Burnout among teachers: the role of stress, work engagement, professional self-efficacy, reflection and rumination

Namen pričujoče magistrske raziskave je bil na vzorcu slovenskih srednješolskih učiteljev proučiti odnos med stresom pri delu, delovno zavzetostjo, poklicno samoučinkovitostjo, refleksijo, ruminacijo in izgorelostjo. Želeli smo ugotoviti, v kolikšni meri navedeni konstrukti napovedujejo izgorelost pri slovenskih učiteljih. Prav tako smo preverjali moderatorsko vlogo refleksije in ruminacije v odnosu do stresa pri delu in izgorelosti. V raziskavo je bilo vključenih 834 učiteljev iz celotne Slovenije iz vseh 12 slovenskih regij. Od tega je bilo 611 učiteljev ženskega spola, 218 učiteljev moškega spola in 5 oseb ni poročalo o spolu. Za merjenje navedenih konstruktov smo uporabili Vprašalnik doživljanja stresa, Vprašalnik izgorelosti na delovnem mestu OLBI, Vprašalnik delovne zavzetosti UWES, Lestvico poklicne samoučinkovitosti ter modificirano različico Vprašalnika refleksije in ruminacije. Rezultati so pokazali, da sta stres in ruminacija pomembna napovednika izgorelosti pri slovenskih srednješolskih učiteljih. Refleksija in poklicna samoučinkovitost se nista izkazala kot statistično pomembna negativna napovednika izgorelosti. Moderatorske vloge refleksije in ruminacije v odnosu do stresa pri delu in izgorelosti pa nismo uspeli potrditi. Čeprav ima raziskava določene omejitve, je pomemben doprinos k tezi, da je za spoprijemanje s stresom pri delu in izgorelostjo pomembna kombinacija tako osebnostnih kot organizacijskih dejavnikov, vidimo pa tudi možnosti za nadaljnje raziskave.The purpose of the master\u27s research has been to research if there is a connection between stress at work, work engagement, professional efficacy, reflection, rumination, and burnout on a sample of the Slovenian high school teachers. We wanted to establish how much the mentioned constructs predict the burnout of the Slovenian teachers. We also checked the moderator role of reflection and rumination in relation to stress at work and burnout. There were 834 teachers from the whole Slovenia from all 12 Slovenian regions included in the research. 611 teachers were females, 218 teachers were males and 5 people did not report the gender. For measuring the mentioned constructs, we used A Questionnaire for Experiencing Stress, Oldenburg Burnout Inventory Questionnaire (OLBI), A Questionnaire of Work Engagement UWES, A Scale of Professional Self-Efficacy, and a modified version of A Questionnaire of reflection and rumination. The results showed that stress and rumination are important predictors of the Slovenian high school teachers\u27 burnout. Reflection and professional self-efficacy were not proven as statistically important negative predictors of burnout. Moderator\u27s role of reflection and rumination in correlation to stress at work and burnout was not confirmed. Even though the research has certain limitations, it is an important contribution to the thesis that coping with stress at work and burnout is an important combination of personal and organizational factors and we also see possibilities for further researches