REHABILITATION EDUCATORS’ BURNOUT SYNDROME AND SELF-ESTIMATION OF THEIR PROFESSIONAL COMPETENCE
Abstract
The professional burnout syndrome, which is a real threat in the job of rehabilitation educators, lowers the quality of their psychophysical functioning and, as a result, significantly impacts the quality of their work, reducing the effectiveness of the rehabilitation process. The purpose of the research presented in the article was to determine the structure and the intensity of the special educators’ burnout syndrome, and to establish the relationship between burnout and self-estimation of professional competence of teachers. The studies covered a group of 51 educators working with juvenile delinquents in three correctional institutions (borstals) in Poland. The main research tool was the Maslach Burnout Inventory (MBI). A survey showed a slightly elevated level of burnout in the test group and a relationship between the respective components of the professional burnout syndrome and self-estimation of professional competencies of rehabilitation educators: a statistically significant negative correlation between depersonalisation and subjectively assessed level of practical and moral competencies of the examined charges, and a positive correlation between a sense of personal accomplishment and the level of technical as well as practical and moral competence. The results obtained suggest that the development of professional competence should constitute the basis of mental hygiene and burnout prevention in the profession of rehabilitation educator.
References
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147.
Burisch, M. (1994). Das Burnout Syndrom – Theorie der inneren Erschopfung (The Burnout Syndrome - theory of inner exhaustion). Berlin, Heidelberg: Springer.
Ciosek, M. (2001). Psychologia sądowa i penitencjarna (The psychology of judicial and prison). Warszawa: PWN.
Dudzikowa, M. (1994). Kompetencje autokreacyjne – czy i jak są możliwe do nabycia w toku studiów pedagogicznych (The self-creative competence – whether and how it is possible to acquire in the course of education). In H. Kwiatkowska (Ed.), Ewolucja tożsamości pedagogiki (The evolution of identity of education) (pp. 199-212). Warszawa: IHNOiT.
Fengler, J. (2001). Pomaganie męczy. Wypalenie w pracy zawodowej (The helping tires. Burnout at work). Gdańsk: GWP.
Friedman, I.A. (2003). Self-efficacy and burnout in teaching: the importance of interpersonal-relations efficacy. Social Psychology of Education, 6, 159-165.
Friedman, I.A., Kass E. (2002). Teacher self-efficacy: a classroom organization conceptualization. Teaching and Teacher Education,18, 675-686.
Goffman, E. (2011). Instytucje totalne (Total institutions). Gdańsk: GWP.
Gołębniak, D. (1998). Zmiany edukacji nauczycieli. Wiedza – biegłość – refleksyjność (Changes in the education of teachers. Knowledge – expertise – reflection). Poznań-Toruń: Edytor.
Karłyk-Ćwik, A. (2009). Kompetencje zawodowe pedagogów w pracy z nieletnimi agresorami (Educators’ professional competence in work with juvenile aggressors). Toruń: Akapit.
Kwaśnica, R. (1994). Wprowadzenie do myślenia o wspomaganiu nauczycieli w rozwoju (Introduction to thinking about supporting teachers in the development). Wrocław: WOM, Wrocławska Oficyna Nauczycielska.
Kwiatkowski, P. (1993). Stres zawodowy pedagoga resocjalizacyjnego. Niektóre aspekty profilaktyki na etapie przygotowania do pracy (Rehabilitation educator’s professional stress. Some aspects of prevention at the stage of preparation to work). Szkoła Specjalna (Special School), 4(173), 147-157.
Machel, H. (2008). Rola i zadania kadry resocjalizacyjnej (The role and tasks of the rehabilitation staff). In B. Urban, J., M. Stanik (Eds.), Resocjalizacja. Teoria i praktyka pedagogiczna (Rehabilitation: Theory and educational practice) (Vol. 2, pp. 217-247). Warszawa: PWN, WSPR Pedagogium.
Maslach, Ch. (1982). Burnout: The cost of caring. Englewood Cliffs, NJ: Prentice-Hall.
Maslach Ch. (1996). Wypalenie się: utrata troski o człowieka (Burnout: loss of concern for man). In P.G. Zimbardo, F.L. Ruch (Eds.), Psychologia i życie (Psychology and life) (pp. 623-628), Warszawa: PWN
Maslach, Ch. (1998). A multidimensional theory of burnout. In C.L. Cooper (Ed.), Theories of organizational stress (pp. 68-85). New York, NY: Oxford University Press.
