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Titolo: Fonti psico-sociali di stress e burnout a scuola: una ricerca su un campione di docenti italiani
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Data di pubblicazione: 2014
Rivista: 
MEDICINA DEL LAVORO  
Abstract: Psycho-social sources of stress and burnout in schools: research on a sample of italian teachers. Background: Numerous studies show the existence of stress and burnout among teachers.The psycho-social sources of stress and burnout in teachers cover many aspects, often of conflictual nature, affecting the relationship with the school organization, colleagues, parents, students, and many other variables.Objective: This study aimed at exploring the incidence of burnout among teachers in primary and secondary schools and to describing the characteristics of burnout taking into account the educational level, the location of the school and the teacher’s length of service. Another objective of this study was to identify, among the principal sources of teachers’ job stress, those sources that are more able to predict the occurrence of burnout. Among these predictors of stress we considered the personal image of the teacher with respect to the work-family interface and the gap between professional and social status. Methods: 882 teachers from the cities of Rome, Bari, Cagliari and Sassari completed the Maslach burnout Inventory (MBI), and an adaptation to the school environment of the OSI (Organizational Stress Indicator, Cooper, Sloan & Williams). The data were analyzed using multiple linear regression and analysis of the multivariate variance. Results: 29.9% of the teachers surveyed presented high levels of emotional exhaustion, 33.8% had the highest scores of depersonalization; 28.3% had a low level of professional achievement; 8.2% of the teachers were in burnout. Interpersonal conflict and personal image were included among the predictors of emotional exhaustion and depersonalization. Conclusions: The study highlights the existence of burnout among teachers and the need for prevention, particularly against depersonalization, that affects the quality of both the teacher-student relationship and the teaching-learning process.
Handle: http://hdl.handle.net/11584/56039
Tipologia:1.1 Articolo in rivista

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