Mi van a kiégés-fogékonyság mögött? Pedagógusok munkahelyi nehézségeinek feltárása kvalitatív és kvantitatív eljárással
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Megjelent:
márc 2, 2020
Kulcsszavak:
tanári kiégés, észlelt stressz, észlelt nehézség, követelmény
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Absztrakt
A tanári pályán tapasztalható nehézségeket gyakran említik a kiégés-szindróma kialakulásával, és a pályaelhagyással kapcsolatban. Emiatt érdemes megvizsgálni, hogy melyek azok a nehézséget jelentő tényezők a pedagógusok számára, amelyek saját benyomásaik szerint akadályozzák őket a hatékony munkavégzésben. A kiégés-szindróma hátterében ugyanis sok tényező állhat, és ezek közül a személy számára leginkább erőteljesen észlelt faktorok fejtik ki legerősebben a hatásukat.
Vizsgálatunkban két módszerrel alkottunk képet a pedagógusok észlelt nehézségeiről. Elsőként kvalitatív elemzéssel tártuk fel tanárok (N = 103) válaszaiból a munkájukat akadályozó okozó tényezőket. Ezt követően, a feltáró elemzés adatai alapján létrehozott kérdőívvel mértük fel a tényezők megítélést és összefüggéseit a kiégés tüneteivel pedagógusok között (N = 605). A feltáró eredmények szerint a legfontosabb nehézséget okozó tényező közé a munkához szükséges környezeti feltételek hiánya, a diákok magatartási nehézségei, a munka túl nagy mennyisége és az adminisztráció tartozik. A kérdőíves vizsgálat eredményei alapján a kiégés tüneteinek kialakulását a diákok viselkedése, a túlterheltség, a vezető negatív hozzáállása és a személyes kimerültség határozta meg legnagyobb mértékben.
Az eredmények fontos információt tártak fel a hazai oktatásban jelenleg tapasztalható viszonyokról. Ez alapján számos olyan munkahelyi tényező azonosítható, amely jelentősen hozzájárul a tanárok kimerültségéhez és az őket érő stressz növekedéséhez. Az adatok fontos iránymutatást jelenthetnek intervenciós- és prevenciós módszerek kidolgozására, tekintve, hogy ezek a tényezők kapcsolatban állnak a burnout tüneteinek kialakulásával.
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Hogyan kell idézni
Szabó, Éva, Bátor, B., Bobor, P., Korláth, P., Szappanos, C., & Jagodics, B. (2020). Mi van a kiégés-fogékonyság mögött? Pedagógusok munkahelyi nehézségeinek feltárása kvalitatív és kvantitatív eljárással. Iskolakultúra, 30(3), 3–17. https://doi.org/10.14232/ISKKULT.2020.3.3
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Hivatkozások
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Arnold, K. A., Connelly, C. E., Walsh, M. M., & Martin Ginis, K. A. (2015). Leadership styles, emotion regulation, and burnout. Journal of Occupational Health Psychology, 20(4), 481–490. https://doi.org/10.1037/a0039045
Awa, W. L., Plaumann, M., & Walter, U. (2010). Burnout prevention: A review of intervention programs. Patient Education and Counseling, 78(2), 184–190. https://doi.org/10.1016/j.pec.2009.04.008
Badó, A., Feleky, G., Lőrinczi, J., & Patyi, Zs. (2017). Összehasonlító motivációs vizsgálat szegedi joghallgatók körében. MTA Társadalomtudományi Kutatóközpont Jogtudományi Intézet, Budapest (http://jog.tk.mta.hu/mtalwp)
Bakker, A. B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285. https://doi.org/10.1037/ocp0000056
Bakker, A. B., Hakanen, J. J., Demerouti, E., & Xanthopoulou, D. (2007). Job resources boost work engagement, particularly when job demands are high. Journal of Educational Psychology, 99(2), 274–284. https://doi.org/10.1037/0022-0663.99.2.274
Borg, M. G., Riding, R. J., & Falzon, J. M. (1991). Stress in Teaching: A study of occupational stress and its determinants, job satisfaction and career commitment among primary schoolteachers. Educational Psychology, 11(1), 59–75. https://doi.org/10.1080/0144341910110104
Bottiani, J. H., Duran, C. A. K., Pas, E. T., & Bradshaw, C. P. (2019). Teacher stress and burnout in urban middle schools: Associations with job demands, resources, and effective classroom practices. Journal of School Psychology, 77, 36–51. https://doi.org/10.1016/j.jsp.2019.10.002
Brouwers, A., Tomic, W., & Boluijt, H. (2011). Job demands, job control, social support and self-efficacy beliefs as determinants of burnout among physical education teachers. Europe’s Journal of Psychology, 7(1), 17–39. https://doi.org/10.5964/ejop.v7i1.103
Chang, M. (2013). Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: Appraisal, regulation and coping. Motivation and Emotion, 37(4), 799–817. https://doi.org/10.1007/s11031-012-9335-0
Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied Psychology, 86(3), 499–512. https://doi.org/10.1037/0021-9010.86.3.499
Dicke, T., Stebner, F., Linninger, C., Kunter, M., & Leutner, D. (2018). A longitudinal study of teachers’ occupational well-being: Applying the job demands-resources model. Journal of Occupational Health Psychology, 23(2), 262–277. https://doi.org/10.1037/ocp0000070
Doolittle, B. R., Windish, D. M., & Seelig, C. B. (2013). Burnout, Coping, and Spirituality Among Internal Medicine Resident Physicians. Journal of Graduate Medical Education, 5(2), 257–261. https://doi.org/10.4300/JGME-D-12-00136.1
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551
Esnard, C., & Roques, M. (2014). Collective efficacy: A resource in stressful occupational contexts. European Review of Applied Psychology, 64(4), 203–211. https://doi.org/10.1016/j.erap.2014.05.003
Evers, W. J. G., Tomic, W., & Brouwers, A. (2004). Burnout among Teachers: Students’ and Teachers’ Perceptions Compared. School Psychology International, 25(2), 131–148. https://doi.org/10.1177/0143034304043670
Fernet, C., Guay, F., Senécal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and Teacher Education, 28(4), 514–525. https://doi.org/10.1016/j.tate.2011.11.013
Fónai M., & Dusa Á. R. (2014). A tanárok presztízsének és társadalmi státuszának változásai a kilencvenes és a kétezres években. Iskolakultúra, 24(6), 41–49.
Freudenberger, H. J. (1974). Staff Burn-Out. Journal of Social Issues, 30(1), 159–165. https://doi.org/10.1111/j.1540-4560.1974.tb00706.x
Glass, D. C., & McKnight, J. D. (1996). Perceived control, depressive symptomatology, and professional burnout: A review of the evidence. Psychology & Health, 11(1), 23–48. https://doi.org/10.1080/08870449608401975
Grassi, L., & Magnani, K. (2000). Psychiatric Morbidity and Burnout in the Medical Profession: An Italian Study of General Practitioners and Hospital Physicians. Psychotherapy and Psychosomatics, 69(6), 329–334. https://doi.org/10.1159/000012416
Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495–513. https://doi.org/10.1016/j.jsp.2005.11.001
Ju, C., Lan, J., Li, Y., Feng, W., & You, X. (2015). The mediating role of workplace social support on the relationship between trait emotional intelligence and teacher burnout. Teaching and Teacher Education, 51, 58–67. https://doi.org/10.1016/j.tate.2015.06.001
Kim, J., Youngs, P., & Frank, K. (2017). Burnout contagion: Is it due to early career teachers’ social networks or organizational exposure? Teaching and Teacher Education, 66, 250–260. https://doi.org/10.1016/j.tate.2017.04.017
Lee, H.-F., Kuo, C.-C., Chien, T.-W., & Wang, Y.-R. (2016). A Meta-Analysis of the Effects of Coping Strategies on Reducing Nurse Burnout. Applied Nursing Research, 31, 100–110. https://doi.org/10.1016/j.apnr.2016.01.001
Maslach, C., & Jackson, S. E. (1986). Maslach burnout inventory manual (2nd ed.). Consulting Psychologists Press.
Maslach, C., & Leiter, M. (1999). Teacher burnout: A research agenda. In Understanding and Preventing Teacher Burnout (o. 295–303). Cambridge University Press.
Maslach, Christina, & Goldberg, J. (1998). Prevention of burnout: New perspectives. Applied and Preventive Psychology, 7(1), 63–74. https://doi.org/10.1016/S0962-1849(98)80022-X
Paksi, B., Veroszta, Zs., Schmidt, A., Magi, A., Vörös, A., Endrődi-Kovácsi, V., & Felvinczi, K. (2015). Pedagógus – Pálya – Motiváció – Egy kutatás eredményei. Oktatási Hivatal.
Petróczi, E. (2007). Kiégés—Elkerülhetetlen? Eötvös Kiadó.
Ryan, S. V., von der Embse, N. P., Pendergast, L. L., Saeki, E., Segool, N., & Schwing, S. (2017). Leaving the teaching profession: The role of teacher stress and educational accountability policies on turnover intent. Teaching and Teacher Education, 66, 1–11. https://doi.org/10.1016/j.tate.2017.03.016
Schaubroeck, J., Lam, S. S. K., & Xie, J. L. (2000). Collective efficacy versus self-efficacy in coping responses to stressors and control: A cross-cultural study. Journal of Applied Psychology, 85(4), 512–525. https://doi.org/10.1037/0021-9010.85.4.512
Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25(3), 518–524. https://doi.org/10.1016/j.tate.2008.12.006
Spector, P. E. (1998). A control model of the job stress process. In C. L. Cooper (Ed.), Theories of organizational stress (pp. 153-169). London, UK: Oxford University Press.
