Personal predictors of emotional burnout among secondary school teachers

Valeria A. Kapustina, Darya V. Chernysheva
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Abstract

Introduction. Today, in addition to studying the occurrence of the syndrome in the field of professional activity, the attention of researchers is also directed to the internal factors leading to the syndrome of emotional burnout. As such, researchers of emotional burnout identify anxiety, low self-esteem, a tendency to perfectionism, low stress tolerance, external locus of control, and non-adaptive coping strategies. Research method. Psychological testing using the methods of K. Maslach and V.V. Boyko to identify emotional burnout, S. Muddy's hardiness test, Taylor Manifest Anxiety Scale (TMAS), Hewitt-Flett's Multidimensional Perfectionism Scale. The method of statistical processing is regression analysis. An empirical study was conducted on a sample of secondary school teachers in Gorno-Altaisk (N=80). Results. It was found that most of the study participants have an average or high level of emotional exhaustion, depersonalization, and a reduction in professionalism, while the burnout index in terms of average values refers to a moderate level. In accordance with the results of the method of TMAS, most respondents (70%) have an average level of anxiety. On the hardiness scale, participants generally scored above average, indicating that they could bounce back from adverse situations. Based on the results of the regression analysis, the following personal predictors of emotional burnout of secondary school teachers were identified: a high level of personal anxiety and a low level of hardiness. The tendency to perfectionism showed the presence of influence on only one component of emotional burnout – the reduction of professionalism. Conclusions and prospects. The conducted theoretical and empirical analysis showed the significance of the study of personal predictors of emotional burnout among representatives of socionomic professions both from a scientific point of view (it was found that the predictors of emotional burnout in medical workers and secondary school teachers have their own specifics, which may be a consequence of the content of professional activity), and with practical, since the prevention of burnout in the workplace will save staff and increase labor productivity.
中学教师情绪倦怠的个人预测因素
介绍。如今,研究者除了研究该综合征在职业活动领域的发生外,还将注意力转向了导致情绪倦怠综合征的内在因素。因此,情绪倦怠的研究人员确定了焦虑、低自尊、完美主义倾向、低压力耐受性、外部控制点和非适应性应对策略。研究方法。采用马斯拉奇和博伊科的方法进行情绪倦怠识别的心理测试、马迪的耐磨性测试、泰勒表现焦虑量表(TMAS)、休伊特-弗利特多维完美主义量表。统计处理的方法是回归分析。本文以Gorno-Altaisk的中学教师为样本(N=80)进行了实证研究。结果。研究发现,大多数研究参与者存在中等或较高程度的情绪耗竭、去人格化和职业精神下降,而倦怠指数以平均值表示为中等水平。根据TMAS方法的结果,大多数受访者(70%)的焦虑水平为平均水平。在耐力量表上,参与者的得分普遍高于平均水平,这表明他们可以从不利的情况中恢复过来。根据回归分析结果,发现中学教师情绪倦怠的个人预测因子为高焦虑水平和低适应力水平。完美主义倾向只对情绪倦怠的一个组成部分——专业精神的降低产生影响。结论与展望。通过理论分析和实证分析,无论是从科学的角度(发现医务工作者和中学教师的情绪倦怠预测因子有其自身的特殊性,这可能是专业活动内容的结果),还是从实践的角度,都表明了对社会经济职业代表的个人情绪倦怠预测因子研究的意义。因为在工作场所预防职业倦怠会节省员工,提高劳动生产率。
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来源期刊
Perspektivy Nauki i Obrazovania
Perspektivy Nauki i Obrazovania Arts and Humanities-Philosophy
CiteScore
0.80
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0.00%
发文量
162
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