Open AccessRelationship Between Teacher’s Burnout, Occupational Stress, Coping, Gender and Age
Author(s) -
Ledia Kashahu Xhelilaj,
Ivana Macuka,
Μαρίνα Ντάλλα
Publication year - 2021
Publication title -
journal of educational and social research
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.162
H-Index - 5
eISSN - 2239-978X
pISSN - 2240-0524
DOI - 10.36941/jesr-2021-0094
Subject(s) - depersonalization , burnout , emotional exhaustion , psychology , occupational stress , coping (psychology) , occupational burnout , clinical psychology , professional development , developmental psychology , pedagogy
Teachers make a great contribution to the academic formation, social and emotional development of children. However, teaching ranks among the most stressful professions. High levels of teacher stress and burnout cause serious damage to both students' academic achievement and development, as well as damage to relationships between teachers, students and parents. The main goal of this research was exploring the relationships between burnout, occupational stress, and coping strategies. This survey involved 721 primary education teachers (187 men and 534 women) who teach in public schools in different areas in Albania. To measure the levels of occupational stress, professional burnout as well as investigate how teachers cope with stress several known scales that have been translated in Albanian and adapted to this research were used. Results indicated that female teachers experience the lack of support from the administrators more than men. Men experienced depersonalization more than women. Older teachers reported a higher level of exhaustion and occupational stress than other groups, but they indicated higher personal accomplishment. Received: 18 March 2021 / Accepted: 26 May 2021 / Published: 8 July 2021