Burnout in teachers: its relationship with personality, coping strategies and life satisfaction
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/24 |
Resumo: | Introduction/Objectives: Burnout Syndrome is characterized by feelings of physical and emotional exhaustion, depersonalization, and low personal fulfillment and teaching has been considered one of the contexts of work where the professionals seem to be more exposed to suffer from Burnout. The aim of this study was to relate Burnout, personality, affectivity, Coping strategies and life satisfaction. Material and Methods: It was used a sample of 404 teachers aged between 23 and 64 years (M = 41.20; SD = 9.79), ranging from the first cycle to university education. The following instruments were used: Coping Responses Inventory (CRI), Big Five Inventory (BFI), Positive and Negative Affective Schedule (PANAS), Maslach Burnout Inventory (MBI) and Satisfaction with Life Scale (SWLS). Results: The results showed that teachers with higher levels of neuroticism presented more Burnout, on the other hand teachers with a higher level of extraversion and agreeableness showed more personal accomplishment. Teachers who were high on negative affectivity where also high on Burnout, those who presented Coping strategies focused on the problem had higher results on personal accomplishment, conscientiousness, extraversion and openness to experience. Teachers who presented strategies more focused on emotions also revealed higher levels of neuroticism and Burnout. Results also showed that greater the satisfaction with life is correlated with higher personal accomplishment and extraversion and lower Burnout. Those who teach in higher levels of education revealed higher satisfaction with life and those who teach in lower levels showed higher emotional exhaustion. Conclusions: We cannot understand Burnout ignoring personality processes and selection of coping strategies that accompany it. |
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Burnout in teachers: its relationship with personality, coping strategies and life satisfactionBurnout em Professores: A sua Relação com a Personalidade, Estratégias de Coping e Satisfação com a VidaIntroduction/Objectives: Burnout Syndrome is characterized by feelings of physical and emotional exhaustion, depersonalization, and low personal fulfillment and teaching has been considered one of the contexts of work where the professionals seem to be more exposed to suffer from Burnout. The aim of this study was to relate Burnout, personality, affectivity, Coping strategies and life satisfaction. Material and Methods: It was used a sample of 404 teachers aged between 23 and 64 years (M = 41.20; SD = 9.79), ranging from the first cycle to university education. The following instruments were used: Coping Responses Inventory (CRI), Big Five Inventory (BFI), Positive and Negative Affective Schedule (PANAS), Maslach Burnout Inventory (MBI) and Satisfaction with Life Scale (SWLS). Results: The results showed that teachers with higher levels of neuroticism presented more Burnout, on the other hand teachers with a higher level of extraversion and agreeableness showed more personal accomplishment. Teachers who were high on negative affectivity where also high on Burnout, those who presented Coping strategies focused on the problem had higher results on personal accomplishment, conscientiousness, extraversion and openness to experience. Teachers who presented strategies more focused on emotions also revealed higher levels of neuroticism and Burnout. Results also showed that greater the satisfaction with life is correlated with higher personal accomplishment and extraversion and lower Burnout. Those who teach in higher levels of education revealed higher satisfaction with life and those who teach in lower levels showed higher emotional exhaustion. Conclusions: We cannot understand Burnout ignoring personality processes and selection of coping strategies that accompany it.Introdução/Objectivos: A síndrome de Burnout caracteriza-se por sentimentos de exaustão física e emocional, despersonalização e baixa realização pessoal e o ensino tem sido considerado um dos contextos de trabalho onde os profissionais parecem estar mais expostos a Burnout. Foi objectivo do presente estudo relacionar Burnout, personalidade, afectividade, estratégias de Coping e satisfação com a vida. Material e Métodos: Foi recolhida uma amostra de 404 professores, do primeiro ciclo ao ensino universitário, com idades compreendidas entre 23 e 64 anos (M = 41,20; DP = 9,79). Foram utilizados como instrumentos: Coping Responses Inventory (CRI), Big Five Inventory (BFI), Positive and Negative Affective Schedule (PANAS), Maslach Burnout Inventory (MBI) e Satisfaction with Life Scale (SWLS). Resultados: Os resultados mostraram que os professores com um nível superior de neuroticismo apresentaram mais Burnout, enquanto os docentes com um nível superior de extroversão e amabilidade apresentaram maior realização pessoal. Os docentes com afectividade negativa apresentaram mais Burnout. Os professores que apresentaram estratégias de Coping mais focadas no problema apresentaram igualmente maior realização pessoal, conscienciosidade, extroversão e abertura à experiência. Por outro lado, os docentes que evidenciaram estratégias mais centradas nas emoções apresentaram mais Burnout e neuroticismo. Também ficou demonstrado que quanto maior a satisfação com a vida, maior a realização pessoal e a extroversão e menor o Burnout. Os professores a leccionar em níveis de ensino superiores apresentaram maior satisfação com a vida e menor exaustão emocional. Conclusões: Não se pode compreender o Burnout ignorando os processos da personalidade e da selecção de estratégias de coping que o acompanham.Ordem dos Médicos2012-07-23info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/x-pdfhttps://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/24oai:ojs.www.actamedicaportuguesa.com:article/24Acta Médica Portuguesa; Vol. 25 No. 3 (2012): May-June; 145-155Acta Médica Portuguesa; Vol. 25 N.