Professional Burnout Of Teachers Research Articles

The main predictors of professional burnout in teachers

The most significant factors associated with the formation of professional burnout among teachers: work experience, work on weekends (holidays) and time spent on preparation for exams, Olympiads. The data obtained are important in the development of preventive measures.

Особенности профессионального выгорания педагогов, находящихся на разных этапах профессионального становления

Особенности профессионального выгорания педагогов, находящихся на разных этапах профессионального становления

PROFESSIONAL BURNOUT OF TEACHERS: THEORETICAL AND PRACTICAL ASPECTS

Professional burnout of teachers is a very common and urgent problem for nowadays society. The problems connected with the mental health, manifestations of the emotional burnout syndrome directly affect the health not only of the teachers themselves but also have great impact on their students. The work of the teacher does not possess set timing which leads to an increase in the time expenditures on the various structural elements of the work. The lack of the ability or skill to relax, find hobby increases the risk of the representatives of the teaching profession to gain the disease called professional burnout. It is clear that prevention steps are easier to be performed than to overcome the gained illness. These several approaches how to organize the life of the ordinary teacher out of his work are offered in the article. It is important that the problem of the mental state of the teacher was valued not only by him but at the same time by his managing authority. It will play crucial role in the process of work, promote professional longevity. Healthcare is not to be underestimated at any stage. Therefore, there is a need to develop at the state level the program for the preservation of professional health of the teacher.

Особенности связи копинг-стратегий и профессионального выгорания у педагогов с разным стажем

Особенности связи копинг-стратегий и профессионального выгорания у педагогов с разным стажем

Strategies of coping with situations of difficult pedagogical communication among teachers working in residential institutions

Professional activity of teachers working in residential institutions is a special type of activity associated with the strengthening of the action of emotionogenic factors in connection with the specifics of the contingent of students and learning conditions, which often causes the syndrome of emotional burnout. The study conducted a comparative analysis of preferences in the choice of coping strategies, manifested in the success of overcoming situations of difficult pedagogical communication of teachers working in residential institutions and teachers of secondary schools. It is established that coping strategies chosen by respondents of experimental and control groups in situations of problematic communication in accordance with the stage of emotional burnout have qualitative differences: teachers working in residential institutions, at each stage often use coping avoidance and aggressiveness, teachers of secondary schools – coping assertiveness with a tendency to impulsiveness on the background of emotional response. The obtained results are relevant for the programs of prevention of professional burnout of teachers with the help of health-saving technologies and teaching them constructive strategies of coping with stressful professional situations.

Feeling of Professional Burnout in Teachers of Secondary Schools

Feeling of Professional Burnout in Teachers of Secondary Schools

Эмпирическое исследование проблемы профессионального выгорания педагогов, работающих с обучающимися девиантного поведения

Эмпирическое исследование проблемы профессионального выгорания педагогов, работающих с обучающимися девиантного поведения

A Comparative Study to Determine the Occupational Stress Level and Professional Burnout in Special School Teachers Working in Private and Government Schools

BACKGROUND & OBJECTIVE: Healthy work environment is required to provide high quality teaching. Few studies regarding occupational stress and burnout in Indian schools have been conducted. The study aims to determine and compare the occupational stress level and professional burnout in teachers working in private and government schools. 120 private school teachers and 120 government school teachers recruited for this study.METHODS: Chi square test, Student independent t test and ANOVA used for data analysis have been used.RESULTS: Stress level and burnout level are varies significantly between male and female Indian school. (Chi square value 26.27 and p Value 0.001 in male and chi square value 38.06 and p value 0.001 in female). Government schools (Least Likely 5±0.0, More Likely 10.82±1.99, Most Prone Stress 16.15 ±1.84 have significant difference among them) have higher stress level than Private schools (Least Likely 4.00±1.41, More Likely 9.86±2.29, Most Prone Stress 15.66±1.34 have significant difference among them). Governmental schools having more stress (14.33±3.24) compare to Private schools (13.34±3.51), (t=2.26, p =0.023). Similarly the burnout also having the more in government schools (59.43±11.78) compare to private schools (48.61±11.94), (t=7.07, p=0.001).CONCLUSIONS: The government teachers have more occupational stress compared to the private school teachers in India. Leaders and decision makers required to make early identification and counseling about different factors that influence stress level in private and Government school teachers.

Relationship between professional burnout in teachers and their attitude towards their health and healthy lifestyle

Relationship between professional burnout in teachers and their attitude towards their health and healthy lifestyle

Особенности проявлений синдрома эмоционального профессионального выгорания педагогов

Особенности проявлений синдрома эмоционального профессионального выгорания педагогов

PSYCHOLOGICAL CORRECTION OF THE EMOTIONAL BURNOUT AND DEVELOPING THE SKILLS OF SELF- REGULATION IN TEACHERS

The paper focuses on the issue of prevention and overcoming of emotional burnout in teachers. It argues the importance of teachers’ participation in the prevention and rehabilitation programs aimed at reduction of burnout and developing self-control skills. The main aim is to perform psychological correction of burnout and develop the skills of self-control in teachers of Ulan-Ude. The author discovered that the organization of the formative experiment included two psychological programs «Anti-burnout» and «Training of emotional self-regulation», which was aimed at the reduction of burnout and mental self-development of skills in the professional work of teachers. The results showed a statistically significant decrease in all components of burnout, reflecting the decline in mental and emotional exhaustion, depersonalization and reduction of professional achievements in the experimental group. Comparative analysis showed a significant decrease in the level of anxiety while increasing the scale of the staff’s self-teaching. The conclusion is that the program of psychological correction developed within the framework of Balint groups, aimed at developing effective professional communication and prevention of professional burnout in teachers and self-regulation and correction of teachers’ emotional states in practical teaching situations showed its effectiveness.

Success: From failure to failure with enthusiasm

In this article I would like to look briefly at the background to the concept of enthusiasm, its evolution from earlier understandings in the domain of religion to its modern understandings as expressed by various lexicographic sources. This will lead me to the major focus of the article, which is the various applications of enthusiasm in education. Not surprisingly, there is a large body of empirical studies on teacher and learner enthusiasm and its contribution to successful teaching and learning. A selection of studies is presented here and their results are discussed. The empirical part of this article looks at my own qualitative study of pre-service EFL teachers’ narratives and their perceptions of teacher enthusiasm and its impact on teaching and learning success, as seen from their own perspective. In the concluding part I suggest how teacher training should incorporate ideas on teacher enthusiasm and strategies to deploy them as prospective weapons in preventing professional burnout in teachers. As Churchill said, “success is not final... Failure is not fatal... it´s the courage to continue that counts.” I strongly believe that it is enthusiasm that gives us courage to continue.

Occupational Stress and Professional Burnout in Teachers of Primary and Secondary Education: The Role of Coping Strategies

This research investigates the levels of occupational stress and professional burnout of teachers of primary and secondary education. It also aims to investigate the coping strategies that they adopt, and the relationship between them. The survey involved 388 teachers who teach in public schools in Attica. Three instruments were administrated to teachers: “Teachers’ Occupational Stress” (Antoniou, Polychroni, & Vlachakis, 2006), the Maslach Burnout Inventory (Maslach & Jackson, 1986) and the “Stress Coping Strategies Scale” (Cooper, Sloan, & Williams, 1988). The findings showed that teachers of Primary Education experience higher levels of stress compared to the teachers of Secondary Education. Female teachers experience more stress and lower personal accomplishment than men. Rational coping behaviors are a resource which help teachers overcome work-related stressors and burnout and achieve their valued outcomes with students, while avoidance coping predicted high level of stress and burnout.