emotional exhaustion

  • Burnout among Malaysian Teachers in Implementing Curricular Changes

    Author: Muhammad Helmi Norman
    Author: Zaharah Hussin
    Author: Kasful Asra Sakika
    Author: Saedah Binti Siraj
    Author: Lawrence Aloysius Aeria
    Year of publication: 2018
    Source: Show
    Pages: 209-220
    DOI Address: https://doi.org/10.15804/tner.2018.51.1.17
    PDF: tner/201801/tner20180117.pdf

    Burnout has been widely reviewed and studied. However, the relationship between teacher burnout syndrome and curricular reform is rarely studied. Thus, the aim here is to report on the burnout syndrome among teachers during the implementation of the curriculum in Malaysia namely Integrated Secondary School Curriculum (ISSC). Two hundred and sixty four secondary school teachers who were involved in the ISSC program completed the Maslach Burnout Inventory (MBI) and the Secondary School Curricular Change Questionnaire (SSCCQ). The stepwise regression results showed that the emotional exhaustion (EE) predictor is overall workload and time sufficiency, depersonalization (DP) predictor is complexity of the ISSC, and personal accomplishment (PA) predictor is ISSC practicality. Preventing this phenomenon in the school system can lead to better retention rates among teachers.

  • Feeling of Professional Burnout in Teachers of Secondary Schools

    Author: Jolanta Szempruch
    Institution: Jan Kochanowski University in Kielce
    Year of publication: 2018
    Source: Show
    Pages: 219-230
    DOI Address: https://doi.org/10.15804/tner.2018.54.4.18
    PDF: tner/201804/tner5418.pdf

    The paper presents the results of research on the feelings of professional burnout in teachers of secondary schools. In its first part, a professional burnout model is presented, as well as symptoms and consequences of the burnout process. Then, main sources of burnout, common prevention strategies, and main areas where signs of burnout can occur are discussed. An important part of the paper is formed by the analysis of the results of a survey conducted among 315 teachers in the Lublin and Starachowice districts. It is worrying that, according to the research, every fifth teacher is characterised by very high or high level of the professional burnout feeling. Therefore, the necessity to prepare future teachers – already at the stage of their education – to cope with unusual educational situations and apply strategies preventing professional burnout, turns out to be of particular signifi cance. These issues are reflected on in the conclusions and recommendations for teachers, included in this paper.

  • School Burnout Syndrome in the Students of Helping Professions and its Possible Predictors

    Author: Angela Almašiová
    Institution: Catholic University in Ruzomberok
    Author: Katarína Kohútová
    Institution: Catholic University in Ruzomberok
    Author: Alina Budniak
    Institution: University of Silesia in Katowice
    Year of publication: 2019
    Source: Show
    Pages: 39-51
    DOI Address: https://doi.org/10.15804/tner.19.57.3.03
    PDF: tner/201903/tner5703.pdf

    This paper deals with the burnout syndrome among students in the context of selected demographic characteristics of respondents, frequented level of study, satisfaction with the study, frequented study program, study performance and the vision for their future careers. The study aims to identify the possible predictors of the burnout syndrome among the students and identify the risk groups of students. Altogether 350 students from the Faculty of Education participated in the research, and the SBI (School Burnout Inventory) questionnaire was used to measure the burnout syndrome. The main findings include the rate of school burnout, with almost 18% of students exhibiting a high level. Using the method of classification trees, variables such as age and the overall satisfaction rate with the study were identified as predictors on the “Cynicism” subscale; grade average, age and field of study on the “Inadequacy” subscale, and no predictor was identified on the “Emotional Exhaustion” subscale. These results were complemented by qualitative interviews with the students and a teacher training specialist.

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