Maslach, Ch. (2007). Wypalenie – w perspektywie wielowymiarowej (Burnout – in a multidimensional perspective). W: H. Sęk (Ed.), Wypalenie zawodowe. Przyczyny i zapobieganie (Burnout. Causes and prevention) (pp. 13-31). Warszawa: PWN.
Maslach, Ch., Leiter, M.P. (2011). Prawda o wypaleniu zawodowym. Co robić ze stresem w organizacji (The truth about the burnout. What to do with stress in the organization). Warszawa: PWN.
Mikrut, A. (2003). Syndrom wypalania się zawodowego a błędy wychowawcze pedagogów specjalnych (Burnout syndrome and special educators’ educational errors). Szkoła Specjalna (Special School), 2, 73-82.
Nawój, J. (2006). Wypalenie zawodowe funkcjonariuszy więziennych a perspektywa realizacji celów wychowawczych wykonywania kary pozbawienia wolności (Prison officers’ burnout and the perspective of implementation of penalty goals). In H. Machel (Ed.), Wykonywanie kary pozbawienia wolności w Polsce – w poszukiwaniu skuteczności (The execution of a sentence of imprisonment in Poland – in search of effectiveness) (pp. 341-349). Gdańsk: Uniwersytet Gdański.
Pindel, E. (2008). Wypalenie zawodowe personelu penitencjarnego (Burnout of prison staff). In F. Kozaczuk (Ed.), Efektywność oddziaływań resocjalizacyjnych (The effectiveness of the rehabilitation work) (pp. 431-438). Rzeszów: Uniwersytet Rzeszowski.
Piotrowski, A. (2010). Stres i wypalenie zawodowe funkcjonariuszy Służby Więziennej (Stress and burnout the officers of the prison service). Warszawa: Difin S.A.
Pyżalski, J. (2002). Wypalenie zawodowe a zdrowie i zachowania zdrowotne pedagogów placówek resocjalizacyjnych (Burnout and health and health behaviors of teachers of correctional institutions). Medycyna Pracy (Occupational Medicine), 53(6), 495-499.
Sekułowicz, M. (2002). Wypalenie zawodowe nauczycieli pracujących z osobami z niepełnosprawnością intelektualną. Przyczyny – symptomy – zapobieganie – przezwyciężanie (Burnout of teachers working with people with intellectual disabilities. Causes-symptoms-prevention-overcoming). Wrocław: Uniwersytet Wrocławski.
Sekułowicz, M. (2005). Nauczyciele szkolnictwa specjalnego wobec zagrożenia wypaleniem zawodowym. Analiza przypadków (The risk of burnout in special education teachers. Analysis of cases). Wrocław: Dolnośląska Szkoła Wyższa.
Sęk, H. (1994). Wypalenie zawodowe u nauczycieli. Społeczne i przedmiotowe uwarunkowania (Burnout in teachers. The social and objective conditions). In W.J. Brzeziński, J. Witkowski (Ed.), Edukacja wobec zmiany społecznej (Education against social change) (pp. 325-343). Poznań: Zakład Wydawniczy K. Domke.
Sęk, H. (2007). Uwarunkowania i mechanizmy wypalenia zawodowego w modelu społecznej psychologii poznawczej (Conditions and mechanisms of burnout in the model of social-cognitive psychology). In H. Sęk (Ed.), Wypalenie zawodowe. Przyczyny i zapobieganie (Burnout. Causes and prevention) (pp. 83-112). Warszawa: PWN.
Tucholska, S. (2001). Christiny Maslach koncepcja wypalenia zawodowego: etapy rozwoju (Christina Maslach Burnout concept: stages of development). Przegląd Psychologiczny (Psychological Review), 44(3), 301-317.
Schon, D.A. (1983). The Reflective Practitioner. How Professionals Think in Action. London: Basic Books.
Szmagalski, J. (2004). Stres i wypalenie zawodowe pracowników socjalnych (Stress and burnout in social workers). Warszawa: Instytut Rozwoju Służb Społecznych.
Copyright information
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (Creative Commons Attribution License 3.0 - CC BY 3.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
info@iseic.cz, www.iseic.cz, ojs.journals.cz