scholarly journals A pedagógus kiégés jelenségének vizsgálata

2020 ◽  
Vol 7 (3) ◽  
Author(s):  
Anna Kricsfalussy
Keyword(s):  
Personality Traits ◽  
Stress Management ◽  
Vocational Training ◽  
Teacher Burnout ◽  
Teaching Profession ◽  
Burnout Syndrome ◽  
Management Model ◽  
Burnout Prevention ◽  
Person Fit ◽  
Statistical Indicators

Napjainkban számos változás érintette, érinti a szakképzés egészét, ami kihatással van a rendszerben dolgozó pedagógusokra is. Kutatásomban érdekelt, hogy a személyiségvonások (pl. empátia, kötelességtudat, nyitottság, elhivatottság), amelyek a pedagógusi pályára alkalmas (abb) á tesznek valakit, mennyiben játszanak szerepet a kiégési szintjét tekintve. Kérdőívcsomagomat 300, a szakképzésben dolgozó pedagógus munkatársam töltötte ki, mind a 44 szakképzési centrum érintve lett.Tanulmányomban bemutatom a kiégés (burnout) szindrómát, ezen belül a pedagógus kiégés jelenségét, majd pedig a vizsgálataimat és eredményeimet összegzem. Kutatásom hipotéziseinek eredményeit és a statisztikai mutatóit összevetem a korábbi eredményekkel, majd pedig a pedagógus burnout prevenciójának lehetőségeit, és a lehetséges megoldási utakat veszem számba.Munkámban kiemelem azokat a pontokat ahonnan még visszafordítható a kiégés folyamata, és bemutatok a preventív stresszmenedzsment modelljén keresztül több intervenciós módszert. Nowadays, many changes have affected, act on the whole of vocational training, which also impact the teachers working in the system. In my research, I am interested in the extent to which personality traits (eg empathy, duty, openness, dedication) that make a person fit into the teaching profession play a role in their burnout. My questionnaire package was completed by 300 of my vocational training teacher staff and all 44 centers of vocational training were affected.In my study, I present burnout syndrome, including the phenomenon of teacher burnout, and then summarize my research and results. I compare the results of my research hypotheses and statistical indicators with previous results, then consider the possibilities of teacher burnout prevention and possible solutions.In my work, I highlight the points from which the burnout process can be reversed and introduce several intervention methods through the preventive stress management model. 

scholarly journals The opinions on the education of students with disabilities as the predictors of teacher burnout

2018 ◽  
Vol 50 (2) ◽  
pp. 269-285
Author(s):  
Branko Andjic ◽  
Sinisa Subotic ◽  
Mirjana Nikolic
Keyword(s):  
Personality Traits ◽  
Students With Disabilities ◽  
Teacher Burnout ◽  
Point Of View ◽  
Burnout Syndrome ◽  
Primary School Teachers ◽  
Psychological Difficulties ◽  
The Republic ◽  
Teachers Attitudes ◽  
Education Of Students

Although there is no strong confirmation of the direct link between teachers? attitudes towards and opinions on inclusion and teaching outcomes, they do predict the undesirable manifestations, such as teacher burnout. The aim of this paper was to determine the extent to which teachers? opinions on the education of students with different disabilities predict burnout, over and above the basic personality traits. In order to measure teachers? opinions, the MSK questionnaire was constructed. Personality characteristics were measured by the Big Five Inventory, and burnout was measured by the Copenhagen Burnout Inventory. The sample consisted of 645 primary school teachers from the Republic of Srpska. Using exploratory factor analysis, two MSK factors (60.87% variance) were obtained: (1) the feasibility of teaching the students with psychological difficulties, and (2) the feasibility of teaching the students with sensorimotor difficulties. The factors explained a small amount of variance of burnout. However, the first factor showed significant incremental predictability for burnout, in addition to personality traits, which suggests a small but significant contribution of the opinions on the education of students with disabilities to understanding the teacher burnout syndrome in the context of inclusion. At the same time, the results imply that, from the point of view of potential prevention, the knowledge of teachers? personality is probably much more important than their opinions on this topic.

