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Journal
2009 | 10 | 2 | 170-175
Article title

Perception of Self-Efficacy and Professional Burnout in General Education Teachers

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Content
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Languages of publication
EN
Abstracts
EN
Purpose. The objective of the study was to determine to what degree general perception of self-efficacy protects general education teachers in Poland (educational stages II-IV) against professional burnout, and whether teachers of various subjects display any differences in this respect. Basic procedures. The study was carried out between April and June 2005 on a sample of 404 teachers (women n = 310, men n = 94). The diagnosis of the burnout syndrome was based on the Maslach Burnout Inventory (MBI). The perception of coping competences in teachers facing professional stress was measured with the General Self-Efficacy Scale (GSES) (Polish version) by R. Schwarzer, M. Jerusalem and Z. Juczyński. Main findings. Teachers are characterized by a high level of self-efficacy perception. Conclusions. As a factor preventing development of the three-dimensional burnout syndrome, perception of self-efficacy protects teachers against a loss of professional satisfaction, increasing emotional exhaustion and a tendency to depersonalize their pupils. Teachers of various subjects perceive the preventive role of self-efficacy differently.
Publisher

Journal
Year
Volume
10
Issue
2
Pages
170-175
Physical description
Dates
published
1 - 12 - 2009
online
14 - 12 - 2009
Contributors
author
  • Chair of Theory and Methodology of Physical Education, University School of Physical Education, Cracow, Poland
References
  • Sęk H., Pasikowski T., Principal factors determining the level and structure of burnout - a comprehensive analysis of inter-variable associations. In: Sęk H. (ed.), Professional burnout - psychological mechanisms and determinants [in Polish]. Zakład Wydawniczy K. Domke, Poznań 1996, 50-53.
  • Oleś P.K., Introduction to personality psychology [in Polish]. Scholar, Warszawa 2003.
  • Gaś Z.B., Perception of professional efficacy in teachers of various job seniority [in Polish]. Przegląd Psychologiczny, 2002, 1, 57-74.
  • Noworol C., Managing burnout or burning out management. Professional Burnout Syndrome. In: Borkowski T., Marcinkowski A., Oherow-Urbaniec A. (ed.), Around management. A multidisciplinary insight [in Polish]. Księgarnia Akademicka, Kraków 2000, 47-62.
  • Sęk H., Determinants and mechanisms of professional burnout in the model of social cognitive psychology. In: Sęk H. (ed.), Professional burnout - causes, mechanisms, prevention [in Polish]. PWN, Warszawa 2000, 83-112.
  • Tucholska S., Professional burnout in teachers [in Polish]. KUL, Lublin 2003.
  • Brudnik M. (2003), Professional burnout in physical education teachers. In: Muszkieta R. (ed.), The teacher and the pupil as a challenge for the future [in Polish]. WIGO, Poznań 2003, 29-40.
  • Brudnik M., Burnout in physical training teachers: a macropath of professional burnout. Gymnica, Acta Universitatis Palackianae Olomucensis, 2004, 34 (2), 7-17.
  • Pec K., Studies on professional burnout in physical education teachers [in Polish]. Wychowanie Fizyczne i Zdrowotne, 2005, 6-7, 28-33.
  • Juczyński Z., Tools and measurements in health promotion and psychology [in Polish]. Pracownia Testów Psychologicznych Polskiego Towarzystwa Psychologicznego, Warszawa 2001.
  • Ferguson G.A., Takane Y., Statistical analysis in psychology and education [in Polish]. PWN, Warszawa 1999.
  • Bandura A., Self-regulation of motivation through anticipatory and self-reactive mechanisms. In: Dienstbler R.A. (ed.), Perspectives on motivation: Nebraska Symposium on Motivation. University of Nebrasca Press, Lincoln 1991, 38, 69-164.
  • Bandura A., Social cognitive theory: An agentic perspective. Annual Review of Psychology, 2001, 52, 1-26. DOI: 10.1146/annurev.psych.52.1.1.[Crossref]
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.-psjd-doi-10_2478_v10038-009-0013-3
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