Job satisfaction and risk of burnout in special needs nursery school teachers

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F21%3A73609413" target="_blank" >RIV/61989592:15410/21:73609413 - isvavai.cz</a>

Výsledek na webu

<a href="https://un-pub.eu/ojs/index.php/cjes/article/view/6350" target="_blank" >https://un-pub.eu/ojs/index.php/cjes/article/view/6350</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.18844/cjes.v16i5.6350" target="_blank" >10.18844/cjes.v16i5.6350</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Job satisfaction and risk of burnout in special needs nursery school teachers

Popis výsledku v původním jazyce

Teaching in nursery schools is a demanding profession based on interaction with people. As a result, teachers are exposed to an increased risk of burnout. The main goal of the research was to find out to what extent the pedagogical staff of the mentioned nursery schools are endangered by the burnout syndrome and how satisfied they are in their profession. The research group consisted of 90 participants which included teachers from all nursery schools for children with special educational needs in the Czech Republic. To determine the empirical data, the Maslach Burnout Inventory – Educators Survey, Teacher Satisfaction Inventory and One-Dimensional Assessment Scale measuring teachers’ climate perception were used. The results suggest that special needs nursery school teachers are at a high risk of burnout in the dimension of emotional exhaustion and depersonalization in contrast to the high level of personal satisfaction, job satisfaction and satisfaction with the working climate.

Název v anglickém jazyce

Job satisfaction and risk of burnout in special needs nursery school teachers

Popis výsledku anglicky

Teaching in nursery schools is a demanding profession based on interaction with people. As a result, teachers are exposed to an increased risk of burnout. The main goal of the research was to find out to what extent the pedagogical staff of the mentioned nursery schools are endangered by the burnout syndrome and how satisfied they are in their profession. The research group consisted of 90 participants which included teachers from all nursery schools for children with special educational needs in the Czech Republic. To determine the empirical data, the Maslach Burnout Inventory – Educators Survey, Teacher Satisfaction Inventory and One-Dimensional Assessment Scale measuring teachers’ climate perception were used. The results suggest that special needs nursery school teachers are at a high risk of burnout in the dimension of emotional exhaustion and depersonalization in contrast to the high level of personal satisfaction, job satisfaction and satisfaction with the working climate.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Cypriot Journal of Educational Sciences

ISSN

1305-9076

e-ISSN

—

Svazek periodika

16

Číslo periodika v rámci svazku

5

Stát vydavatele periodika

CY - Kyperská republika

Počet stran výsledku

15

Strana od-do

"2353–2367"

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85119589540