Název: Syndrom vyhoření u arabských učitelek v Izraeli ve vztahu k vybraným organizačním proměnným
Variantní název:
- Burnout syndrome among Arab teachers in Israel in relation to selected organizational variables
Zdrojový dokument: Studia paedagogica. 2020, roč. 25, č. 1, s. [179]-200
Rozsah
[179]-200
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2020-1-8
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/142408
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Studií, které se věnují vyhoření u pedagogických profesí, existuje velké množství, ale žádná dosud nezkoumala tento syndrom mezi učiteli arabské národnosti v Izraeli. Účelem naší studie bylo z jistit, nakolik souvisí vyhoření s různými organizačními proměnnými, jako je pracovní zátěž, kontrola, spolupracující vedení, kolegiální podpora a podobně. Dotazník vyhoření podle Maslachové, který jsme pro měření dimenzí vyhoření použili, sestává z trojice dílčích škál: emočního vyčerpání, depersonalizace a osobní výkonnosti. Dotazník vyplnilo 372 učitelek a lze konstatovat, že vykazovaly relativně vysokou míru vyhoření. Výsledky ukazují, že všechny dimenze vyhoření souvisejí se zmíněnými nezávislými proměnnými, ať pozitivně nebo negativně. Vícenásobná regresní analýza potvrdila, že dimenze vyhoření jsou proměnnými ovlivněny různě – pro emoční vyčerpání byly významnými prediktory zátěž, podíl na vedení a vztahy se žáky; pro depersonalizaci byly z jištěny jako signifikantní prediktory pouze vztahy se žáky; pro osobní výkonnost pak kontrola a vztahy se žáky.
Despite the enormous amount of studies on burnout in educational professions, there are still no studies on burnout among Israeli–Arab elementary teachers. The purpose of this study was to examine how teacher burnout is related to different organizational variables such as workload, control, leadership collaboration, and collegial support. The Maslach Burnout Inventory that was used to measure the dimensions of teacher burnout consisted of three subscales: emotional exhaustion, personal accomplishment, and depersonalization. The inventory was completed by 372 (all female) teachers. The findings showed that all burnout dimensions were either positively or negatively related to independent variables. The results of multiple regression analysis indicated that the three dimensions of teacher burnout were affected differently by four predictor variables. The findings showed that workload, leadership collaboration, and student relations were significant predictors for emotional exhaustion; student relations significantly predicted burnout in depersonalization; and, finally, control and student relations were significant predictors for personal accomplishment.
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[29] Gruenert, S., & Valentine, J. (1998). Development of a school culture survey (nepublikovaná disertační práce). University of Missouri.
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