Izdegšanas sindroms skolotāju vidū
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Date
2021
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Rīgas Stradiņa universitāte
Rīga Stradiņš University
Rīga Stradiņš University
Abstract
Darba nosaukums: Izdegšanas sindroms skolotāju vidū.
Pētījuma mērķis: pētīt izdegšanas sindroma izplatību bērnudārza, pamatskolas un vidusskolas skolotāju vidū, Engures un Tukuma novadā, kā arī Jūrmalas pilsētā.
Pētījuma dizains: kvantitatīvs šķērsgriezuma pētījums.
Pētījuma aktualitāte: pedagoga profesija pēdējā laikā ir sabiedrībā daudz apspriesta sakarā ar Covid-19 saslimstību un tā mazināšanas pasākumiem. Spriežot pēc valstī noteiktajiem aktuālajiem ierobežojumiem pandēmijas mazināšanai, ir secināms, ka pedagogi ir pakļauti vēl lielākam stresam un mazkustīgumam. Tāpēc šajā pārmaiņu laikā ir būtiski nodrošināt pedagogiem patīkamus un labvēlīgus darba apstākļus, kas savukārt paaugstinātu skolotāju apmierinātību ar darbu un skolēniem tiktu sniegta kvalitatīvāka informācija no pasniedzējiem.
Pētījuma metodes: Pētījumā piedalījās 52 praktizējošie pedagogi no Engures un Tukuma novada, kā arī no Jūrmalas. Pētījuma iekļaušanas kritēriji - skolotāji, kuri pēdējos 12 mēnešus ir strādājuši savu skolotāja darbu, ievērojot valsts noteiktos ierobežojumus Covid-19 laikā. Skolotāji aizpildīja elektroniskā veidā sūtītu anketu, kas sastāvēja no demogrāfiskās anketas un Maslačas izdegšanas aptaujas, kura ietver emocionālo izsīkumu, depersonalizāciju un personīgos sasniegumus.
Rezultāti: Pētījuma skolotāju vidū 68 % novēro augstu emocionālā izsīkuma līmeni, 31% bija augsts depersonalizācijas rādītājs, bet 69% konstatēts zems personīgo sasniegumu līmenis. Vairāk kā pusei pedagogu ir izdegšanas sindroms, sasniedzot 72,45 punktus saskaņā ar Maslačas izdegšanas sindroma aptaujas anketu.
Secinājumi: Vairāk kā pusei aptaujāto skolotāju ir izdegšanas sindroms, saskaņā ar Maslačas izdegšanas sindroma aptaujas anketu. Visizteiktāks emocionālā izsīkuma līmenis ir respondentiem, kuri strādā vairāk stundas nedēļā un tiem, kuri nav apmierināti ar darbu attālināti. Augsta depersonalizācija ir skolotājiem, kuri strādā maz stundas nedēļā un skolotājiem, kuriem ir liels darba stāžs. Zems personīgumu līmenis ir respondentiem, kuriem ir mazs darba stāžs un skolotājiem, kuri nav apmierināti ar darbu attālināti. Pedagogiem, kuriem palielinās emocionālais izsīkums, arī palielinās depersonalizācijas līmenis un, ja ir izteikts emocionālais izsīkums, tad izteiktāki personīgie sasniegumi.
Job title: Burnout syndrome among teachers. Objective of the study: to study the prevalence of burnout syndrome among kindergarten, primary and secondary school teachers in Engure and Tukums region, as well as in Jurmala city. Research design: quantitative study method Topicality of the research: The teaching profession has recently been the subject of much public debate about Covid-19 and its reduction measures. Judging by the current restrictions set by the country to reduce the pandemic, it can be concluded that teachers are exposed to even more stress and stillness. Therefore, in this time of change, it is important to provide teachers with pleasant and favourable working conditions, which in turn would increase teachers' job satisfaction and provide students with better information from teachers. Research methodology: 52 practicing teachers from Engure and Tukums region, as well as from Jurmala participated in the research. Criteria for inclusion in the study - teachers who have been working as teachers for the last 12 months, within the limits set by the state during Covid-19. Teachers completed an electronic questionnaire consisting of a demographic questionnaire and a Maslach burnout questionnaire that included emotional exhaustion, depersonalization, and personal accomplishments. Results: Among all teachers, 68% had a high level of emotional exhaustion, 31% had a high rate of depersonalization, and 69% had low level of personal achievement. More than a half of the teachers have burnout syndrome, reaching 72.45 points according to the Maslach burnout syndrome questionnaire. Conclusions: More than half of the surveyed teachers have burnout syndrome, according to the Maslach burnout syndrome questionnaire. The most pronounced levels of emotional exhaustion are for respondents who work more hours a week and those who are dissatisfied with work remotely. High depersonalization is high for teachers who work few hours a week and for teachers with long experience. Respondents with little work experience and teachers who are dissatisfied with work remotely have high levels of depersonalization. Educators with increasing emotional exhaustion also have an increased level of depersonalization and, if emotional exhaustion is pronounced, more pronounced personal achievement.
Job title: Burnout syndrome among teachers. Objective of the study: to study the prevalence of burnout syndrome among kindergarten, primary and secondary school teachers in Engure and Tukums region, as well as in Jurmala city. Research design: quantitative study method Topicality of the research: The teaching profession has recently been the subject of much public debate about Covid-19 and its reduction measures. Judging by the current restrictions set by the country to reduce the pandemic, it can be concluded that teachers are exposed to even more stress and stillness. Therefore, in this time of change, it is important to provide teachers with pleasant and favourable working conditions, which in turn would increase teachers' job satisfaction and provide students with better information from teachers. Research methodology: 52 practicing teachers from Engure and Tukums region, as well as from Jurmala participated in the research. Criteria for inclusion in the study - teachers who have been working as teachers for the last 12 months, within the limits set by the state during Covid-19. Teachers completed an electronic questionnaire consisting of a demographic questionnaire and a Maslach burnout questionnaire that included emotional exhaustion, depersonalization, and personal accomplishments. Results: Among all teachers, 68% had a high level of emotional exhaustion, 31% had a high rate of depersonalization, and 69% had low level of personal achievement. More than a half of the teachers have burnout syndrome, reaching 72.45 points according to the Maslach burnout syndrome questionnaire. Conclusions: More than half of the surveyed teachers have burnout syndrome, according to the Maslach burnout syndrome questionnaire. The most pronounced levels of emotional exhaustion are for respondents who work more hours a week and those who are dissatisfied with work remotely. High depersonalization is high for teachers who work few hours a week and for teachers with long experience. Respondents with little work experience and teachers who are dissatisfied with work remotely have high levels of depersonalization. Educators with increasing emotional exhaustion also have an increased level of depersonalization and, if emotional exhaustion is pronounced, more pronounced personal achievement.
Description
Fizioterapija
Physiotherapy
Veselības aprūpe
Health Care
Physiotherapy
Veselības aprūpe
Health Care
Keywords
Atslēgas vārdi: izdegšanas sindroms (burnout syndrome, burnout professional, burnout), skolotāji (teachers), ārstniecības personas (medical practitioner)., Keywords: burnout syndrome, professional burnout, teachers, medical practitioner.