Teacher’s social representations of burnout: burnout between experience and analytical category
Vol.29,No.1(2019)
Burnout syndrome as a high risk factor for teachers is well established term in scientific and also in public discourse. But what does the term burnout syndrome actually mean? What is the relation between science and teachers themselves? To better understand it, it is necessary to deal with science on the one hand and the actors on the other.
This study therefore wants to answer the question of the differences between social representation of burnout (teacher‘s perspective) and burnout as an analytic category (perspective of the science). The general topic of the social representations is mentioned in the introduction, followed by the description of methods and results part. The comparison of the perspectives is in the discussion.
Our data contains questioner of burnout (N = 2394), interviews with teachers about burnout (N = 46) and the items of the most used measures of burnout.
The results indicate that the social representation of teachers with burnout experience overlaps scientific concept of burnout. However, the social representation of teachers without this experience does not. These teachers accentuate mainly the extrinsic level of burnout (from a certain point of view, they are more focused on the consequences) because the intrinsic level (the causes – exhaustion) remains hidden. The article is also dealing with the consequences in school reality.
vyhoření; sociální reprezentace; vyučující; základní škola
Bačová, V. (2000). Sociálny konštrukcionizmus v psychológii. Československá psychologie, 44(3), 237–246.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa">https://doi.org/10.1191/1478088706qp063oa
Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied psychology, 86(3), 499–512. https://doi.org/10.1037/0021-9010.86.3.499">https://doi.org/10.1037/0021-9010.86.3.499
Johnson, S., Cooper, C., Cartwright, S., Donald, I., Taylor, P., & Millet, C. (2005). The experience of work-related stress across occupations. Journal of managerial psychology, 20(2), 178–187. https://doi.org/10.1108/02683940510579803">https://doi.org/10.1108/02683940510579803
Kant, I. (2001). Kritika čistého rozumu. Praha: Oikoymenh.
Kebza, V., & Šolcová, I. (2003). Syndrom vyhoření. Praha: Státní zdravotní ústav.
Kouřilová, S. (2009). Strukturální přístup k sociálním reprezentacím. E-psychologie, 3(2), 49–58.
Kristensen, T. S., Borritz, M., Villadsen, E., & Christensen, K. B. (2005). The Copenhagen burnout inventory: A new tool for the assessment of burnout. Work & Stress, 19(3), 192–207. https://doi.org/10.1080/02678370500297720">https://doi.org/10.1080/02678370500297720
Marek, T., Schaufeli, W. B., & Maslach, C. (2017). Professional burnout: Recent developments in theory and research. London: Routledge.
Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behavior, 2, 99–113. https://doi.org/10.1002/job.4030020205">https://doi.org/10.1002/job.4030020205
Maslach, C., Jackson, S. E., Leiter, M. P., Schaufeli, W. B., & Schwab, R. L. (1986). Maslach burnout
inventory. Palo Alto: Consulting Psychologists Press.
Moscovici, S. (1981). On social representations. Social cognition: Perspectives on everyday understanding, 8(12), 181–209.
Moscovici, S. (2000). The phenomen of social representations. In S. Moscovici & G. Duveen, Social representations: Explorations in social psychology (s. 18–77). Cambridge: Polity Press.
Novák, P. (2009). Teorie sociálních reprezentací. E-psychologie, 3(1), 22–29.
Plichtová, J. (1998). Sociálne reprezentácie: teória, výskum, výzva. Československá psychologie, 42(6), 503–520.
Ptáček, R., Raboch, J., Kebza, V., Šolcová, I., Vňuková, M., Hlinka, J. … Strakatý, Š. (2017). Česká verze Shiromovy a Melamedovy škály vyhoření. Československá psychologie, 61(6), 536–545.
Shirom, A., & Melamed, S. (2006). A comparison of the construct validity of two burnout measures in two groups of professionals. International Journal of Stress Management, 13(2), 176–200. https://doi.org/10.1037/1072-5245.13.2.176">https://doi.org/10.1037/1072-5245.13.2.176
Smetáčková, I., Viktorová, I., Štech, S., & Ptáček, R. (v tisku). Vztah syndromu vyhoření, copingových strategií a self-efficacy mezi vyučujícími na českých základních školách. Československá psychologie.
Šimeček, M. (2008). Sociální reprezentace sexuálních deviací. (Dizertační práce). Brno:
Masarykova univerzita.
Urbanovska, E. (2011). Occupational teacher‘s stressors and burn-out syndrome. School and Health, 21, 303–317.
Vybíral, Z. (2001). Tři desetiletí kritické psychologie ve světě. Československá psychologie, 45(1), 69–81.
Židková, Z., & Martinková, J. (2003). Psychická zátěž učitelů základních škol. České pracovní lékařství, 4, 122–126.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright © 2019 Anna Páchová, Veronika Francová