Spector, P. E. (2002). Employee Control and Occupational Stress. Current Directions in Psychological Science, 11(4), 133-136.
Szerző, 2014
Szerző, 2016
Szerző, 2018
Tatar, M., & Yahav, V. (1999). Secondary school pupils’ perceptions of burnout among teachers. British Journal of Educational Psychology, 69(4), 457–468. https://doi.org/10.1348/000709999157824
Van Droogenbroeck, F., & Spruyt, B. (2015). Do teachers have worse mental health? Review of the existing comparative research and results from the Belgian Health Interview Survey. Teaching and Teacher Education, 51, 88–100. https://doi.org/10.1016/j.tate.2015.06.006
Yürür, S., & Sarikaya, M. (2012). The Effects of Workload, Role Ambiguity, and Social Support on Burnout Among Social Workers in Turkey. Administration in Social Work, 36(5), 457–478. https://doi.org/10.1080/03643107.2011.613365
Zhang, Q., & Sapp, D. A. (2009). The Effect of Perceived Teacher Burnout on Credibility. Communication Research Reports, 26(1), 87–90. https://doi.org/10.1080/08824090802637122
Arnold, K. A., Connelly, C. E., Walsh, M. M., & Martin Ginis, K. A. (2015). Leadership styles, emotion regulation, and burnout. Journal of Occupational Health Psychology, 20(4), 481–490. https://doi.org/10.1037/a0039045
Awa, W. L., Plaumann, M., & Walter, U. (2010). Burnout prevention: A review of intervention programs. Patient Education and Counseling, 78(2), 184–190. https://doi.org/10.1016/j.pec.2009.04.008
Badó, A., Feleky, G., Lőrinczi, J., & Patyi, Zs. (2017). Összehasonlító motivációs vizsgálat szegedi joghallgatók körében. MTA Társadalomtudományi Kutatóközpont Jogtudományi Intézet, Budapest (http://jog.tk.mta.hu/mtalwp)
Bakker, A. B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285. https://doi.org/10.1037/ocp0000056
Bakker, A. B., Hakanen, J. J., Demerouti, E., & Xanthopoulou, D. (2007). Job resources boost work engagement, particularly when job demands are high. Journal of Educational Psychology, 99(2), 274–284. https://doi.org/10.1037/0022-0663.99.2.274
Borg, M. G., Riding, R. J., & Falzon, J. M. (1991). Stress in Teaching: A study of occupational stress and its determinants, job satisfaction and career commitment among primary schoolteachers. Educational Psychology, 11(1), 59–75. https://doi.org/10.1080/0144341910110104
Bottiani, J. H., Duran, C. A. K., Pas, E. T., & Bradshaw, C. P. (2019). Teacher stress and burnout in urban middle schools: Associations with job demands, resources, and effective classroom practices. Journal of School Psychology, 77, 36–51. https://doi.org/10.1016/j.jsp.2019.10.002
Brouwers, A., Tomic, W., & Boluijt, H. (2011). Job demands, job control, social support and self-efficacy beliefs as determinants of burnout among physical education teachers. Europe’s Journal of Psychology, 7(1), 17–39. https://doi.org/10.5964/ejop.v7i1.103
Chang, M. (2013). Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: Appraisal, regulation and coping. Motivation and Emotion, 37(4), 799–817. https://doi.org/10.1007/s11031-012-9335-0
Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied Psychology, 86(3), 499–512. https://doi.org/10.1037/0021-9010.86.3.499
Dicke, T., Stebner, F., Linninger, C., Kunter, M., & Leutner, D. (2018). A longitudinal study of teachers’ occupational well-being: Applying the job demands-resources model. Journal of Occupational Health Psychology, 23(2), 262–277. https://doi.org/10.1037/ocp0000070
Doolittle, B. R., Windish, D. M., & Seelig, C. B. (2013). Burnout, Coping, and Spirituality Among Internal Medicine Resident Physicians. Journal of Graduate Medical Education, 5(2), 257–261. https://doi.org/10.4300/JGME-D-12-00136.1
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551
Esnard, C., & Roques, M. (2014). Collective efficacy: A resource in stressful occupational contexts. European Review of Applied Psychology, 64(4), 203–211. https://doi.org/10.1016/j.erap.2014.05.003
Evers, W. J. G., Tomic, W., & Brouwers, A. (2004). Burnout among Teachers: Students’ and Teachers’ Perceptions Compared. School Psychology International, 25(2), 131–148. https://doi.org/10.1177/0143034304043670
Fernet, C., Guay, F., Senécal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and Teacher Education, 28(4), 514–525. https://doi.org/10.1016/j.tate.2011.11.013
Fónai M., & Dusa Á. R. (2014). A tanárok presztízsének és társadalmi státuszának változásai a kilencvenes és a kétezres években. Iskolakultúra, 24(6), 41–49.
