Burnout syndrome in teachers of special schools in the South
Moravia Region in the Czech Republic
Marova, Ivana, MA.; Pancocha, Karel, assoc.prof., Prinosilova, Dagmar, Ph.D.; Faculty of Education, Masaryk University Brno, Czech Republic
Introduction
Burnout syndrome is formally defined as a state of physical, emotional and mental exhaustion caused by long-term involvement in situations that are emotionally
demanding. (Pines, A., Aronson, E. 1988). Teaching profession is one of those in which may Burnout syndrome occurs. The array of symptoms such as physical
depletion, feelings of hopelessness, the development of a negative self-concept and negative attitudes towards work can affect the work performance as well as teacherpupil
relationship (Gold, Y., Roth, R.A., 1993).
Research goal and research questions
The aim of the research was an analysis of the level of Burnout syndrome
manifestation in special school teachers in the South Moravia Region in the
Czech Republic.
• What it the level of emotional exhaustion?
• What is the level of depersonalization?
• What is the level of personal accomplishment?
• Does gender, education, length of teaching practice, working position and
subjectively perceived mental state effect the level of Burnout?
Research design
For the detection of the Burnout syndrome Maslach Burnout Inventory (MBI) has
been used. It is focused on three different areas relating to work - emotional exhaustion
(EE), depersonalization (DE) and personal accomplishment (PA). All areas were
assessed in connection with gender, educational attainment, length of teaching practice,
working position and the school districts.
For a data analysis was used statistic software (SPSS 22.0 software). Within the analysis
following methods have been used: ANOVA, Tukey Post Hoc test, Nonparametric
tests.
0
5
10
15
20
25
30
35
40
EE DP PA
23,8
6,3
36,6
13,7
3,1
36,9
Average score in EE, DP, PA in teaching staff
from rural and urban district
Rural schools (42 participants) Urban schools (60 participants)
0
5
10
15
20
25
30
35
40
EE DP PA
15,9
3,8
36,7
20,3
5,2
36,8
Average score in EE, DP, PA in teaching staff up
to 15 and over 15 years of teaching practice
Teaching practice (up to 15 years - 57 part.)
Teaching practice (over 15 years - 45 part.)
0
5
10
15
20
25
30
35
40
EE DP PA
18
4,5
36,7
Average score in EE, DP, PA in teaching staff of
special schools in the South Moravia Region
Teaching staff of special schools in South Moravia Region (102
participants)
0
5
10
15
20
25
30
35
40
EE DP PA
19,9
4,9
36,5
15,2
3,7
37
Average score in EE, DP, PA in teaching staff
with master degree and other education
Master degree (58 participants) Other levels of education (44 participants)
0
5
10
15
20
25
30
35
40
EE DP PA
19,7
4,9
36,9
14,5
3,6
36,4
Average score in EE, DP, PA in special teachers
and other pedagogical staff
Special teachers (65 participants)
Assistant teacher, other teaching staff (37 participants)
0
5
10
15
20
25
30
35
40
EE DP PA
17,5
4,2
36,8
20,7
6,4
36,5
Average score in EE, DP, PA by gender
Female (88) Male (14)
Low level
(0-16 p.);
48 participants
Moderate
level
(17-23 p.);
30 participants
Burnout!
(over 24 p.);
24 participants
Level of emocional exhaustion
(102 participants)
Low level
(0-6 p.);
70 participants
Moderate
level (7-12 p.);
29 participants
Burnout!
(over 13 p.);
3 participants
Level of depersonalization
(102 participants) High level
(over 39 p.);
47
participants
Moderate
level
(32-38 p.);
30 participants
Burnout!
(up to 31 p.);
25 participants
Level of personal accomplishment
(102 participants)
Results
Burnout in the area of emotional exhaustion reached 25 % of participants; in the area of depersonalization was detected in 3 % of participants; in the area of personal accomplishment
reached 26 % of participants.
The average point of all respondents in emotional exhaustion was 17.96 points, which refers to moderate level of emotional exhaustion. Statistically significant differences and higher
level of emotional exhaustion were connected with: an educational attainment (master degree), length of teaching practice (over 15 years), working position (special teacher) and in
teaching staff from rural schools.
The average point of all respondents in depersonalization was 4.5 points – in a low level of depersonalization. There were found out statistically significant differences and higher score
in depersonalization in connection with attained education (master degree), the length of teaching practice (over 15 years), in male gender, working position (special teachers) and in
rural schools.
The average point of all respondents in personal accomplishment was 36.79 points – in a moderate level of personal accomplishment. Higher score in personal accomplishment were
detected in connection with working position (special teachers), female gender, length of teaching practice (over 15 years), an educational attainment (other then master degree) and in
urban schools.
Marova, Ivana, MA., Department of Special Education, Faculty of Education, Masaryk University, Brno, Czech Republic Email: 251636@mail.muni.cz