Abstract
Teaching in nursery schools is a demanding profession based on interaction with people. As a result, teachers are exposed to an increased risk of burnout. The main goal of the research was to find out to what extent the pedagogical staff of the mentioned nursery schools are endangered by the burnout syndrome and how satisfied they are in their profession. The research group consisted of 90 participants which included teachers from all nursery schools for children with special educational needs in the Czech Republic. To determine the empirical data, the Maslach Burnout Inventory – Educators Survey, Teacher Satisfaction Inventory and One-Dimensional Assessment Scale measuring teachers’ climate perception were used. The results suggest that special needs nursery school teachers are at a high risk of burnout in the dimension of emotional exhaustion and depersonalization in contrast to the high level of personal satisfaction, job satisfaction and satisfaction with the working climate.
 
 Keywords: burnout syndrome; job satisfaction; social climate
Highlights
The phenomenon of occupational burnout is currently given increased attention, in the area of helping professions who are at greatest risk of the burnout syndrome
The following hypothesis was formulated to examine the correlation between exposure to the burnout syndrome and job satisfaction among teachers in nursery schools for children with special educational needs: H1: Respondents with a higher risk of the burnout syndrome show a statistically significantly lower degree of job satisfaction
The testing of these partial hypotheses allowed an analysis of the correlation between job satisfaction and exposure to the burnout syndrome in all of its dimensions
Summary
The phenomenon of occupational burnout is currently given increased attention, in the area of helping professions who are at greatest risk of the burnout syndrome. Teachers who work with children with special educational needs both in nursery school and elementary schools are a high-risk group. Long-term stressful working conditions often make teachers who care for children with special educational needs leave their profession. In order to reduce the number of teachers who leave their profession due to the great mental and physical strain, it is first important to understand the causes of their exhaustion and dissatisfaction. The objective of the research carried out for the purposes of this paper is to identify the degree to which nursery school teachers are threatened by the risk of the burnout syndrome and the degree of their job satisfaction. Focus was on the identification of the correlation between the working climate, perceived recognition and other institutional factors that affect the profession of teachers who work with preschool children with special educational needs
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
