Abstract
The professional burnout syndrome is observed among professionals whose work is related to interpersonal communication. To be able to perform the teacher’s duties successfully, it is important to promote self-disclosure and self-monitoring in the organisation of the education process. Thus, the correlation of teachers’ professional burnout syndrome with self-disclosure and self-monitoring needs to be studied. To reduce the manifestation of burnout, an individual teacher behaviour strategy against burnout needs to be designed. The following inventories were used: “Maslach Burnout Inventory”, S.M.Jourard’s Self-disclosure Scale, and M. Snyder’s Self-Monitoring Scale. The participants of the study were 135 upper secondary school teachers aged 25 to 50 years. The correlation of the length of work experience, the level of higher education, and gender with the teachers’ burnout level was analysed. It was found that professional burnout decreases with the increase of the length of work experience and age. The self-monitoring level in teachers with up to five years of work experience is higher because at the beginning people have an increased feeling of importance, a tendency to idealise reality and not to change anything in their lives. Manifestation of self-disclosure shows a trend directed at professional career growth. Teachers with a higher education degree show slightly lower burnout values than the respondents with first level higher professional education. The mean value of professional burnout is higher for women than for men.
Details
Presentation Type
Theme
Educational Organization and Leadership
KEYWORDS
Burnout, Self-Disclosure, Self-Monitoring, Teachers
