Relations of Perceived Autonomy and Burnout Syndrome in University Teachers
Oksana A. Gavrilyuk[1], Irina O. Loginova, Natalia Yu. Buzovkina
Department of Latin and Foreign Lan gu ages, Krasnoy arsk State M edical University named after Professor V.F. Voy no-Yasenetsky, Krasnoy arsk, 660022, Russia.Facultyof Clinical Psychology, Krasnoy arsk State M edical University named after Professor V.F. Voyno-Yasenetsky, Krasnoy arsk, 660022, Russia.
Abstract
Teaching represents nowadays a complex of stressful situations. Being unable to efficiently cope with these transformations, some teachers are becoming frustrated, dissatisfied, demotivated, physically and psychologically depleted which results in the onset of burnout syndrome. The potential of teacher personal attributes in preventing burnout syndrome development have been analyzed. The attention has been drawn to the relation between perceived university teacher autonomy and burnout syndrome. Based on the classical methods of teacher burnout and personal autonomy measurement, two questionnaires were developed and distributed among 91 teachers working in Krasnoyarsk State Medical University, Russia with the purpose to elic it partic ipantsrsquo; responses and views on teacher burnout and teacher autonomy. The results of our investigation allow us to suggest that the development of burnout syndrome in Russian university teachers correlates with low level of perce ived teacher autonomy. And vice-versa, personality attributes which ensure teacherrsquo;s perception of high and middle levels of autonomy correlate with law teacher burnout rate. Our research results suggest that teacher autonomy should be considered as a specific teacher pe rsonality trait that must be taken into account to prevent university teacher burnout.
Keywords Burnout Syndrome, Personality Traits, Personal Autonomy, Perceived University Teacher Autonomy, Self-determination, Intrinsic Motivation.
1.Introduction
In Russia today, major transformations and innovations are having an effect on education at university level. This trend has led to an increasingly significant role for university teachers to play with in their educational institutions. New expectations for university teachersrsquo; performance and accountability make teachers face new challenges and develop new knowledge and skills. The work of teaching comprises today plenty of activities that include teaching, mastering new educational environ ments, developing new teaching materia is, dealing with students, parents, and the community. At the same t ime work overload, disrespect, too much cle rical work, loss of status of the teaching profession, long-term stress and anxiety are only a few exa
- mples of the stressors that todayrsquo;s teachers have to cope with. Therefore teaching represents nowadays a complex of increasingly stressful situations that may have positive or negative consequences for the m as well as for the students they work with. Being unable to cope in an efficient way with these transformations, some teachers are becoming frustrated, dissatisfied, depressed, demotivated, hopeless, physically and psychologically depleted. Teachersrsquo; coping unsuccessfully with chronic stress can lead to work burnout. The latter is described by Et zion as lsquo;a process of energy depletion and deterioration of performance caused by continuous daily pressures, rather than critical life events. Most studies describe teachers with burnout symptoms as dogmatic about their teaching practices, cynical, indifferent persons with negative self-evaluation which suffer from mental and physical tension.In the context of our research it is important to reveal the potential of teacher personality traits, as the results of the latest research demonstrate their benefits for job satisfaction, enhancing peoplersquo;s psychological we ll-being and burnout prevention. Personal autonomy seems to be one of these personal traits which are now attracting attention of both Russian and foreign scientists. As for the relationships between professional/job autonomy and burnout, they have been tested in several worklife areas in psychology, manage ment and medical science. The results of these studies suggest that professional autonomy is able to moderate burnout.However,no literature was found in which the relationships between the levels of professional autonomy and burnout levels were investigated among Russian university teachers. The purpose of this study is to determine the degree of perceived teacher autonomy and professional burnout in Russian university teachers and document the relationship between these two variables. This paper intends to answer the following questions: Is perceived teacher autonomy a characteristic that is negatively lated to the development of burnout syndrome? Could perceived teacher autonomy provide a buffer against teacher burnout? Accordingly, the following hypothesis is formulated: The more teacher autonomy is perceived, the less likely will be teacher burnout syndrome. The organization of the study includes, firstly, a literature review of the constructs of work-re lated burnout an autonomy. The relationship between these phenomena is discussed and represented in a conceptual model.Secondly,the discussion of research methodology applied in this study is described. Thirdly, results are presented and interpretations of the findings are discussed.
