Professional Self Representation and Risk of Burnout in School Teachers

AbstractThe study aims to explore the impact of Professional Self, Pupils, and Co-workers representation on the dimensions of burnout in 106 teachers serving in junior and secondary high schools of Catania. MBI and Semantic Differentials referred to Professional Self, Pupils, and Co-workers were used. Results showed that teachers with a more positive representation of Professional Self presented low levels of emotional exhaustion and high levels of personal accomplishment; teachers with a more positive representation of Pupils and Co-workers expressed low levels, respectively, in emotional exhaustion and depersonalization. In addition, the representation of Professional Self affected on personal realization and that of Pupils on emotional exhaustion