º 3 (2012): Maio-Junho; 145-1551646-07580870-399Xreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/24https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/24/39David, Isabel CarmoQuintão, Sóniainfo:eu-repo/semantics/openAccess2022-12-20T10:55:42Zoai:ojs.www.actamedicaportuguesa.com:article/24Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:16:20.875796Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Burnout in teachers: its relationship with personality, coping strategies and life satisfaction Burnout em Professores: A sua Relação com a Personalidade, Estratégias de Coping e Satisfação com a Vida |
title |
Burnout in teachers: its relationship with personality, coping strategies and life satisfaction |
spellingShingle |
Burnout in teachers: its relationship with personality, coping strategies and life satisfaction David, Isabel Carmo |
title_short |
Burnout in teachers: its relationship with personality, coping strategies and life satisfaction |
title_full |
Burnout in teachers: its relationship with personality, coping strategies and life satisfaction |
title_fullStr |
Burnout in teachers: its relationship with personality, coping strategies and life satisfaction |
title_full_unstemmed |
Burnout in teachers: its relationship with personality, coping strategies and life satisfaction |
title_sort |
Burnout in teachers: its relationship with personality, coping strategies and life satisfaction |
author |
David, Isabel Carmo |
author_facet |
David, Isabel Carmo Quintão, Sónia |
author_role |
author |
author2 |
Quintão, Sónia |
author2_role |
author |
dc.contributor.author.fl_str_mv |
David, Isabel Carmo Quintão, Sónia |
description |
Introduction/Objectives: Burnout Syndrome is characterized by feelings of physical and emotional exhaustion, depersonalization, and low personal fulfillment and teaching has been considered one of the contexts of work where the professionals seem to be more exposed to suffer from Burnout. The aim of this study was to relate Burnout, personality, affectivity, Coping strategies and life satisfaction. Material and Methods: It was used a sample of 404 teachers aged between 23 and 64 years (M = 41.20; SD = 9.79), ranging from the first cycle to university education. The following instruments were used: Coping Responses Inventory (CRI), Big Five Inventory (BFI), Positive and Negative Affective Schedule (PANAS), Maslach Burnout Inventory (MBI) and Satisfaction with Life Scale (SWLS). Results: The results showed that teachers with higher levels of neuroticism presented more Burnout, on the other hand teachers with a higher level of extraversion and agreeableness showed more personal accomplishment. Teachers who were high on negative affectivity where also high on Burnout, those who presented Coping strategies focused on the problem had higher results on personal accomplishment, conscientiousness, extraversion and openness to experience. Teachers who presented strategies more focused on emotions also revealed higher levels of neuroticism and Burnout. Results also showed that greater the satisfaction with life is correlated with higher personal accomplishment and extraversion and lower Burnout. Those who teach in higher levels of education revealed higher satisfaction with life and those who teach in lower levels showed higher emotional exhaustion. Conclusions: We cannot understand Burnout ignoring personality processes and selection of coping strategies that accompany it. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-07-23 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/article |
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article |
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publishedVersion |
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https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/24 oai:ojs.www.actamedicaportuguesa.com:article/24 |
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https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/24 |
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oai:ojs.www.actamedicaportuguesa.com:article/24 |
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por |
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https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/24 https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/24/39 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/x-pdf |
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Ordem dos Médicos |
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Ordem dos Médicos |
dc.source.none.fl_str_mv |
Acta Médica Portuguesa; Vol. 25 No. 3 (2012): May-June; 145-155 Acta Médica Portuguesa; Vol. 25 N.º 3 (2012): Maio-Junho; 145-155 1646-0758 0870-399X reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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