. Förskolepedagogers och specialpedagogers upplevelser av krav och resurser i arbetet med barn i behov av särskilt stöd

Abstract in English

The overarching aim of the thesis is to contribute in-depth knowledge regarding psychosocial well-being of preschool educators and special needs educators (SNEs) in relation to their work with children in need of special support (CINSS) in preschool settings. This aim includes developing measurement instruments applicable to the study and enhancing understanding of the perception of special educational group supervision (SEGS) as a potential support resource. The theoretical framework draws on the concept of salutogenesis, including the Work-related Sense of Coherence (Work-SoC), as well as the Job Demands-Resources (JD-R) theory. Four studies were conducted. The research design is a cross-sectional study employing two web-based surveys as the method of data collection. Through a multi-stage sampling process, a total of 90 preschool educators comprising 65 preschool teachers and 25 child carers from 34 randomly selected municipalities in Sweden responded to the voluntary survey directed at preschool educators. Additionally, 42 SNEs from 25 municipalities completed the survey aimed at SNEs. Empirical data collected through these questionnaires were analysed using descriptive statistics (Studies I–IV), inferential statistics (Studies I–III), and directed content analysis (Study IV).

The overarching findings indicate that both SNEs and preschool educators generally report a high Work-SoC, which is positively associated with job resources and negatively with job demands. Perceived control and social support emerged as particularly important resources. Interprofessional collaboration, especially for SNEs, was linked to enhanced personal development and reduced job demands. Contextual factors such as group size and reflection time varied but did not significantly predict perceived job demands when Work-SoC and job resources were considered. SEGS was perceived as supportive and meaningful, though discrepancies between expectations and experiences suggest potential for further development. Overall, the findings highlight the relevance of the theoretical framework in understanding well-being in preschool settings.

This thesis underscores the importance of Work-SoC (comprehensibility, manageability, and meaningfulness), perceived control, and social support in reducing job demands and promoting well-being among preschool professionals in working with CINSS. It also highlights the potential of structured SEGS as supportive resource, although further development is needed to align practice with participants’ experiences.