Open AccessProfesionalno sagorijevanje u nastavničkoj profesiji
Author(s) -
Bisera Sofović
Publication year - 2021
Publication title -
obrazovanje odraslih
Language(s) - English
Resource type - Journals
eISSN - 2744-2047
pISSN - 1512-8784
DOI - 10.53617/issn2744-2047.2021.21.1.39
Subject(s) - depersonalization , emotional exhaustion , burnout , psychology , stressor , burnout syndrome , sample (material) , professional development , social psychology , clinical psychology , pedagogy , chemistry , chromatography
Research in the world, as well as in our region, consistently indicates that teachers at all levels of educational work are exposed to various stressors that are related to the characteristics of their work. One of the outcomes of long-term chronic stress at work that has not been successfully resolved is the development of burnout syndrome. The aim of this research was to examine burnout in educators and teachers at all levels of education in Sarajevo, taking into account burnout indicators - emotional exhaustion, depersonalization, sense of personal accomplishment, according to the theoretical and empirical assumptions of the author Christine Maslach. The instrument for testing burnout - Maslach Burnout Inventory (Maslach & Jackson 1986) was applied on a convenient sample of 517 professionals directly involved in the educational process in 13 institutions in Sarajevo Canton at dierent levels of education – from kindergarten to college. The results indicate high emotional exhaustion in all participants, regardless of age, gender, type of institution and job position. The experience of the phenomenon of depersonalization in the examined sample is not emphasized on average, which means that the teaching sta is still not alienated from their students to the extent that would indicate the development of burnout syndrome. Sense of personal accomplishment is perceived by participants on average as low, even when they achieve the highest academic titles. According to the results of this research, it seems that support in overcoming emotional exhaustion and depersonalization is especially important to provide to older teachers and to male teachers. In addition, it is desirable to provide support to older male and female teachers, who work with older and adult students, in gaining a sense of personal accomplishment. Furthermore, the results suggest that teachers, secondary school teachers and senior university assistants should first be covered by prevention activities and programs, as they are at greatest risk of burnout.