Abstract
The availability of conflicting data in the scientific literature on the correlations between self-actualization, occupational stress and emotional burnout has suggested that the nature of therelationship between occupational stress and self-actualization and emotional burnout maychange due to some other variables, such as coping strategies. The aim of the study is todetermine the nature of the relationship between emotional burnout as a result of occupationalstress with the characteristics of self-actualization and the peculiarities of coping behavior ofteachers. In a pilot study organized by the cross-sectional design, a survey of 107 Ukrainianteachers was conducted. According to the purpose of the study, the following diagnostictechniques were used: Victor Boyko's method of diagnosing the level of emotional burnout,version of the Russian-language adaptation of Shostrom's self-actualization test SAT andWays of Coping Questionnaire. The main hypotheses of this study were tested usingcorrelation analysis and analysis of variance. It was found that the severity of burnout isnegatively correlated with self-actualization. In addition, the joint influence of self-actualization indicators and certain coping strategies on the nature of the formation of differentstages of emotional burnout was detected. It was also determined that coping strategies areformed under the influence of two factors. On the one side, it is professional stress and burnout,and on the other side, it is the desire to satisfy the need for self-actualization. The resultsshowed that the predictor of successful adaptation of teachers to the requirements ofprofessional activity are certain characteristics of the personal profile of coping behavior,which have a mitigating effect on stress factors determined by self-actualization. Futureresearch is needed to determine the effectiveness of certain coping strategies on teachers'resistance to occupational stressors and burnout over a longer period of follow-up
Highlights
The availability of conflicting data in the scientific literature on the correlations between selfactualization, occupational stress and emotional burnout has suggested that the nature of the relationship between occupational stress and self-actualization and emotional burnout may change due to some other variables, such as coping strategies
This study focused on the nature of the relationship between self-actualization, occupational stress, and emotional burnout, taking into account the mediating effect of coping behavior
Study The pilot study confirmed the hypothesis that the nature of the link between emotional burnout as a result of occupational stressors and self-actualization may change due to the influence of some other variables, including coping behavior strategies
Summary
The availability of conflicting data in the scientific literature on the correlations between selfactualization, occupational stress and emotional burnout has suggested that the nature of the relationship between occupational stress and self-actualization and emotional burnout may change due to some other variables, such as coping strategies. Factors that help to cope with the negative effects of occupational stress and prevent emotional burnout include the teacher's personal potential in terms of the level of development of needs for self-actualisation, ability to fully identify and develop their capabilities and personal set of ways to overcome obstacles in various areas of mental activity. Data on the correlations between the level of self-actualization, occupational stress and emotional burnout in different studies are different (Bohan, 2008; Kurapova, 2009) These discrepancies suggest that the nature of the relationship between occupational stress, self-actualization, and emotional burnout may change due to the influence of certain other variables, such as certain coping strategies. The main purpose of this study is to examine the nature of the relationship between selfactualization, occupational stress and emotional burnout, taking into account the mediating effect of coping behavior
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