Scholarly record
BURNOUT-INTERVENTION IN HUNGARY: INVESTIGATING TEACHER BURNOUT FROM THE ASPECT OF POSSIBLE PROTECTING FACTORS, CONSIDERING PERSONAL GOAL MOTIVATION, SELF-ESTEEM, AUTONOMY, AND COPING STRATEGIES
Abstract
In our research, we dealt with the phenomenon of teacher burnout in Hungary. It is a great issue, due to the parliamentary regulations of the public education in Hungary, where the teachers are working in a volatile environment, in which the challenge for them is to provide value by educating the younger generation. This increased pressure from the society increase the level of frustration, and teachers mental health may decline, while burnout syndrome may develop. Our future purpose is to create an intervention program for Hungarian teachers who are experiencing burnout. This study investigated the possible protecting factors for burnout which can help to create a theoretical basis for an intervention program. In the analysis, the distribution of the sample was not normal, thus correlational analyses were applied to find the significant connections between the concepts of burnout, autonomy, coping strategies, personal goal-motivation, and self-esteem. In our survey, 389 teachers participated from the public education all over Hungary. According to the results, self-esteem is strongly related to all three dimensions of burnout. Externally regulated goals are correlated linearly to the burnout dimensions, and internally regulated goals indicate a negative relationship. Emotion-focused coping has strong connection with emotional exhaustion dimension among the burnout dimensions, and problem-focused coping strategies are connected with personal accomplishment. The results also confirmed former findings as they pointed out the low level regarding the dimension of depersonalization among teachers who do not possess a leading role in the teaching staff.
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