Freudenberger, H. J. (1974). Staff Burn-Out. Journal of Social Issues, 30(1), 159–165. https://doi.org/10.1111/j.1540-4560.1974.tb00706.x
Glass, D. C., & McKnight, J. D. (1996). Perceived control, depressive symptomatology, and professional burnout: A review of the evidence. Psychology & Health, 11(1), 23–48. https://doi.org/10.1080/08870449608401975
Grassi, L., & Magnani, K. (2000). Psychiatric Morbidity and Burnout in the Medical Profession: An Italian Study of General Practitioners and Hospital Physicians. Psychotherapy and Psychosomatics, 69(6), 329–334. https://doi.org/10.1159/000012416
Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495–513. https://doi.org/10.1016/j.jsp.2005.11.001
Ju, C., Lan, J., Li, Y., Feng, W., & You, X. (2015). The mediating role of workplace social support on the relationship between trait emotional intelligence and teacher burnout. Teaching and Teacher Education, 51, 58–67. https://doi.org/10.1016/j.tate.2015.06.001
Kim, J., Youngs, P., & Frank, K. (2017). Burnout contagion: Is it due to early career teachers’ social networks or organizational exposure? Teaching and Teacher Education, 66, 250–260. https://doi.org/10.1016/j.tate.2017.04.017
Lee, H.-F., Kuo, C.-C., Chien, T.-W., & Wang, Y.-R. (2016). A Meta-Analysis of the Effects of Coping Strategies on Reducing Nurse Burnout. Applied Nursing Research, 31, 100–110. https://doi.org/10.1016/j.apnr.2016.01.001
Maslach, C., & Jackson, S. E. (1986). Maslach burnout inventory manual (2nd ed.). Consulting Psychologists Press.
Maslach, C., & Leiter, M. (1999). Teacher burnout: A research agenda. In Understanding and Preventing Teacher Burnout (o. 295–303). Cambridge University Press.
Maslach, Christina, & Goldberg, J. (1998). Prevention of burnout: New perspectives. Applied and Preventive Psychology, 7(1), 63–74. https://doi.org/10.1016/S0962-1849(98)80022-X
Paksi, B., Veroszta, Zs., Schmidt, A., Magi, A., Vörös, A., Endrődi-Kovácsi, V., & Felvinczi, K. (2015). Pedagógus – Pálya – Motiváció – Egy kutatás eredményei. Oktatási Hivatal.
Petróczi, E. (2007). Kiégés—Elkerülhetetlen? Eötvös Kiadó.
Ryan, S. V., von der Embse, N. P., Pendergast, L. L., Saeki, E., Segool, N., & Schwing, S. (2017). Leaving the teaching profession: The role of teacher stress and educational accountability policies on turnover intent. Teaching and Teacher Education, 66, 1–11. https://doi.org/10.1016/j.tate.2017.03.016
Schaubroeck, J., Lam, S. S. K., & Xie, J. L. (2000). Collective efficacy versus self-efficacy in coping responses to stressors and control: A cross-cultural study. Journal of Applied Psychology, 85(4), 512–525. https://doi.org/10.1037/0021-9010.85.4.512
Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25(3), 518–524. https://doi.org/10.1016/j.tate.2008.12.006
Spector, P. E. (1998). A control model of the job stress process. In C. L. Cooper (Ed.), Theories of organizational stress (pp. 153-169). London, UK: Oxford University Press.
Spector, P. E. (2002). Employee Control and Occupational Stress. Current Directions in Psychological Science, 11(4), 133-136.
Szerző, 2014
Szerző, 2016
Szerző, 2018
Tatar, M., & Yahav, V. (1999). Secondary school pupils’ perceptions of burnout among teachers. British Journal of Educational Psychology, 69(4), 457–468. https://doi.org/10.1348/000709999157824
Van Droogenbroeck, F., & Spruyt, B. (2015). Do teachers have worse mental health? Review of the existing comparative research and results from the Belgian Health Interview Survey. Teaching and Teacher Education, 51, 88–100. https://doi.org/10.1016/j.tate.2015.06.006
Yürür, S., & Sarikaya, M. (2012). The Effects of Workload, Role Ambiguity, and Social Support on Burnout Among Social Workers in Turkey. Administration in Social Work, 36(5), 457–478. https://doi.org/10.1080/03643107.2011.613365
Zhang, Q., & Sapp, D. A. (2009). The Effect of Perceived Teacher Burnout on Credibility. Communication Research Reports, 26(1), 87–90. https://doi.org/10.1080/08824090802637122