A personal construct approach to avoiding teacher “burnout” and “rustout”

1987 ◽  
Vol 1 ◽  
pp. 43-51
Author(s):  
C. T. Patrick Diamond
Keyword(s):  
Stress Management ◽  
Teacher Stress ◽  
Teacher Burnout ◽  
Personal Construct ◽  
Post Intervention ◽  
Personal Construct Psychology ◽  
Idiographic Approach ◽  
Construct Psychology

Personal construct psychology enabled teacher stress to be conceptualised in terms of their perceptions of their ability to cope with stressors. Different degrees of support were seen in terms of the teachers' allocation of dependencies. Pre- and post-intervention questionnaires and FOCUS-ed (or cluster analysed) Dependency (individual and mode) grids were used to reveal and manipulate 11 teachers' resources and then to monitor how their group levels of stress were affected. Although the study reflected an idiographic approach rather than a substantive pattern, stress was reduced for the highly stressed, maintained for the moderately stressed and increased for the low stressed. Since using a not coping rather than a coping perspective characterised the distressed group before the intervention, teachers may need to emphasise a more affirmative stance. Once teachers establish what they construe as stressful and what support they can use, they are in a more informed position to engage in stress management or maintenance.

scholarly journals Influence of Personality Traits on the Stress Management among the Teaching Faculties in Public Sector Universities

2021 ◽  
Vol 10 (1) ◽  
pp. 410-422
Author(s):  
SADIA ANWAR ◽  
BAHADUR SOOMROO ◽  
MUHAMMAD NAWAZ BALOCH
Keyword(s):  
Personality Traits ◽  
Stress Management ◽  
Significant Influence ◽  
Management Strategies ◽  
Openness To Experience ◽  
Workplace Stress ◽  
Cross Sectional ◽  
Organizational Goals ◽  
Teaching Faculty ◽  
Higher Educational

This research paper is aimed to explore the influence of personality traits on stress management. As for the achievement of organizational goals, the management has to be assured that its’ employees are not stressed due to any reason for productive outcomes. Stress is unavoidable in any organization especially if it belongs to the teaching sector. However, students and teachers are normally found under stress because of the demanding environment that is generated in physical schools and classrooms. For this purpose, this study has examined to what extent personality traits including extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience influence stress management. This leads to the fact which personality traits of employers especially those that belong to educational institutes can manage their stress and how their personality affects them to take decisions at the time of stress. This research article proposed a descriptive methodology in which cross-sectional data are randomly collected from the different public higher educational universities of Sindh, Pakistan. For the data collection, the survey questionnaire is applied. After the process of data cleaning, 252 responses of teaching faculty as respondents were found accurate for further analysis. By applying the Statistical Package for Social Sciences version 26.0 the data was data analyzed. The results of Pearson’s correlation and multiple regression analysis showed that agreeableness, conscientiousness, and openness to experience have a positive and significant influence on stress management. On the other hand, extroversion and neuroticism have not found a significant influence on stress management. This research study may provide useful insights for policymakers and top management in public higher educational institutions like universities to identify the stress management strategies that are implemented by the management of education institutions to manage workplace stress among the teaching faculty. Keywords: Extraversion, Agreeableness, Conscientiousness, Neuroticism, Openness to Experience and Stress Management.

THE IMPORTANCE OF TEACHERS’ CONTINUING EDUCATIONWITH USE OF MULTIMEDIA EDUCATION

2018 ◽  
Vol 8 (2) ◽  
pp. 291-300
Author(s):  
Agnieszka Gołębieska-Wesołowska
Keyword(s):  
Social Role ◽  
Young Person ◽  
Teaching Profession ◽  
Burnout Syndrome ◽  
Children And Youth ◽  
Transfer Of Knowledge ◽  
Continuous Training ◽  
Comprehensive Development ◽  
Social Exposure ◽  
The Impact

