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Relationship of Workaholism with Stress and Job Burnout of Elementary School Teachers  [PDF]
Hossein Jenaabadi, Bahareh Azizi Nejad, Fatemeh Saeidi Mahmoud Abadi, Rezvan Haghi, Maryam Hojatinasab
Health (Health) , 2016, DOI: 10.4236/health.2016.81001
Abstract: Teachers voluntarily devote a lot of time to their vocational activates. This can lead to workaholism and may result in stress and job burnout. The main objective of the current study is to examine the relationship of workaholism with stress and job burnout of elementary school teachers in Zahedan. This is a descriptive-correlational study. The sample includes 350 elementary school teachers in Zahedan whom are selected through applying stratified random sampling method and are examined using questionnaires on workaholism, occupational stress, and job burnout. To analyze the obtained data, correlation coefficient and simultaneous multiple regression analysis are applied using SPSS21. Teachers’ mean scores on workaholism, stress and job burnout are higher than the considered theoretical mean. Workaholism and its components (feeling of being driven to work, work involvement, and work enjoyment) are significantly and positively related to job burnout and occupational stress (p < 0.01). The results of simultaneous multiple regression analysis indicate that components of workaholism can predict teachers’ occupational stress and job burnout (p < 0.05). Considering the results, holding training courses for teachers to become familiar with the phenomena of workaholism, stress, and job burnout, individual and organizational outcomes, methods of dealing with them and managing them effectively is highly recommended.
Estrés Laboral y el Síndrome de Burnout en Docentes Venezolanos Occupational Stress and Burnout Among Venezuelan Teachers.
Arlene Oramas Viera,Pedro Almirall Hernandez,Ivis Fernández
Salud de los Trabajadores , 2007,
Abstract: La finalidad de este estudio fue determinar la prevalencia del estrés laboral percibido por docentes, la afectación por el síndrome de Burnout y la presencia de síntomas de estrés, en esta población, así como las asociaciones existentes entre estas variables. Se realizó un estudio transversal con 885 maestros venezolanos de 53 centros escolares, de los niveles de ense anza básica y diversificada, de los Estados de Lara, Mérida y Falcón. Fue utilizado el Cuestionario de Burnout de Maslach para Docentes (MBI-Ed) en una versión hispana; un Inventario de Estrés para Maestros con el propósito de determinar los estresores propios de esta labor y un Cuestionario de Síntomas de Estrés. El Agotamiento Emocional devino el componente del Burnout de mayor afectación. La edad y el estrés laboral percibido por el docente constituyen los mejores predictores del Agotamiento Emocional, para la Despersonalización lo es el estrés laboral percibido y el sexo del docente, siendo mayor en los maestros. Los factores laborales que provocan mayor estrés son: volumen de trabajo; factores relacionados con los alumnos; salario inadecuado y el déficit de recursos materiales y escasez de equipos y facilidades para el trabajo. Los síntomas de estrés a nivel conativo, afectivo, cognitivo y psicosomáticos están presentes en los tres componentes del Burnout. Los resultados nos confirman el carácter emocional del síndrome, su origen laboral y sus manifestaciones fisiológica. The goal of this study was to identify the prevalence of occupational stress and Burnout among teachers, as well as associated factors. This was a cross-sectional study of 885 Venezuelan teachers at 53 schools. Participants answered a Spanish language version of Maslach Burnout Inventory-Educator Survey (MBI-Ed), a Teachers’ Stress Inventory for occupational stressors and a stress symptoms questionnaire. Emotional exhaustion was the most prevalent dimension of Burnout. The best predictors of emotional exhaustion were age and perceived occupational stress. For depersonalization the best predictors were perceived occupational stress and gender (male teachers). The occupational factors associated with increasing stress were workload, student-related factors, low salary, and inadequate resources (materials, equipment and facilities) to do their jobs. Stress-related symptoms were present in the three dimensions of Burnout. These results confirm the emotional character of Burnout, it′s occupational origins and physiological correlates.
