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Self-efficacy and burnout syndrome among teachers in primary schools
Topková, Petra ; Smetáčková, Irena (advisor) ; Trpišovská, Dobromila (referee)
Annotation: Teching is a profession burdened with high working stress that can in long term lead burnout syndrome. However, not all teachers suffer from burnout. They can be protected by factors as is for example teacher self-efficacy or social support. This bachelor theses is concerned with burnout syndrome among primary school teachers and also with the relationship between this phenomenon, teacher self-efficacy and social support. Theoretical part concludes theoretical ground according to authorities in the field and findings from previous research. The purpose of the empirical part is to develop an instrument for measuring teacher self-efficacy and to explore the relationship between burnout syndrome, teacher self-efficacy and social support. A questionnaire consisting of five parts was used: anamnestic part, Shirom-Melamed Burnout Measure, teacher self-efficacy questionnaire, SVF 78 and ESSI. Negative correlation was found between burnout, teacher self-efficacy and social support. No differences were found between women and men. Differences in teacher self-efficacy and social support were found between teachers with high burnout scores and teachers with low burnout scores. Keywords: burnout syndrome, social support, primary school teachers, teacher self-efficacy
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Self-efficacy and burnout syndrome among teachers in primary schools
Topková, Petra ; Smetáčková, Irena (advisor) ; Trpišovská, Dobromila (referee)
Annotation: Teching is a profession burdened with high working stress that can in long term lead burnout syndrome. However, not all teachers suffer from burnout. They can be protected by factors as is for example teacher self-efficacy or social support. This bachelor theses is concerned with burnout syndrome among primary school teachers and also with the relationship between this phenomenon, teacher self-efficacy and social support. Theoretical part concludes theoretical ground according to authorities in the field and findings from previous research. The purpose of the empirical part is to develop an instrument for measuring teacher self-efficacy and to explore the relationship between burnout syndrome, teacher self-efficacy and social support. A questionnaire consisting of five parts was used: anamnestic part, Shirom-Melamed Burnout Measure, teacher self-efficacy questionnaire, SVF 78 and ESSI. Negative correlation was found between burnout, teacher self-efficacy and social support. No differences were found between women and men. Differences in teacher self-efficacy and social support were found between teachers with high burnout scores and teachers with low burnout scores. Keywords: burnout syndrome, social support, primary school teachers, teacher self-efficacy
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