The aim of the article is to describe the impact and significance of not only self-education of teachers, but also continuous training on teacher’s comprehensive development in the entire digital space (including multimedia) which he deals with not only in his professional work. Participation in continuous training in the era of infor-mation society is the only way to successfully adapt man to the changes resulting from the progress of civilization. The wealth of organizational forms of teacher education makes education a good accessible to all, regardless of age, level of education or material status. Adults strive to improve their skills and knowledge. Motivation is one of the most important factors determining the effectiveness of adult learning. It should be remembered that the teach-er's role is crucial in the process of teaching and up bringing children and youth. The profession of a teacher is characterized above all by the fact that his area of activity is contact with people, especially children and youth, and the primary purpose of his actions is to educate. Working as a teacher sets requirements, which are not lim-ited only to the transfer of knowledge. These tasks are also the transfer of experiences, stimulation to being crea-tive, active and motivated, which contributes to the shaping of the value system of a young person. Implementation of these tasks may result with the teacher's feeling overloaded with work. It is important whether the beliefs about the teaching profession are reasonable and the skills are adapted to the position. The profession of teacher and educator is combined with the fulfilment of a social role, which includes, among other things: contact with another person, emotional involvement, and possession of appropriate competences, continuous improvement, functioning in difficult situations, strong social exposure and effective working under the stress. We must remember that not all teachers are equally susceptible to stress and not everyone is equally affected by its effects, so the degree of risk of burnout syndrome differs between individual teachers.

scholarly journals Requirements for app-tailoring to increase stress management competencies within families: a cross sectional study (Preprint)

2020 ◽  
Author(s):  
Laura Luise Bischoff ◽  
Hannes Baumann ◽  
Charlotte Meixner ◽  
Patricia Nixon ◽  
Bettina Wollesen
Keyword(s):  
Personality Traits ◽  
Stress Management ◽  
Stress Level ◽  
Information Acquisition ◽  
Survey Study ◽  
Management Skills ◽  
Management Competencies ◽  
General Competence ◽  
Passive Strategies ◽  
Explained Variance

BACKGROUND Families experiencing high levels of psychological distress are considered a particularly vulnerable population for adverse effects on mental and physical health. Moreover, highly stressed individuals engage less likely in mental health promoting activities and show low stress management competencies. App-based stress interventions seem promising for the treatment and prevention of stress outcomes and might be a low-threshold solution. OBJECTIVE The aim of this study was to identify the requirements for a tailored app to reduce stress in a cohort of highly stressed families that have low stress management skills. METHODS N=1008 parents (aged 47.7 ± 6.1; 59,7% females) completed an extensive online survey and were subdivided into a target and non-target group according to their reported stress level and stress management competencies. Group differences were analyzed using ANOVA. In a principal component analysis with Varimax Kaiser Rotation, personally defined stress management goals were grouped into components. Lastly, linear regression models were calculated. RESULTS A three-factor solution cumulatively explained 56% of the variance in personally defined goals of interest for stress management with (1) „active strategies" (25.61% explained variance), (2) „general competence" (17.95% explained variance) and (3) „passive strategies" (12.45% explained variance). The target and non-target groups differed in age (F(1, 978)=27.67, P<.001), health index (F(1, 958)=246.14, P<.001), personally defined „general competence“ goal (F(1, 958)=94.16 P<.001), and personality traits "information acquisition" (F(1, 971)=14.75, P<.001) and "need for stimulation" (F(1, 981)=54.49, P<.001). A regression model showed that for “active strategies” goals of interest, only the app-feature information or instructional videos had a significant effect. The "general competence"-factor showed no significant effect at all and the "passive strategies" factor showed a significant effect for two app features: (1) suggestions for planning possible activities with the family as well as (2) diaries for documentation and development of strategies. CONCLUSIONS The results of this survey study highlight the need to develop an app to increase stress management competencies in consideration of the perceived stress level, stress management skills, personality, and personally defined goals of the user. The content of the app should be tailored to priorly detected personality traits, especially selective information acquisition and low need for stimulation. Further, personally defined stress management goals seem to affect the interest in some features. CLINICALTRIAL

scholarly journals LOCUS OF CONTROL IN GEORGIAN TEACHERS AND ITS RELATION TO TEACHER BURNOUT

