Professional burnout and its relation to self-efficacy and perceived stress. The case of Lithuanian teachers.

Autor/inn/en	zydziunaite, Vilma; Rutkiene, Ausra
Titel	Professional burnout and its relation to self-efficacy and perceived stress. The case of Lithuanian teachers.
Quelle	Aus: Martinsone, Baiba (Hrsg.); Jensen, Maria Therese (Hrsg.); Wiesner, Christian (Hrsg.); Zechner, Kerstin Angelika (Hrsg.): Teachers' professional wellbeing. A digital game based social-emotional learning intervention. Bad Heilbrunn: Verlag Julius Klinkhardt (2024) S. 127-155 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-3-7815-2636-5; 978-3-7815-6091-8
DOI	10.25656/01:29914 10.35468/6091-06
URN	urn:nbn:de:0111-pedocs-299143
Schlagwörter	Spielerisches Lernen; Forschung; Sozio-emotionaler Faktor; Burnout-Syndrom; Emotionales Lernen; Pädagogische Psychologie; Resilienz; Selbstwirksamkeit; Wohlbefinden; Videospiel; Lehrberuf; Lehrer; Lehrerbildung; Soziales Lernen; Unterrichtsforschung; Unterrichtsklima; Programm; Stress; Gesundheit; Mental Health; Berufsbildung; Internationaler Vergleich; Belastung; Implementierung; Interkulturelle Forschung; Intervention; Kompetenzentwicklung; Profession; Europa; Litauen
Abstract	In modern society, problems related to a teacher's personality, mental and physical health, and emotions and competencies, are becoming more and more relevant. In Lithuania, compared with other European countries, teachers experience specific difficulties at work: they have to work in the conditions of constant reforms and changes, and face growing competition due to the decrease in students and schools. The majority of the studies on burnout, self-efficacy and perceived stress attempted to find the relationship between personal or organizational variables and burnout. Hence, the relationship between teachers' professional burnout, self-efficacy and perceived stress in the school environment is an area that needs to be actively researched in Lithuania. The research aim of this study was to reveal and characterize teacher burnout, self-efficacy and perceived stress in the Lithuanian school context. The quantitative research design with questioning survey was chosen for the study. Sample size consisted of 427 Lithuanian teachers. Research results revealed the highest scores for exhaustion and the lowest for cynicism; at a time when the teacher experiences professional burnout, cynicism is observed as the weakest characteristic; no significant differences were found according to educational level or work experience; significant differences were identified according to age, for exhaustion and overall burnout level among teachers; most of the teachers in Lithuanian sample perceive a moderate stress level in the school environment; overall burnout has a significant correlation with self-efficacy and stress among Lithuanian teachers. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/2