Professional Burnout of Teachers in Inclusion

Učitelji su izloženi visokim očekivanjima na radnom mjestu i preuzimanju raznih uloga, radi čega su kao i ostale pomažuće profesije izloženi profesionalnom sagorijevanju. Dosadašnja istraživanja profesionalnog sagorijevanja kod hrvatskih učitelja pokazuju niže razine profesionalnog sagorijevanja. Stoga se u radu polazi od hipoteze da učitelji doživljavaju niže razine profesionalnog sagorijevanja, da postoje razlike u odnosu na socio-demografska obilježja učitelja, te da više razine profesionalnog sagorijevanja doživljavaju učitelji zaposleni u posebnim odgojno– obrazovnim ustanovama. U istraživanju je sudjelovalo 223 učitelja zaposlenih u redovnim odgojno– obrazovnim ustanovama i 37 učitelja zaposlenih u posebnim odgojno–obrazovnim ustanovama. Korištena je Skala profesionalnog sagorijevanja (Maslach i sur., 1997). Učitelji rijetko doživljavaju emocionalnu iscrpljenost i depersonalizaciju i često doživljavaju osjećaj osobnog postignuća, a postoje razlike u doživljaju profesionalnog sagorijevanja u odnosu na sociodemografska obilježja učitelja. Emocionalnu iscrpljenost češće doživljavaju učitelji koji su stariji od 40 godina u odnosu na učitelje koji imaju od 29 do 39 godina, učitelji sa 16 i više godina radnog staža u odnosu na učitelje koji imaju manje od 16 godina radnog staža, te oni učitelji koji su izjavili da u razredu ne poučavaju učenike s teškoćama. Depersonalizaciju češće doživljavaju učitelji muškog spola, iako dobiveni podatak treba promatrati s oprezom zbog nesrazmjernog broja muških i ženskih učitelja. Osjećaj osobnog postignuća viši je kod učitelja koji imaju završen dvogodišnji stručni studij u odnosu na ostale učitelje. Sukladno ranijim hrvatskim istraživanjima, učitelji doživljavaju niske razine profesionalnog sagorijevanja, koje su povezane s dobi, godinama radnog staža, razinom završenog studija i njihovim iskazom o poučavanju učenika s teškoćama.Teachers are exposed to high expectations in the workplace and taking a variety of roles, which is why they and other supportive professions are exposed to professional burnout. Previous studies of burnout among Croatian teachers show lower levels of burnout. Therefore, this paper is based on the hypothesis that teachers perceive lower levels of burnout, there are differences in relation to socio-demographic characteristics of the teacher, and that higher levels of burnout are experienced by teachers employed in special educational institutions. The study included 223 teachers employed in regular educational institutions and 37 teachers employed in special educational institutions. Maslach Burnout Inventory was used (Maslach et al., 1997). Teachers rarely experienced by emotional exhaustion and depersonalization, and often experience a sense of personal accoplishment, although there are differences in the experience of professional burnout in relation to socio-demographic characteristics of teachers. Emotional exhaustion is often experienced by teachers who are older than 40 years compared to teachers who have 29-39 years, teachers with 16 or more years of service in relation to the teachers who have less than 16 years of service, and those teachers who reported that the class they teach does not attend students with disabilities. Depersonalization is often experienced by male teachers, although the resulting data should be viewed with caution because of the disproportionate number of male and female teachers. A sense of personal accoplishment is higher among teachers who have completed a two-year professional study in relation to other teachers. According to previous croatian researches, teachers are experiencing low levels of burnout, which are associated with age, years of service, level of graduation and their testimony about teaching students with disabilities