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THE NEED TO CREATE A COGNITIVE STRUCTURE FOR PRIMARY AND SECONDARY SCHOOL TEACHERS IN RELATION TO THE DEGREE OF BURNOUT AND EMOTIONAL INTELLIGENCE
Abstract
Cognitive structure and its creation is a very important characteristic that contributes to the overall quality emotional and social life of man. This phenomenon can be divided into two parts - one of which is the need of individual cognitive structure and the second is the ability of this cognitive structure to create. Authors such as Piaget (1970), Bar-Tal (1962), Neuberg, Newson (1993), Ceresnik, Sarmany-Schuller (2004), Baranovska (2013) investigated how the need to develop cognitive structure translates into decision-making, ability to create a mental representation, but also participates as for raising and lowering the uncertainty of man. In our research we focus on how together related ability to achieve cognitive structure and rate of burnout among teachers of primary and secondary schools. The main goal of our research was to detect the existence of a relationship between the need for the formation of cognitive structures and burn-out, between emotional intelligence and burn-out and the need for the cognitive structure and emotional intelligence. The research was conducted on a sample of 586 teachers of humanities in Slovakia. Research methods used in our research: Need for Cognitive Structure (Bar-Tal, Raviv, Spitzer, 1999), Interview MBI - Maslach Burnout Inventory (Christina Maslach, Susan E. Jackson, 1981), Interview BM - Burnout Measure (Ayala Pinesova and Eliot Aronson), USMEQ - USM Emotional Quotient Inventory. The research results confirmed the existence of a statistically significant association between the need for cognitive structure and burn-out. We recorded significant relationship between the need for cognitive structure and emotional intelligence, we only confirmed the positive tendency. Between emotional intelligence and burn-outs, there is not a significantly correlation.
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