教育机构专业人员职业倦怠综合征的情境框架与预防

Daliborka Popović, V. Minić, Radovan Antonijević
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引用次数: 0

摘要

职业倦怠综合症是一种被广泛研究的现象,也是众多科学研究的焦点。研究结果表明,背景因素对其产生和发展的个体因素的影响是普遍存在的,并且不同国家在解决问题的方法上存在一定差异。考虑到帮助者职业的特殊性,他们承认并在教育机构内工作,“帮助者”面临最大的职业压力和倦怠综合症的风险。本文的目的是研究教育系统中可能影响倦怠综合征发生和发展的环境因素,重点强调通过组织变革预防的重要性和可能性。因此,本文从职业倦怠综合症的特殊性出发,研究职业倦怠综合症与帮助他人、向他人提供帮助和支持有关。然后,对教育机构员工可见或经历的后果进行解读,关注他们对个人和社会发展和教育的反思,以及可以抑制倦怠综合征的资源。对这一问题进行分析的结论指出了旨在通过三个层次的预防办法向教育机构的雇员提供支助和援助的优先系统任务。在这方面,工作的教学意义也可以考虑,因为它们可以阐明倦怠综合征的具体情况,在实践中的认识,并采取适当的行动来防止后果,最常见的是通过自助模式。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Contextual framework and prevention of burnout syndrome among professionals in educational institutions
Burnout syndrome is a widely researched phenomenon and is the focus of numerous scientific studies. Research results show a prevalence of contextual factors in relation to individual factors for its emergence and development, as well as certain differences in approaches to the problem in different countries. Given the specificity of helping professions, which recognize and work within educational institutions, "helpers" are exposed to the greatest professional stress and the risk of burnout syndrome. The aim of this paper is to examine the contextual factors within the educational system that can influence the occurrence and development of burnout syndrome, with a focus on emphasizing the importance and possibilities of prevention through organizational changes. Therefore, the paper starts from the specificity of burnout syndrome related to helping professions, educated to provide help and support to others. After that, insights into visible or experienced consequences for employees in educational institutions are interpreted, drawing attention to their reflection on the development and education of individuals and society, as well as resources that can inhibit burnout syndrome. The conclusions of the analysis of this problem point to priority systemic tasks aimed at providing support and assistance to employees in educational institutions, viewed through three levels of a preventive approach. In this regard, the pedagogical implications of work can also be considered, as they can shed light on the specifics of burnout syndrome, recognition in practice, and adequate action to prevent consequences, most commonly through a model of self-help.
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