| Abstract |
The term burnout refers to a syndrome that has emerged relatively recently as terminology and in recent years has occupied more and more researchers and not only, since the consequences can be huge for many professionals. The educational environment could not be an exception to this phenomenon. We must not forget, moreover, that the humanitarian professions, such as this one, collect a lot of data from stress and anxiety.
This profession in modern times is multifaceted as they undertake not only teaching, but also various issues that are directly related to the curriculum, children, families, etc. The consequence of all this is stress, burnout or even the loss of teaching staff, with significant implications even for the quality of education.
As we will see in this paper, several studies that have dealt with this field have identified an acceleration of the working speed among teachers and a noticeable upward trend of all work assignments in recent years. This is something that brings reduced time for rest and recovery.
This study consists of two parts: the theoretical instructios part A and the presentation of the research part B.
Aim: The purpose of the following study is the investigation and recording of professional sources of stress of teachers, as well as the evaluation of burnout.
Method: A cross-sectional study was conducted during the period from March 30 to April 30, 2021. The sample of the study consisted of 163 teachers working in schools of Primary and Secondary education in the prefecture of Heraklion. Random sampling was performed to select the sample. A questionnaire was used for data collection, which consists of 4 parts: (a) demographic-professional characteristics form, (b) Teacher Professional Stress questionnaire, (c) Maslach Burnout Inventory questionnaire, (d) open-ended questions. Our research protocol was approved by the Research Ethics and Conduct Committee (E.H.D.E.) with protocol number 24/12.03.2021.
Parametric and non-parametric tests were conducted for the statistical processing of data. The level of statistical significance was a=5% and data analysis was conducted using the statistical package SSPS 26.0.
Results:: 24.5% of the teachers were men. The mean age of the participants was 40.82 (± 7.91) years. 41.1% of the participants worked in high school, 36.2% in lycheeand 22.7% in primary school.
The most common sources of professional stress for teachers were the teaching profession (mean=3.11), student behavior (3.16) and interpersonal relationships. In terms of burnout, the average score of the subscale "Emotional Exhaustion" was 21.51, the subscale "Depersonalization" 7.61, and the subscale "Personal Achievement" 31.14. Predictors of Emotional Exhaustion were workload (b = 4.18, p = 0.001), interpersonal relationships (b = 3.28, p = 0.001) and teacher specialization (p <0.05).
Predictors of personal achievement were the level of education (MSc / PhD versus TEI, b = 4.01, p = 0.05) and the existence of health problems (b = -3.29, p = 0.02).
Finally, prognostic factors of depersonalization were the profession of the teacher (b = -3.76, p <0.001), the organizational framework (b = 3.99, p <0.001), the interpersonal relationships (b = 2.46, p <0,001), teacher specialty (p <0.05), marital status (divorced / widowed vs. married, b = 4.12, p = 0.003), total work experience (6 - 10 years of work experiencevs. ≤5 years , b = 2.98, p = 0.016), level of education (MSc / PhD versus TEI, b = -4.11, p = 0.023) and working hours (a few hours versus full time, b = -4.63, p = 0.002).
Conclusions: Teachers working in schools in the prefecture of Heraklion have moderate levels of occupational stress and experience burnout.
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