Investigating the Perceptions of Primary Education Teachers’ Regarding the Professional Burnout Syndrome and the Role of the School Principal

2021 ◽  
pp. 1-13
Author(s):  
Apostolia Kosta ◽  
Adamos Anastasiou
Keyword(s):  
Primary Education ◽  
School Principal ◽  
Burnout Syndrome ◽  
Professional Burnout

scholarly journals The Perceptions of Primary Education Teachers on Their Occupational Burnout and the Contribution of the School Principal to Its Coping

2021 ◽  
pp. 10-24
Author(s):  
Αpostolia Kosta ◽  
Αdamos Αnastasiou
Keyword(s):  
Educational Leadership ◽  
Primary Education ◽  
School Principal ◽  
Burnout Syndrome ◽  
Occupational Burnout ◽  
Educational Work ◽  
Pace Of Life ◽  
Statistical Table ◽  
Wide Range ◽  
Regional Unit

Contemporary and very intense pace of life and work has highlighted the importance of studying burnout syndrome that is currently used to describe a wide range of jobs and occupations. The purpose of the research is to examine the perceptions of primary education teachers about the reasons that cause burnout, as well as the measures taken by the principal in order to cope it. The research was carried out between February 2019 and April 2019 with the method of an anonymous self-completing questionnaire. All teachers working in school units, regardless of their specialty, were selected from the schools belonging to the Regional Unit of Kavala in Greece. A number was assigned to each unit, which was then recorded in a statistical table. From this table, 30 numbers were randomly selected representing 30 different schools, irrespective of their location and organisation. The sample of the research consists of 324 Primary Education teachers. The findings revealed that teachers do not feel particularly professionally exhausted or emotionally exhausted due to their profession, but instead they feel creative, believe that their goals are achieved and are willing to carry out their educational work - duty. Furthermore, as far as the feeling of personal achievement and satisfaction that teachers feel is concerned, the attitude of the principal and his/her contribution to the effectiveness of the educational leadership play an important role.

The role of quality of life indicators in the assessment of professional burnout syndrome in different categories of workers

2021 ◽  
Vol 61 (10) ◽  
pp. 686-689
Author(s):  
Leonid A. Strizhakov ◽  
Svetlana V. Kuzmina ◽  
Sergey A. Babanov ◽  
Denis V. Vinnikov ◽  
Natalia A. Ostryakova
Keyword(s):  
Quality Of Life ◽  
Interpersonal Communication ◽  
Social Problem ◽  
Burnout Syndrome ◽  
Medical Professionals ◽  
Professional Burnout ◽  
Quality Of Life Indicators ◽  
Active Attention

The organization of work of workers of various professions associated with intense and quite often intense interpersonal communication is an object of increasingly active attention. This applies to medical professionals. Medical workers experience psycho-emotional overload, which can lead to diseases, a decrease in the quality of life. The COVID-19 pandemic has particularly acute the problem of professional burnout syndrome among medical workers. The article discusses the role of quality of life indicators in assessing the syndrome of professional burnout in different categories of workers. Professional burnout syndrome is a significant and relevant medical and social problem, and aspects related to the quality of life can considerably impact the risk of developing professional burnout syndrome.

1953 – Professional burnout syndrome among intensive care physicians in salvador, Brazil

2013 ◽  
Vol 28 ◽  
pp. 1
Author(s):  
M. Andrade-Nascimento ◽  
D.S. Barros ◽  
C.L. Nascimento Sobrinho
Keyword(s):  
Intensive Care ◽  
Burnout Syndrome ◽  
Professional Burnout

The role of communities in Uganda’s mother tongue-based education: Perspectives from a literacy learning enhancement project in Arua district

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Willy Ngaka
Keyword(s):  
Sustainable Development ◽  
Primary Education ◽  
Mother Tongue ◽  
Literacy Learning ◽  
Local Communities ◽  
Cultural Resources ◽  
Learning Enhancement ◽  
2030 Agenda ◽  
Medium Education

AbstractThis paper explores some of the factors that limit the effectiveness of Uganda’s mother tongue-based education policy, where instruction in lower primary classes is provided in the mother tongue. Using socio-cultural and ethnographic lenses, the paper draws from the experiences of a study implemented by a Ugandan NGO in one primary school in Arua district. Findings revealed weaknesses in implementation of the MTBE policy, highlighting deficiencies in the training of teachers, and lack of sensitization of local communities to the value of MTBE. The study also highlights the need for greater involvement of many kinds of stakeholder, and in particular, it focuses on how communities can be encouraged to work together with schools. A clearer understanding of what literacy involves, and how subjects can be taught in poorly-resourced communities, can be gained by considering the contribution of funds of local knowledge and modes of expression that build on local cultural resources. However, the strategies proposed are insufficient given the flawed model of primary education that the present MTBE policy embodies. A reenvisioning of how MTBE articulates with English-medium education is also needed. Substantial rethinking is needed to address target 4.6 of SDG 4 (UNDP, Transforming our world: The 2030 agenda for sustainable development. https://sustainabledevelopment.un.org/post2015/transformingourworld (accessed 30 November 2015), 2015) which aims to ensure that “all youth and a substantial proportion of adults achieve literacy and numeracy by 2030”.

scholarly journals The Impact of COVID-19 on the Educational Process: The Role of the School Principal

2021 ◽  
pp. 002205742110325
Author(s):  
Charalampous Constantia ◽  
Papademetriou Christos ◽  
Reppa Glykeria ◽  
Athanasoula-Reppa Anastasia ◽  
Voulgari Aikaterini
Keyword(s):  
Educational Leadership ◽  
Time Management ◽  
School Principal ◽  
Educational Process ◽  
Historical Study ◽  
Technical Equipment ◽  
Learning Programs ◽  
Teachers And Parents ◽  
The Impact

In recent years, the role of the leader in the effective operation of the school has been vastly debated in the international educational community. Through a historical study of educational leadership, this research discovered that the position of the leader is constantly being reshaped and adapted to the current social, cultural, and economic circumstances. During the last year, due to the coronavirus disease 2019 pandemic, the educational leadership has had to be reshaped worldwide. The aim of this study is to investigate the issues that have arisen from the aforementioned situation, as well as to try to figure out how a school’s principal might apply the basic principles of educational leadership, in a period of crisis. This investigation was focused on the use of the qualitative method. The study included 88 teachers and 5 principals from Cyprus, as well as teachers and parents. Based on the findings of the study, we discovered that the challenges faced by school principals and teachers are primarily linked to alienation, marginalization, time management, improving bureaucracy, problems with technical equipment and distance learning programs. Solution to these obstacles seemed to be the: Empathy, teamwork, and decentralization of the educational system, which are all promoted by the principal, who occasionally has additional authority.

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