Occupational Stress and Professional Burnout in Teachers of Primary and Secondary Education: The Role of Coping Strategies  [PDF]
Alexander-Stamatios Antoniou, Aikaterini Ploumpi, Marina Ntalla
Psychology (PSYCH) , 2013, DOI: 10.4236/psych.2013.43A051
Abstract:

This research investigates the levels of occupational stress and professional burnout of teachers of primary and secondary education. It also aims to investigate the coping strategies that they adopt, and the relationship between them. The survey involved 388 teachers who teach in public schools in Attica. Three instruments were administrated to teachers: “Teachers’ Occupational Stress” (Antoniou, Polychroni, & Vlachakis, 2006), the Maslach Burnout Inventory (Maslach & Jackson, 1986) and the “Stress Coping Strategies Scale” (Cooper, Sloan, & Williams, 1988). The findings showed that teachers of Primary Education experience higher levels of stress compared to the teachers of Secondary Education. Female teachers experience more stress and lower personal accomplishment than men. Rational coping behaviors are a resource which help teachers overcome work-related stressors and burnout and achieve their valued outcomes with students, while avoidance coping predicted high level of stress and burnout.

A Study of the English Teachers’ Burnout in a Local Comprehensive University in China  [PDF]
Yougen Lou, Liyou Chen
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.74067
Abstract: Many English teachers in colleges or universities complain about work stress. The purpose of the present study was to learn about English teachers’ actual burnout situation and to seek intervention; a questionnaire survey and written interviews were conducted in a local comprehensive university in China. 79 English teachers were as the participants in this study. The results in this study showed that: 1) The participants experienced a low to medium level of burnout; 2) significant differences were found in the aspects of English teachers’ workload and English teachers in departments. No significant differences were found in the aspects of the gender; 3) meanwhile, the results of the interviews indicate five causes of burnout: Factors related to the job, students, management, teacher development and family. Internal and external supports are categorized as the burnout reducers. As for intervention, teachers, the organization, society and family should work together to buffer the burnout syndrome. The findings would help university administrators consider such factors as important in the effectiveness of English teachers.
Prevalence of burnout in a sample of Brazilian teachers
Gil-Monte,Pedro R.; Carlotto,Mary Sandra; Gon?alves Camara,Sheila;
The European Journal of Psychiatry , 2011, DOI: 10.4321/S0213-61632011000400003
Abstract: background and objectives: burnout is a psychological response to chronic work-related stress of an interpersonal and emotional nature. brazilian law have already contemplated burnout syndrome as a mental and behavioural disorder related to work. the aim of this study was to identify the prevalence of burnout in a sample of brazilian teachers. methods: the sample was composed of 714 teachers from 8 schools in porto alegre and its metropolitan area (brazil). the levels of burnout were evaluated by the spanish burnout inventory, educational version (sbi-ed). in addition, psychosomatic disorders were estimated by the unipsico subscale. results: the percentage of participants who indicated high levels of burnout was 12 % (profile 1), and 5.6% fell into profile 2 because they were affected by strong feelings of guilt. moreover, participants with high scores on the sbi dimensions (low on enthusiasm toward the job) scored significantly higher on psychosomatic disorders than participants with low scores. conclusions: based on psychometric considerations, participants who fit profile 2 of burnout could be considered burnout cases according to brazilian legislation. however, using a clinical interview to make the diagnosis is recommended.
Prevalence of burnout in a sample of Brazilian teachers  [cached]
Pedro R. Gil-Monte,Mary Sandra Carlotto,Sheila Gon?alves Camara
The European Journal of Psychiatry , 2011,
Abstract: Background and Objectives: Burnout is a psychological response to chronic work-related stress of an interpersonal and emotional nature. Brazilian law have already contemplated burnout syndrome as a mental and behavioural disorder related to work. The aim of this study was to identify the prevalence of burnout in a sample of Brazilian teachers. Methods: The sample was composed of 714 teachers from 8 schools in Porto Alegre and its metropolitan area (Brazil). The levels of burnout were evaluated by the Spanish Burnout Inventory, educational version (SBI-Ed). In addition, Psychosomatic disorders were estimated by the UNIPSICO subscale. Results: The percentage of participants who indicated high levels of burnout was 12 % (Profile 1), and 5.6% fell into Profile 2 because they were affected by strong feelings of guilt. Moreover, participants with high scores on the SBI dimensions (low on Enthusiasm toward the job) scored significantly higher on psychosomatic disorders than participants with low scores. Conclusions: Based on psychometric considerations, participants who fit Profile 2 of burnout could be considered burnout cases according to Brazilian legislation. However, using a clinical interview to make the diagnosis is recommended.
