Burnout Syndrome of Teachers: An Empirical Study in Denizli in Turkey

Barutçu, Esin; Serinkan, Celalettin

doi:10.1016/j.sbspro.2013.08.853

Cited by 20 publications

(13 citation statements)

References 9 publications

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“…[9][10][11] Other researchers in our country and surrounding areas have also come to similar results. [12][13][14][15] High level of emotional exhaustion was expressed by approximately 4% of the respondents, medium by 10%, while high depersonalization was experienced by 2.8%. A high degree of burnout in the dimension of personal achievements was reported by 18%, and 27% of teachers reported a medium degree.…”

Section: Discussionmentioning

confidence: 99%

Personal Characteristics and Burnout Syndrome among Teachers of Primary and Secondary Schools

Paleksić¹,

Ubović²,

Popović³

2015

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Introduction: Burnout syndrome is more often seen in human (assisting) services professions which provide services to population. An interaction between external and internal factors has great importance in burnout syndrome occurrence. According to previous research, personal characteristics, especially neuroticism and extraversion, have a significant role in the development of burnout syndrome. The aim of study: This research will establish whether the personal characteristics and demographic variables have a predicting role for teachers' burnout syndrome. Patients and methods: The research was designed as a cross-sectional study. The sample included 280 teachers. The socio-demographic questionnaire was used to investigate demographic characteristics. Personal characteristics were investigated by Zuckerman-Kuhlman Personality Questionnaire (ZKPQ-50-CC), which included 50 items with binary format response in order to assess five dimensions of personality. Maslach Burnout Inventory (MBI) questionnaire was used to evaluate the burnout syndrome. Testing was conducted in accordance with ethical principles. Statistical analysis included descriptive analysis, analysis of variance and correlation analysis. Results: Results showed that teachers did not experience significant burnout syndrome at work; a certain number of teachers expressed moderate to high risk of job burnout in one out of three subscales; personal characteristics were predictors of burnout syndrome; neuroticism had a positive correlation with the dimension of emotional exhaustion, and sociability (extroversion-introversion) had negative. There was a statistically significant difference between marital status and age on one side and subscales of emotional exhaustion on the other. Conclusion: Results of this study indicate the necessity of taking certain preventive measures and the need to explore other predictors of burnout syndrome among teachers.

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Section: Discussionmentioning

confidence: 99%

Personal Characteristics and Burnout Syndrome among Teachers of Primary and Secondary Schools

Paleksić¹,

Ubović²,

Popović³

2015

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“…Профессиональная деятельность современного педагога сопровождается стрессогенными факторами, обусловленными постоянным взаимодействием с коллегами, обучаемыми, необходимостью постоянного совершенствования своих знаний, умений, навыков, изменениями в научной среде, невысокой оплатой труда и т. д. [2]. Поэтому для педагогической деятельности характерен повышенный риск возникновения и формирования синдрома эмоционального выгорания [3, с.…”

Section: Abstract: Emotional Burnout Syndrome Professional Burnout unclassified

Features of Manifestation of Emotional Burnout Syndrome Among Teachers Working in Organizations of General And Higher Education

Skripnichenko¹

2019

ОСПП

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Скрипниченко Людмила Сергеевна кандидат социологических наук, доцент кафедры управления персоналом и организационной психологии Кубанского государственного университета ОСОБЕННОСТИ ПРОЯВЛЕНИЯ СИНДРОМА ЭМОЦИОНАЛЬНОГО ВЫГОРАНИЯ У ПЕДАГОГОВ, РАБОТАЮЩИХ В ОРГАНИЗАЦИЯХ ОБЩЕГО И ВЫСШЕГО ОБРАЗОВАНИЯ Аннотация: В статье приведены результаты авторского эмпирического исследования, направленного на установление особенностей проявления синдрома эмоционального выгорания и определение его нравственно-ценностных детерминант у педагогов общего и высшего образования. Обоснована мысль о том, что неблагоприятные последствия при возникновении синдрома эмоционального выгорания у педагога проявляются как на индивидуальном (личность специалиста), так и на групповом (взаимодействие с обучаемыми и коллегами) уровне. Выявлено, что у педагогов вузов и учителей школы имеются отличия в проявлении и нравственно-ценностных детерминантах синдрома эмоционального выгорания. Установлено, что у большинства респондентов синдром эмоционального выгорания уже сложился либо находится на стадии формирования, также у педагогов из обеих групп обнаружена тенденция к духовному кризису, что подтверждает актуальность и значимость анализируемой проблемы. Перспективным направлением исследования заявлено проведение дальнейших исследований в целях разработки программы профилактики и психологической коррекции синдрома эмоционального выгорания у педагогов разных уровней образования. Ключевые слова: синдром эмоционального выгорания, профессиональное выгорание, профессиональный стресс, педагогическая среда, педагоги, учителя, сфера образования, школа, вуз, ценностно-смысловые особенности личности, духовно-нравственные особенности личности.

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“…Work-life imbalance and lack of job satisfaction have also been linked to stress on the job (Johnson et al, 2005). The body's stress response system can cause changes to the immune system and central nervous system, which can lead to both mental and physical illnesses (Bartholomew, Ntoumanis, Cuevas, & Lonsdale, 2014;Barutçu & Serinkan, 2013;Johnson et al, 2005). Occupational stress has been linked to physical illnesses such as gastrointestinal disturbances, heart disease, and back pain, as well as psychological disorders such as depression and anxiety (Johnson et al, 2005) Furthermore, several occupations have been labeled as "high risk" for occupational stress (Johnson et al, 2005).…”

Section: Occupational Health and Stressmentioning

confidence: 99%

Somatization disorder and stress in teachers: a comprehensive occupational health evaluation

Howard

Haskard‐Zolnierek

Johnson

et al. 2017

J Appl Biobehavioral Res

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Somatization disorder is a biopsychosocial‐based, stress‐induced disorder involving multiple physical ailments with no medical explanation. The teaching profession is characterized as very stressful, making teachers at risk of developing somatization disorder. This study examined somatization disorder in a K‐12 teacher population. A total of 2,988 teachers from 46 Texas districts responded to a comprehensive online occupational health survey. Somatization disorder was assessed using the Patient Health Questionnaire. Univariate analyses were conducted between teachers with and without somatization disorder to identify specific relationships with demographic variables, occupational variables, perceived stress, Axis I psychopathology, and physical health. A logistic regression was developed to identify the variables most strongly associated with the presence of somatization disorder in a teacher population. Analyses showed that female teachers are 3.3 times more likely to develop somatization disorder. Compared to Caucasians, African American teachers are 3.9 times and Hispanic teachers are 2.0 times more likely to develop somatization disorder. Moreover, higher levels of stress, poorer physical quality of life, major depression, panic and anxiety disorder were significantly related with somatization disorder (p < .05). Higher levels of stress and poorer physical and mental health are among the psychosocial and demographic factors associated with somatization disorder in public school teachers.

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Burnout Syndrome of Teachers: An Empirical Study in Denizli in Turkey

Cited by 20 publications

References 9 publications

Personal Characteristics and Burnout Syndrome among Teachers of Primary and Secondary Schools

Personal Characteristics and Burnout Syndrome among Teachers of Primary and Secondary Schools

Features of Manifestation of Emotional Burnout Syndrome Among Teachers Working in Organizations of General And Higher Education

Somatization disorder and stress in teachers: a comprehensive occupational health evaluation

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