Individual-psychological factors and perception of social support in burnout syndrome

Abstract

Background/Aim. Burnout syndrome is a psychological phenomenon that occurs as a response to chronic interpersonal stressors at work. It is manifested by emotional exhaustion, depersonalization and a sense of reduced personal accomplishment. The aim of the study was to examine the correlation between burnout syndrome, individual-psychological factors and social support among special and regular education teachers, as well as to determine differences of burnout syndrome dimensions between groups of teachers with different educational backgrounds. Methods. This non-experimental, cross-sectional correlation study included 317 teachers (122 special education teachers and 38 other teachers in special education for children with intellectual disabilities and 157 teachers from regular primary schools) from Belgrade. Maslach Burnout Inventory (MBI), Assertiveness Assessment Questionnaire Scale (A-Scale), Rosenberg Self-Esteem Scale (RSS), Teacher Self-Efficacy Scale (TSES), and Multidimensional Perceived Social Support Scale (MSPSS) were used in the study. Results. The highest prevalence of high levels of burnout were recorded on the emotional exhaustion subscale and were 38% for special education teachers, 47% for other teachers in special education, and 39% for teachers in regular education. The most important predictors of burnout in special education teachers were: for emotional exhaustion (self-esteem, efficiency of class management and seniority); for depersonalization (self-esteem, efficiency of class management and social support); for a sense of lower personal accomplishment (assertiveness, effective student learning and class management). The most important predictors of burnout in regular education teachers were: for emotional exhaustion (assertiveness, effective class management, social support and seniority); for depersonalization (self-esteem, effective student learning and seniority); for a reduced personal accomplishment (self-esteem, effective student learning and social support). Conclusion. Individual-psychological factors have emerged as an important predictor of burnout syndrome in the teaching profession, indicating the importance of examining the impact of these factors in other professions that are characterized by the specific demands for a deeper emotional investment during the work process.

Teachers’ Self-Care Strategies and Supervision as a Self-Care Activity for Teachers

“…Pētījumi rāda, ka sociālais atbalsts ir svarīgs resurss, jo palīdz skolotājiem tikt galā ar pedagoģijas emocionālajām prasībām un ietekmē arī skolotāju iesaisti (Jovanović et al, 2021). Nozīmīguma un īstenojamības atšķirības parāda, ka resursa potenciāls pilnībā netiek izmantots, kas, iespējams, ir saistīts ar COVID-19 pandēmijas ierobežojumiem attiecībā uz pulcēšanos, ko nevar aizstāt komunikācija, piemēram, attālinātā formātā.…”

“…Ņemot vērā pedagogu pieaugošo darba slodzi pandēmijas izraisītajos apstākļos, ar to saistītu stresu, kā arī mainīgos darba apstākļus, ir pamats domāt, ka pedagogiem ir īpaši jāaktualizē nepieciešamība pēc profesionāla atbalsta un pašpalīdzības kā atbalsta resursa (Baker et al, 2021). Ir konstatēts, ka cilvēki, kuri apzinās savus psiholoģiskos, fiziskos un sociālos resursus, ir noturīgāki pret stresu un spēj labāk tikt galā ar stresoriem savā darba vidē (Jovanović et al, 2021).…”

Burnout en docentes de un instituto tecnológico agronómico

“…En la década de 1980, Maslach y Jackson propusieron un instrumento para la evaluación del Burnout: Maslach Burnout Inventory; el cual analiza las tres dimensiones: agotamiento emocional, despersonalización y una sensación de baja relación personal [4]. El Burnout de docentes se ha estudiado desde la década de los 1990 no solo en términos de condiciones de trabajo.…”

Revisión sistemática sobre la prevalencia del síndrome de Burnout en el sector académico

“…Otras variables que requieren mayor investigación incluyen la regulación emocional (Castillo-Gualda et al, 2019) y el Job Crafting (Rudolph et al, 2017;Teng & Chen, 2019). Aunque, en general, las características individuales parecen ser más útiles para predecir el burnout (Jovanovic et al, 2020;Malinen & Savolainen, 2016;Zysberg et al, 2017). No obstante, la relación entre recursos y surgimiento del burnout no es del todo clara; el potenciamiento inadecuado de algunos recursos puede resultar problemático (Huyghebaert et al, 2018;Upadyaya et al, 2016).…”