Evaluation of Burnout in Teachers: Contribution to the Adaptation Study of the CBP-R  [cached]
Ivone Patr?o,Joana Rita,Jo?o Maroco
Psychology, Community & Health , 2007,
Abstract: Aim: Teachers are considered one of the most vulnerable professional groups to suffer from occupational stress and burnout. It is recognized that the phenomena affects individual and educational contexts, so their evaluation becomes a relevant issue. This study aims at contributing to the adaptation of the European Portuguese version of the CBP-R, by studying a sample of Portuguese teachers from primary and secondary schools. The interest herein relates to the fact that it specifically evaluates the dimensions of burnout in teachers. Method: Once the authors’ permission to use the instrument was given, we adopted all the procedures necessary to ensure the translation of the CBP-R to European Portuguese. The instrument was then applied to a sample of 513 teachers aged between 22 and 66 years old (M = 41.88, SD = 9.461). We used the version 19.0 of the software SPSS and AMOS, to enter data and perform sample characterization and to study the reliability and confirmatory factor analysis of the CBP-R, respectively. Results: The dimensions of burnout included in CBP-R showed high factorial validity and high internal consistency, according to the tripartite Maslach Model of Burnout (1993). Conclusion: This work suggests that the European Portuguese version of the CBP-R is a useful and appropriate tool to evaluate burnout in teachers, particularly the dimensions of emotional exhaustion, depersonalization and personal accomplishment.
Esporte, stress e burnout
Verardi, Carlos Eduardo Lopes;Miyazaki, Maria Cristina de Oliveira Santos;Nagamine, Kazuo Kawano;Lobo, Ana Paula da Silva;Domingos, Neide Aparecida Micelli;
Estudos de Psicologia (Campinas) , 2012, DOI: 10.1590/S0103-166X2012000300001
Abstract: for many authors, stress is negatively related to individual performance. some evidence, however, suggests that performance in a given task will be lower under very low or very high levels of stress and great under moderate levels of stress. burnout is associated with the perception that personal resources are insufficient or inadequate to cope with stress. identifying stressors and coping strategies which, if used by individuals, can minimize the impact of stress, and allow preventive and intervention programs to be designed. the aim of this study is to present an updated review of burnout within sporting context.
Factors associated to Burnout Syndrome in High School Teachers in Cali, Colombia [Factores asociados al síndrome de burnout en docentes de colegios de la ciudad de Cali, Colombia]
Fátima Díaz Bambula,Ana Maria López Sánchez,Maria Teresa Varela Arévalo
Universitas Psychologica , 2012,
Abstract: The goal of the study was to locate factors related to burnout syndrome in teachers of two formal private and public educational institutions from Cali, Colombia. The syndrome’s dimensions (emotional exhaustion, depersonalization and reduced sense of personal accomplishment) and their relation to organizational factors, the stress of the role and socio-demographic characteristics of the teachers were described. The Modified Burnout in teachers Questionnaire [CBP-M] was applied to a sample of 82 teachers from one public and one private school. Results show a low level of burnout syndrome in both institutions. An association with the levels of stress of role and organizational factors such as supervision, job conditions and professional worries was found. The socio-demographic characteristics did not show significant relations with the syndrome, with the exception of the level of education in which the teachers give classes
PREVALENCIA DEL SíNDROME DEL BURNOUT Y SU CORRELACIóN CON FACTORES PSICOSOCIALES EN DOCENTES DE UNA INSTITUCIóN UNIVERSITARIA PRIVADA DE LA CIUDAD DE BARRANQUILLA -- PREVALENCE OF BURNOUT SINDROME AND ITS CORRELATION WITH PSYCHOSOCIAL FACTORS IN TEACHERS AT A PRIVATE ACADEMIC INSTITUTION IN THE CITY OF BARRANQUILLA
CARMEN CABALLERO DOMíNGUEZ,ORLANDO GONZáLEZ GUTIERREZ,DANIEL MERCADO ANGUILA,CARLOS LLANOS BARRIOS
Revista Psicogente , 2009,
Abstract: The University teachers are forced to quite high levels of stress, largely related to psychosocial factors of work context of the educational institution, this may influence the development of Burnout syndrome. According to this the question arises, wich is the prevalence of Burnout syndrome and its correlation with psychosocial factors in academics?. To give answer to this question we made a correlational type of research, with a sample of 101 teachers with a form of full-time contract, wich were selected through stratified random sampling method. Were applied component of psychosocial risk factors questionnaire revised teacher Burnout (CBP-R) and Burnout syndrome questionnaire (CESQT)
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