Wypalenie zawodowe u nauczycieli. Przyczyny zainteresowania tematyką wypalenia

Abstract

Problem wypalenia zawodowego, stanowiący przedmiot licznych badań pedagogiki, psychologii i psychologii społecznej, dotyka znaczną część naszego społeczeństwa. Problematyka ta domaga się postawienia pytania o przyczyny tego stanu rzeczy, a zarazem o szukanie skutecznych, innowacyjnych sposobów zniwelowania jego patogennych dla życia indywidualnego i społecznego skutków. Przyczyn zjawiska wypalenia można upatrywać zarówno po stronie jednostki, jak i po stronie otoczenia. Najczęściej wymienia się tu: specyfikę własnych oczekiwań, doświadczenie kryzysu wartości, cechy osobowości, staż pracy, sytuację domową i ekonomiczną oraz inne. Istotne znaczenie dla niwelowania symptomów wypalenia ma poczucie optymizmu i poczucie humoru, poczucie własnej wartości i samoocena należące do cennych zasobów osobowych jednostki i strategii zaradczych w sytuacjach stresu zawodowego. The problem of occupational burnout, which is the subject of numerous studies in pedagogy, psychology and social psychology, affects a large part of our society. This issue calls for a question about the reasons for this state of affairs and, at the same time, for seeking effective and innovative ways to overcome its pathogenic effects on individual and social life. The reasons for the burnout phenomenon can be seen both on the side of the unit and on the side of the environment. The most frequent reasons are: specificity of own expectations, experience of the crisis of values, personality traits, seniority, domestic and economic situation, and others. The sense of optimism and sense of humor, self-esteem and self-esteem belonging to the valuable personal resources of the individual and remedial strategies in situations of occupational stress are important to minimizing symptoms of burnout.

Is the Prevalence of Low Physical Activity among Teachers Associated with Depression, Anxiety, and Stress?

“…As many as 86% of teachers believe that their workload is higher than in other professions [ 19 ], 20% have full symptoms of burnout syndrome [ 20 ], 16–17% a high level of organizational burden resulting from conflict situations at work, and 25% a low sense of meaning in their work [ 21 ]. It is evident that psychosocial burdens are very strongly related to the psychophysical condition of teachers (e.g., anxiety, depression, or professional burnout) [ 22 , 23 , 24 ]. Single factors, such as stress [ 25 , 26 , 27 ], depression [ 28 ], and anxiety [ 29 ], affect health and teacher effectiveness [ 30 ].…”

Correlates of professional burnout - comparative study of three different high stress occupational groups

“…For the purposes of this article, this group consists of firefighters, security guards, and teachers. Frequent occurrence of tensions and stressful situations causes emotional exhaustion, the feeling of lack of empowerment, and a decrease in the level of motivation and commitment to the performance of assigned duties (Łukasiewicz, Płatek, Raczkowski, 2018). In unfavorable conditions, these problems can lead to the development of symptoms of occupational burnout.…”