2016 ◽  
Vol 11 (1) ◽  
pp. 8-15
Author(s):  
Maya Bitsadze ◽  
Marine Japaridze
Keyword(s):  
Public Schools ◽  
Teacher Preparation ◽  
Locus Of Control ◽  
General Education ◽  
Teacher Burnout ◽  
Maslach Burnout Inventory ◽  
Teaching Profession ◽  
Teacher Preparation Programs ◽  
Professional Burnout ◽  
Preparation Programs

The intensive reforms taking place in general education field in Georgia impose considerable stress to those engaged in teaching profession. This may gradually lead to the condition of professional burnout of teachers. According to the conducted research some teachers have experienced burnout while others did not. The purpose of the present research is to identify how the personal quality such as control of locus may have influenced the level of burnout in Georgian teachers. Two self-assessment instruments, Rotter Scale and Maslach Burnout Inventory (MBI), were used in this research to measure control of locus type and level of burnout among Georgian teachers. Two questionnaires were distributed among 407 teachers at Public schools of Georgia. After dismissing inaccurately filled out questionnaires the analysis was conducted based on the data received from 373 questionnaires. The research findings revealed that Georgian teachers with internal locus of control are less likely to become professional burnout victims. Significant correlations proved to exist between locus of control orientation and teacher burnout on Emotional Exhaustion (EE) and Personal Achievements (PA) subscales of MBI. The article explores the opportunities to change locus of control from external to internal as a part of teacher professional development activities guided by school Principals and through redesigning of teacher preparation programs in order to make teachers more resistant to professional burnout. Key words: teacher burnout, locus of control, teacher preparation programs.

scholarly journals VARIABLES SOCIO AFECTIVAS Y LA EFICACIA EN LA LABOR DOCENTE

2017 ◽  
Vol 1 (1) ◽  
pp. 137
Author(s):  
Heriberto Rodríguez-Mateo ◽  
Davinia Saray García Silva ◽  
José Carlos Rodríguez-Trueba
Keyword(s):  
Teaching Effectiveness ◽  
Well Being ◽  
Teaching Profession ◽  
Two Dimensions ◽  
Three Dimensions ◽  
High Rate ◽  
Burnout Syndrome ◽  
Effective Teacher ◽  
Subjective Well Being ◽  
Affective Variables