2.Related Work
2.1. Teacher Burnout and Related Personality Factors
A literature review proves that burnout syndrome is becoming increasingly problematic due to its enormous detrimental effect on the quality of life among teachers as well as on the quality of the teaching-learning process. Burnout syndrome
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Relations of Perceived Autonomy and Burnout Syndrome in University Teachers
Oksana A. Gavrilyuk[1], Irina O. Loginova, Natalia Yu. Buzovkina
Department of Latin and Foreign Lan gu ages, Krasnoy arsk State M edical University named after Professor V.F. Voy no-Yasenetsky, Krasnoy arsk, 660022, Russia.Facultyof Clinical Psychology, Krasnoy arsk State M edical University named after Professor V.F. Voyno-Yasenetsky, Krasnoy arsk, 660022, Russia.
Abstract
Teaching represents nowadays a complex of stressful situations. Being unable to efficiently cope with these transformations, some teachers are becoming frustrated, dissatisfied, demotivated, physically and psychologically depleted which results in the onset of burnout syndrome. The potential of teacher personal attributes in preventing burnout syndrome development have been analyzed. The attention has been drawn to the relation between perceived university teacher autonomy and burnout syndrome. Based on the classical methods of teacher burnout and personal autonomy measurement, two questionnaires were developed and distributed among 91 teachers working in Krasnoyarsk State Medical University, Russia with the purpose to elic it partic ipantsrsquo; responses and views on teacher burnout and teacher autonomy. The results of our investigation allow us to suggest that the development of burnout syndrome in Russian university teachers correlates with low level of perce ived teacher autonomy. And vice-versa, personality attributes which ensure teacherrsquo;s perception of high and middle levels of autonomy correlate with law teacher burnout rate. Our research results suggest that teacher autonomy should be considered as a specific teacher pe rsonality trait that must be taken into account to prevent university teacher burnout.
Keywords Burnout Syndrome, Personality Traits, Personal Autonomy, Perceived University Teacher Autonomy, Self-determination, Intrinsic Motivation.
1.Introduction
In Russia today, major transformations and innovations are having an effect on education at university level. This trend has led to an increasingly significant role for university teachers to play with in their educational institutions. New expectations for university teachersrsquo; performance and accountability make teachers face new challenges and develop new knowledge and skills. The work of teaching comprises today plenty of activities that include teaching, mastering new educational environ ments, developing new teaching materia is, dealing with students, parents, and the community. At the same t ime work overload, disrespect, too much cle rical work, loss of status of the teaching profession, long-term stress and anxiety are only a few exa
- mples of the stressors that todayrsquo;s teachers have to cope with. Therefore teaching represents nowadays a complex of increasingly stressful situations that may have positive or negative consequences for the m as well as for the students they work with. Being unable to cope in an efficient way with these transformations, some teachers are becoming frustrated, dissatisfied, depressed, demotivated, hopeless, physically and psychologically depleted. Teachersrsquo; coping unsuccessfully with chronic stress can lead to work burnout. The latter is described by Et zion as lsquo;a process of energy depletion and deterioration of performance caused by continuous daily pressures, rather than critical life events. Most studies describe teachers with burnout symptoms as dogmatic about their teaching practices, cynical, indifferent persons with negative self-evaluation which suffer from mental and physical tension.In the context of our research it is important to reveal the potential of teacher personality traits, as the results of the latest research demonstrate their benefits for job satisfaction, enhancing peoplersquo;s psychological we ll-being and burnout prevention. Personal autonomy seems to be one of these personal traits which are now attracting attention of both Russian and foreign scientists. As for the relationships between professional/job autonomy and burnout, they have been tested in several worklife areas in psychology, manage ment and medical science. The results of these studies suggest that professional autonomy is able to moderate burnout.However,no literature was found in which the relationships between the levels of professional autonomy and burnout levels were investigated among Russian university teachers. The purpose of this study is to determine the degree of perceived teacher autonomy and professional burnout in Russian university teachers and document the relationship between these two variables. This paper intends to answer the following questions: Is perceived teacher autonomy a characteristic that is negatively lated to the development of burnout syndrome? Could perceived teacher autonomy provide a buffer against teacher burnout? Accordingly, the following hypothesis is formulated: The more teacher autonomy is perceived, the less likely will be teacher burnout syndrome. The organization of the study includes, firstly, a literature review of the constructs of work-re lated burnout an autonomy. The relationship between these phenomena is discussed and represented in a conceptual model.Secondly,the discussion of research methodology applied in this study is described. Thirdly, results are presented and interpretations of the findings are discussed.
2.Related Work
2.1. Teacher Burnout and Related Personality Factors
A literature review proves that burnout syndrome is becoming increasingly problematic due to its enormous detrimental effect on the quality of life among teachers as well as on the quality of the teaching-learning process. Burnout syndrome
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