SPECIAL KINDERGARTENS: DOES THE RISK OF BURNOUT DEPEND ON THE PROFESSION?

Abstract

The aim of the study was to determine the prevalence of burnout syndrome and analyse professional contexts u professional workers of special kindergartens. Research tool: online survey in the range of 11 + 21 items, the first part of own construction, second part a standardized Burnout Measure questionnaire. Basic sample: there were 6 special kindergartens within Hradec KrĂĄlovĂŠ region in January 2021, the basic sample consisted of 51 professional workers. The questionnaire was filled by in a total of N=33 professional workers of special kindergarten schools (returned 64,7 %), special teachers Nsp = 18, teacher´s assistants Nap = 15, at the age of 18 up to 65 years, with a length of practice 1 up to > 20 years. With one exception, all respondents are women. The results show, that 2/3 of respondents are at a level of complete or partial mental health, ¼ of respondents are at a level of mild burnout risk and only 6 % of respondents show the presence of mental exhaustion syndrome and is in a condition that requires a treatment. Furthermore, the results show, that there is a statistically proved difference between the level of burnout syndrome and a profession (W=150, p<0,05), teacher´s assistants are more endangered (on a five-level scale of they reach meanap = 2,6±1,05, versus meanssp = 1,9±0,67), they are independent at the level of experience (W = 108, p=0,341). The correlation coefficient points out at a statistically significant close relation between the level of burnout syndrome and the respondent´s age (rho = 0,403, p<0,05), however, is independent on the length of the field´s practice (rho = 0,135, p=0,452). Because teacher´s assistants are younger on average, age can be a moderator of a relation between the profession and the level of burnout syndrome. The results show, that in special kindergartens there must be the risk of burnout syndrome considered, paradoxically in mainly younger and starting teacher´s assistant and to provide sufficient support for beginning professionals, especially during the adaptation phase.