The study was oriented to identify the main risk and safety factors for the professional burnout among university teachers in Lithuania. 257 participants filled up a self-administered questionnaire in a cross-sectional survey. 42.8 percent of university teachers in Lithuania indicated that are often or permanently suffering from professional burnout. Quantitative and emotional demands alongside with perceived social support from a supervisor acted as risk factors, and personal resources and social support from colleagues – assafety factors for the professional burnout.

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Burnout can negatively affect both workers’ health and safety in an organization [1]. The current study was oriented to identify the main risk and protective factors, which might predict professional burnout among workers in an industrial plant in Lithuania using the Job demands-resources model [2, 3]. 249 industrial and 74 administrative workers from one organization filled out a self-administered questionnaire. Scales from COPSOQ II (Copenhagen Psychosocial Questionnaire) were used in a cross-sectional survey. With reference to the research results, there were no significant differences in professional burnout between industrial and administrative workers. However, scores of work pace, safety climate, possibilities for development, influence at work, recognition and organizational justice were higher in a group of administrative employees as compared to their colleagues from the industrial departments. Moreover, different factors were found to predict employees’ physical, emotional and mental exhaustion: emotional demands predicted burnout in administrative workers’ group, while quantitative demands, work-family conflict, possibilities for development- among industrial workers. Organizational justice was the only protective factor to predict lower burnout in both groups of employees.

the lower level of neuroticism were noticed to be more prone to stronger and identified regulation (p < .001) and introjected regulation (p < .001) than the teachers with higher neuroticism levels. The results of the study could be useful in the professional counselling and guidance process and in order to effectively motivate vocational teachers with peculiar personality traits.