Most of the research considers the relationship between organism and environment and the socio-psychological aspects to be the main factors in the onset of stress-related phenomena. The personal evaluation carried out by the subject about the stressful stimuli is thought to be equally important (Lazarus, 2006). On the other hand, the Burnout syndrome is defined as a psychological state which is perceived as emotive breakdown and sense of depersonalization. It features a decreased effectiveness at work and a lower evaluation of own performances (Maslach, 1993). In the school context, the most significant and widespread stressors are the issues in managing the behavior of students. However, in the literature a few works focus on the study of stress and burnout as a specific function of the teacher-pupil relationship. Purpose of the present research is to highlight the existence of significant correlations between burnout, self-efficacy, academic performance by the students and the quality of pupil-teacher relationship. 37 primary-school teachers in north-west Italy were involved (age range: 27-57yrs; M=44.76yrs; SD=8.38yrs). In order to assess socio-personal data, an ad-hoc designed questionnaire was proposed, while the Maslach Burnout Inventory (M.B.I.) was employed to investigate the occurrence of burnout among teachers. The perception of personal self-efficacy in teachers was evaluated throughout the Classroom and School Context Teacher Self-Efficacy Scale (CSC-TSES). In order to investigate the perception of the teachers concerning the relationship with their pupils, the Italian adaptation of STRS was employed. After preliminary analysis, a mutual influence between teachers' self-efficacy levels and degree of burnout can be observed; it's also intriguing to note how the Conflict dimension is the only one to be significantly correlated with levels of burnout and self-efficacy concerning the ability to manage the class.
Measuring the influence of stress and burnout in teacher-child relationship
C. Longobardi;R. Quaglia;F. G. Gastaldi;L. E. Prino;T. Pasta
2013-01-01
Abstract
Most of the research considers the relationship between organism and environment and the socio-psychological aspects to be the main factors in the onset of stress-related phenomena. The personal evaluation carried out by the subject about the stressful stimuli is thought to be equally important (Lazarus, 2006). On the other hand, the Burnout syndrome is defined as a psychological state which is perceived as emotive breakdown and sense of depersonalization. It features a decreased effectiveness at work and a lower evaluation of own performances (Maslach, 1993). In the school context, the most significant and widespread stressors are the issues in managing the behavior of students. However, in the literature a few works focus on the study of stress and burnout as a specific function of the teacher-pupil relationship. Purpose of the present research is to highlight the existence of significant correlations between burnout, self-efficacy, academic performance by the students and the quality of pupil-teacher relationship. 37 primary-school teachers in north-west Italy were involved (age range: 27-57yrs; M=44.76yrs; SD=8.38yrs). In order to assess socio-personal data, an ad-hoc designed questionnaire was proposed, while the Maslach Burnout Inventory (M.B.I.) was employed to investigate the occurrence of burnout among teachers. The perception of personal self-efficacy in teachers was evaluated throughout the Classroom and School Context Teacher Self-Efficacy Scale (CSC-TSES). In order to investigate the perception of the teachers concerning the relationship with their pupils, the Italian adaptation of STRS was employed. After preliminary analysis, a mutual influence between teachers' self-efficacy levels and degree of burnout can be observed; it's also intriguing to note how the Conflict dimension is the only one to be significantly correlated with levels of burnout and self-efficacy concerning the ability to manage the class.
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