Abstract.SOCIO AFFECTIVE VARIABLES AND THE EFFICIENCY IN TEACHINGIt is evident that there is a high rate of discomfort in the teaching profession. Different types of variables (individual, social and organizational) influence teachers, causing them to face many situations with high uncertainty. The consequences are chronic work stress, burnout syndrome, and burnout and mobbing. Maslach and Jackson (1981) establish criteria for the evaluation of this syndrome. In 1996 the MBI-GS Scale was built by Schaufeli, Leiter, Maslach and Jackson to measure burnout in all types of work regardless of the tasks performed in it. It was adapted to the Spanish version by Salanova, Schaufeli, Llorens, Grau and Peiró, in the year 2000. The MBI-GS consists of three dimensions: exhaustion, cynicism and professional efficiency. On the other hand, in the last years many studies are using the theoretical framework of the Mental Molds, as an explanatory factor of the human behavior in different areas. This theory allows to evaluate in an operative way the different ways of understanding the world and the life, and with high predictive validity, being able to predict the adaptation or the subjective well-being, the success or the failure of the general schooling, the mathematics or the chess In greater proportion than CI or other indicator (Hernández, 2005, Hernández-Guanir and Rodríguez-Mateo, 2006). This study aims to explore those socio-affective variables that may be related to the factors that define the wearer’s syndrome. It starts with the idea that in order to be an effective teacher it is necessary that the individual has a series of mental molds that support him in his daily professional work. To this end, this study was carried out in a secondary school with a sample of 40 teachers who have been evaluated with the help of two instruments: the MBI-GS and the Test of Cognitive-Emotional Strategies MOLDS (Hernández-Guanir, 2010). The results support the initial hypotheses that mark a positive correlation between the socio-affective variables of teachers and their effectiveness as teachers. Several linear regressions have also been performed, the results of which show that it is possible to obtain exploratory predictive models of two dimensions of the MBI-GS (cynicism and efficacy) through the most significant models that the model gives, confirming the predictivevalidity Of the theory of Mental Molds.Key words: affective partner variables, teaching effectiveness, supervision, Mental Molding, burnout.Resumen.Es evidente que existe un alto índice de malestar en la profesión docente. Diferentes tipos de variables (individuales, sociales y organizacionales) influyen en el profesorado haciendo que éste se tenga que enfrentar a muchas situaciones con alta incertidumbre. Las consecuencias son el estrés laboral crónico, el síndrome de desgaste profesional, o burnout y el mobbing. Maslach y Jackson (1981) establecen unos criterios de evaluación de dicho síndrome. En el año 1996 se construyó la Escala MBI-GS por Schaufeli, Leiter, Maslach y Jackson para medir burnout en todo tipo de trabajos independientemente de las tareas que en él se realicen. Fue adaptada a la versión española por Salanova, Schaufeli, Llorens, Grau y Peiró, en el año 2000. El MBI-GS se compone por tres dimensiones: agotamiento, cinismo y eficacia profesional. Por otro lado, en los últimos años son muchos los estudios que están utilizando el marco teórico de los Moldes Mentales, como factor explicativo de la conducta humana en distintos ámbitos. Esta teoría permite evaluar de forma operativa las distintas formas de entender el mundo y la vida, y con alta validez predictiva, siendo capaz de predecir la adaptación o el bienestar subjetivo, el éxito o el fracaso de la escolaridad general, las matemáticas o el ajedrez en mayor proporción que el CI u otro indicador (Hernández, 2005; Hernández-Guanir y Rodríguez-Mateo, 2006). Este estudio tiene como finalidad explorar aquellas variables socio afectivas que pueden estar relacionadas con los factores que definen el síndrome de desgaste profesional. Se parte con la idea de que para ser un docente eficaz es necesario que el individuo cuente con una serie de moldes mentales que lo sustenten en su labor profesional diaria. Para ello, se ha llevado a cabo este estudio en un centro educativo de secundaria, con una muestra de 40 docentes a los que se les ha valorado con la ayuda de dos instrumentos: el MBI-GS y el Test de Estrategias Cognitivo-emocionales MOLDES (Hernández-Guanir, 2010). Los resultados apoyan las hipótesis iniciales que marcan una correlación positiva entre las variables socio afectivas del profesorado y su eficacia como docentes. También se han realizado diversas regresiones lineales múltiples cuyos resultados muestran que es posible obtener modelos predictivos exploratorios de dos de las dimensiones del MBI-GS (cinismo y eficacia) a través de los moldes más significativos que arroja el modelo, lo que confirma la validez predictiva de la teoría de los Moldes Mentales.Palabras clave: variables socio afectivas, eficacia docente, supervisión, Moldes Mentales, burnout.

scholarly journals Primary Teachers’ Perceived Stress and Indicators of Burnout during COVID-19 Pandemic

2021 ◽  
Author(s):  
Todor Todor
Keyword(s):  
Occupational Stress ◽  
Perceived Stress ◽  
Professional Training ◽  
Time Pressure ◽  
Primary Teachers ◽  
Teaching Profession ◽  
Burnout Syndrome ◽  
Primary School Teachers ◽  
Personal Lives ◽  
High Expectations

Studies conducted in various countries indicate that teachers’ exposure to high levels of occupational stress makes them vulnerable to burnout syndrome. There are various sources of occupational stress in teaching profession: teaching overload and bureaucratic tasks, students’ misbehaviors and lack of motivation, overpopulated classes and lack of didactic resources and materials, time pressure, lack of support from the administrative staff and from other more experienced colleagues, lack of adequate professional training, high expectations from the parents and society etc. The Covid-19 pandemic dramatically changed teachers’ professional and personal lives, multiplied and amplified their sources of occupational stress, making them even more vulnerable to burnout. The perceived stress and the indicators of burnout in primary school teachers from Romania during the COVID-19 Pandemic were investigated in this study. The results were discussed in relation with those obtained in similar studies conducted in other countries and cultures.

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