16116 - ترجمه کوتاه

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شرح پروژه

As has been shown by several studies, teaching is a highly stressful occupation

(Johnson et al., 2005), and most teachers experience work stress. Long-term stress

decreases job satisfaction and can result in chronic exhaustion which can develop

into burnout syndrome. Implications of burnout syndrome are strongly negative both

for the personal and professional life of teachers. As burnout syndrome puts teachers’

well-being, quality of the teaching process and relationships with students at risk, it is

important to seek ways to avoid teachersÉ’ burnout. Many studies have confirmed the

protective role that coping strategies play in managing stressful situations, teacher’s selfefficacy

or social support. In previous studies, a negative connection was found between

burnout syndrome and job satisfaction. Job satisfaction is a crucial element in the

definition of wellbeing. We find wellbeing rather not as a resource for burnout prevention

but as an opposite state to burnout syndrome. The paper presents a quantitative

survey on burnout syndrome and related variables among Czech elementary school

teachers (n = 2,394). According to burnout score, two subgroups were selected –

teachers with no burnout manifestations and teachers with developing/developed

burnout syndrome. Through the statistical analysis, these two groups were compared

in job satisfaction, self-efficacy, coping strategies, and social support. The study shows

significant differences between the two groups of teachers in all examined variables. The

strongest impact on burnout syndrome was found for negative coping.

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