Individualno-psihološki faktori i percepcija socijalne podrške kod sindroma izgaranja
Sažetak
Uvod/Cilj. Sindrom izgaranja je psihološki fenomen koji nastaje kao odgovor na hronične izvore stresa na radnom mestu. Ovaj sindrom se manifestuje emocionalnom iscrpljenošću, depersonalizacijom i osećajem smanjenog ličnog postignuća. Cilj rada bio je da se ispita povezanost sindroma izgaranja na poslu sa individualno-psihološkim faktorima i socijalnom podrškom kod nastavnika specijalnog i redovnog obrazovanja, kao i da se utvrdi razlika u stepenu izraženosti dimenzija sindroma izgaranja na poslu između grupa nastavnika različitog obrazovnog profila. Metode. U ovoj neeksperimentalnoj, korelacionoj studiji preseka učestvovalo je 317 nastavnika (122 defektologa-nastavnika i 38 nastavnika drugih usmerenja u specijalnim školama za intelektualno ometenu decu i 157 nastavnika iz redovnih osnovnih škola) iz Beograda. U istraživanju su korišćeni: Maslač upitnik sindroma izgaranja (MBI), Upitnik za procenu asertivnosti (A-skala), Rozenbergova skala samopoštovanja (RSS), Skala samoefikasnosti nastavnika (TSES) i Multidimenzionalna skala opažene socijalne podrške (MSPSS). Rezultati. Najveća zastupljenost visokih nivoa izgaranja na poslu zabeležena je na području emocionalne iscrpljenosti i iznosila je 38% kod defektologa, 47% kod nedefektologa u specijalnim školama i 39% kod nastavnika u redovnom obrazovanju. Najznačajniji prediktori sindroma izgaranja defektologa bili su: za emocionalnu iscrpljenost (samopoštovanje, efikasnost upravljanja odeljenjem i radni staž); za depersonalizaciju (samopoštovanje, efikasnost upravljanja odeljenjem i socijalna podrška); za osećaj smanjenog postignuća (asertivnost, efikasno učenje učenika i upravljanje odeljenjem). Najvažniji prediktori izgaranja na poslu nastavnika redovnog obrazovanja bili su: za emocionalnu iscrpljenost (asertivnost, efikasno upravljanje odeljenjem, socijalna podrška i radni staž); za depersonalizaciju (samopoštovanje, efikasno učenje učenika i radni staž); za osećaj smanjenog postignuća (samopoštovanje, efikasno učenje učenika i socijalna podrška). Zaključak. Individualno-psihološki faktori su se izdvojili kao bitan prediktor sindroma izgaranja na poslu u profesiji nastavnika, što ukazuje na značaj ispitivanja uticaja ovih faktora i u drugim profesijama koje se odlikuju specifičnim zahtevima za dubljim emotivnim angažovanjem tokom radnog procesa.
Reference
Maslach C, Jackson S E, Leiter MP. Maslach burnout inventory: manual. Palo Alto, CA: Consulting Psychologists Press; 1996.
Dedić G. Professional burnout. Vojnosanit Pregl 2005; 62(11): 851−5. (Serbian)
WHO. Classification of Diseases. 11th Revision (ICD-11). Genève: World Health Organization; 2019. Available from: https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f129180281
De Stasio S, Fiorilli C, Benevene P, Uusitalo-Malmivaara L, Chiac-chio CD. Burnout in special needs teachers at kindergarten and primary school: investigating the role of personal resources and work wellbeing. Psychol Schools 2017; 54(5): 472−86.
Vojvodić RA, Dedić G, Đukić Dejanović S. Defense mechanisms and quality of life in military personnel with a burnout syn-drome. Vojnosanit Pregl. 2019; 76(3): 298−306.
Brunsting NC, Sreckovic MA, Lane KL. Special education teach-er burnout: A synthesis of research from 1979 to 2013. Educ Treat Children 2014; 37(4): 681–711.
Platsidou M, Agaliotis I. Burnout, job satisfaction and instruc-tional assignment-related sources of stress in Greek special ed-ucation teachers. Int J Disabil Dev Ed 2008; 55(1): 61−76.
Tatar M, Horenczyk G. Diversity–related among teachers. Teach Teach Educ 2003; 19: 397−408.
Zarafshan H, Mohammadi MR, Ahmadi F, Arsalani A. Job burnout among Iranian elementary school teachers of students with autism: a comparative study. Iran J Psychiatry 2013; 8(1): 20−7.
Küçüksüleymanoğlu R. Burnout syndrome levels of teachers in special education schools in Turkey. Int J Spec Educ 2011; 26(1): 53−63.
Ministry of Education, Science and Technological Development. Analy-sis of the Quality of Education in Schools and Departments for Education of Children with Disabilities. Belgrade, 2015. Available from: http://defektolozisrbije.org/wp-content/uploads/2016/05/UNICEF.pdf (Serbian)
Jovanović RV, Krajnović D, Mihajlović G, Marinković V. Factors associated with the burnout syndrome among professionals in pharmaceutical manufacturing industry and marketing. Ra-cionalna terapija 2017; 9(2): 13−22.
Jovanović V, Karić J, Mihajlović G, Džamonja-Ignjatović T, Hinić D. Work-related burnout syndrome in special education teachers working with children with developmental disorders – Possi-ble correlations with some socio-demographic aspects and as-sertiveness. Eur J Spec Needs Educ 2019; 34(5): 692−701.
Bradley JR, Cartwright S. Social support, job stress, health and job satisfaction among nurses in the United Kingdom. Int J Stress Manag 2002; 9(3): 163−82.
