| Abstract [eng] |
In the modern society, the teaching profession and its becoming prestigious are often discussed. The work of an educator is truly unique and complex, as it is a major responsibility in the development of emerging personalities. The other side of the teaching profession is that teachers have a high workload, too many students in the classroom, and so on. may cause occupational burns. And this determines and changes the quality of students' education in particular, the implementation of the goals of the educational program, and so on. As the focus in Lithuania is on basic education teachers and teacher burnout research, there has been a focus on this group of teachers. The aim of the final master's thesis is to determine the relationship between the factors of occupational burnout and the dimensions of occupational burnout. The object of the research is the factors of professional burnout of basic education teachers in Lithuanian schools. Tasks: to announce the factors of burnout of basic education teachers and burnout of vocational education; to substantiate the research methodology revealing the interrelationships between the dimensions of vocational burnout of basic education teachers and the burnout of teachers; to determine the strength of the interrelationships between the factors of vocational burnout and the dimensions of vocational burnout of basic education teachers. The methodological provisions of the final project are based on a quantitative research strategy. The methodology of quantitative research is based on a theoretically based model of expression of teachers' factors of professional burnout, describing the assessment of communication burnout factors and their caused burnout dimensions: emotional exhaustion, depersonalization, and personal achievement. Research data collection methods: analysis of scientific literature and survey of basic education teachers answering questions electronically. The results of the research reveal that the expression of a teacher 's burnout is influenced by individual (gender, age, marital status, level of education, perfectionism, pessimism, sensitivity, self – esteem, anxiety management, values, endurance) and work environment (workload, salary, work schedule, moral incentive, job control, turnover of the organization’s employees, financial incentive, relationships with co–workers) factors. These factors lead to signs of burnout in teachers: emotional exhaustion, depersonalization, and decreased appreciation of personal achievement. The expression of these symptoms is characterized by interrelationships and a certain sequence of their manifestation.The following factors were found to be the cause of occupational burnout: perfectionism, values, job control, pessimism, anxiety. The analysis of the open question shows that burnout is also caused by the low salary of teachers. Professional burnout is redused by the following factors: good relationships with co–workers, proper work schedule, moral incentive, financial incentive. Factors that have no effect on burnout: environmental sensitivity, high self–esteem, workload, salary satisfaction, employee turnover. |