Tunde AO, Oladipo OC. Influence of personality and self-esteem on teachers. Proneness to burnout syndrome in Lagos metropolis. Am J Appl Psychol 2013; 1(1): 7−13.
Smetackova I. Self-efficacy and burnout syndrome among teachers. Eur J Soc Behav Sci 2017; 20: 2476−88.
Padillaa AAG, Boniventob CVE, Suarezb BSP. Burnout syn-drome and self-efficacy beliefs in professors. Propós Represent 2017; 5(2): 65−126.
Bataineh O, Alsagheer A. An investigation of social support and burnout among special education teachers in the United Arab Emirates. Int J Spec Educ 2012; 27(2): 5−13.
Kim B, Jee S. Lee J, An S, Lee SM. Relationships between so-cial support and student burnout: A meta-analytic approach. Stress Health 2018; 34(1): 127−34.
Ahtar S. The psychology of kindness, Belgrade: Clio; 2017.
Yilmaz EB. Resilience as a strategy for struggling against chal-lenges related to the nursing profession. Chin Nurs Res 2017; 4: 9−13.
Martínez-Marti ML, Ruch W. Character strengths predict resili-ence over and above positive affect, self-efficacy, optimism, social support, self-esteem, and life satisfaction. J Posit Psy-chol 2017; 12(2): 110−9.
Zwack J, Schweitzer J. If every fifth physician is affected by burnout, what about the other four? Resilience strategies of experienced physicians. Acad Med 2013; 88(3): 382−9.
de Sousa JC, Pinto FR, de Lacerda Leite JC, de Pádua Araújo A, da Silva PMM, de Castro ABC. Relation between burnout syn-drome and resilience in higher teaching activity. Mediterr J Soc Sci 2018; 9(5): 177−86.
Tovilović S, Okanović P, Krstić T. Assertiveness Assessment. In: Biro M, Smederevac S, Novović Z, editors. Evaluation of Psycho-logical and Psychopathological Phenomena Belgrade: Serbian Psychological Society; 2009. p. 63−72. (Serbian)
Rosenberg M. Society and the adolescent self-image. Princeton: Princeton University Press; 1965.
Tschannen-Moran M, Woolfolk HA. Teacher efficacy: Capturing and elusive construct. Teach Teach Educ 2001; 17(7): 783−805.
Zimet GD, Dahlem NW, Zimet SG, Farley GK. The Multidi-mensional scale of perceived social support. J Pers Assess 1988; 52(1): 30−41.
Janković S, Ražnatović M, Marinković J, Maksimović N, Janković J, Đikanović B. Relevance of psychosomatic factors in psoriasis: A case-control study. Acta Derm Venereol 2009; 89(4): 364–8.
Milenović M. Study of burnout syndrome in anesthesiologists, working in the tertiary level medical health institutions in Bel-grade [dissertation]. Belgrade: Faculty of Medicine, University of Belgrade; 2015 (Serbian)
Tabachnick BG, Fidell LS. Using multivariate statistics. 5th ed. Boston: Pearson Education, 2007.
Lau PSY, Yuen M, Chan RMC. Do demographic characteristics make a difference to burnout among Hong Kong secondary school teachers? Soc Indic Res 2005; 71(1−3): 491−516.
Boujut E, Dean A, Grouselle A, Cappe E. Comparative study of teachers in regular schools and teachers in specialized schools in France, working with students with an autism spectrum disorder: Stress, social support, coping strategies and burnout. J Autism Dev Disord 2016; 46(9): 2874−89.
Monsen JJ, Ewing DL, Kwoka M. Teachers’ attitudes towards in-clusion, perceived adequacy of support and classroom learning environment. Learn Environ Res 2014; 17(1): 113–26.
Molero Jurado MDM, Pérez-Fuentes MDC, Atria L, Oropesa Ruiz NF, Gázquez Linares JJ. Burnout, Perceived Efficacy, and Job Satisfaction: Perception of the Educational Context in High School Teachers. Biomed Res Int 2019; 2019: 1021408.
Malinen OP, Savolainen H. The effect of perceived school cli-mate and teacher efficacy in behavior management on job sat-isfaction and burnout: A longitudinal study. Teach Teach Educ 2016; 60: 144–152.
Molero MDM, Pérez-Fuentes MDC, Gázquez JJ. Analysis of the Mediating Role of Self-Efficacy and Self-Esteem on the Ef-fect of Workload on Burnout's Influence on Nurses' Plans to Work Longer. Front Psychol 2018; 9: 2605.
Maslach C, Schaufeli WB. Historical and conceptual develop-ment of burnout. In: Schaufeli WB, Maslach C, Marek T, edi-tors. Professional burnout: Recent developments in theory and research. Washington, DC: Taylor & Francis; 1993. p. 1−16.
Hultell D, Gustavsson P. Factors affecting burnout and work engagement in teachers when entering employment. Work 2011; 40(1): 85−98.
Conley S, You S. Key influences on special education teachers’ intentions to leave: The effects of administrative support and teacher team efficacy in a mediational model. Educ Manag Admin Leader 2017; 45(3): 521−40.
Maslach C, Schaufeli WB, Leiter MP. Job burnout. Annu Rev Psychol 2001; 52: 397−422.
Moffet A, Alexander M, Dummer G. Teaching social skills and assertiveness to students with disabilities. Teach Element Physical Educ 2006; 17(6): 43–7.
Stanetić K, Tešanović G. Influence of age and length of service on the level of stress and burnout syndrome. Med Pregl 2013; 66(3−4): 153−62.
Kozak A, Kersten M, Iler Z, Nienhaus A. Psychosocial work-related predictors and consequences of personal burnout among staff working with people with intellectual disabilities. Res Dev Disabil 2013; 34(1): 102−15.