Związek między samooceną a poziomem wypalenia zawodowego nauczycieli – analiza z uwzględnieniem czynników środowiskowych
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Wypalenie zawodowe nauczycieli stanowi istotny problem współczesnej edukacji, wpływający na funkcjonowanie zawodowe pedagogów oraz jakość procesu dydaktyczno-wychowawczego. Celem niniejszej pracy było zbadanie związku między poziomem samooceny a nasileniem wypalenia zawodowego nauczycieli, z uwzględnieniem wybranych czynników środowiskowych i obciążających. Badania przeprowadzono w grupie 105 nauczycieli zatrudnionych w różnych typach szkół na terenie Częstochowy i powiatu częstochowskiego. Zastosowano Skalę Samooceny SES M. Rosenberga oraz Kwestionariusz Wypalenia Zawodowego LBQ w polskiej adaptacji. Dane zbierano metodą ankiety internetowej, a do ich analizy wykorzystano metody statystyki opisowej oraz analizy korelacyjne i porównawcze. Uzyskane wyniki wykazały istotne statystycznie ujemne zależności pomiędzy poziomem samooceny a wypaleniem zawodowym, zarówno w ujęciu ogólnym, jak i w jego poszczególnych wymiarach. Najsilniejszy związek dotyczył poczucia braku skuteczności zawodowej. Przeciążenie obowiązkami zostało wskazane jako najczęstsza przyczyna wypalenia. Nie stwierdzono natomiast istotnych zależności między wypaleniem a stażem pracy, miejscem zatrudnienia ani udziałem w szkoleniach z zakresu radzenia sobie ze stresem. Wyniki podkreślają znaczenie samooceny jako czynnika ochronnego oraz potrzebę wdrażania systemowych działań profilaktycznych w środowisku szkolnym.
Teacher burnout is a significant issue in contemporary education, affecting both teachers’ professional functioning and the quality of the educational process. The aim of this study was to examine the relationship between global self-esteem and occupational burnout among teachers, taking into account selected environmental and job-related factors. The study was conducted among 105 teachers employed in various types of schools in Częstochowa and the surrounding district. The Rosenberg Self-Esteem Scale (SES) and the Link Burnout Questionnaire (LBQ), in its Polish adaptation, were used as research instruments. Data were collected using an online survey, and statistical analyses included descriptive statistics as well as correlational and comparative methods. The results revealed statistically significant negative relationships between self-esteem and occupational burnout, both overall and across its specific dimensions. The strongest association was observed between self-esteem and the sense of lack of professional efficacy. Workload overload was identified as the most frequently reported cause of burnout. No significant relationships were found between burnout and years of professional experience, workplace type, or participation in stress-management training. The findings highlight the protective role of self-esteem against teacher burnout and indicate that short-term training programs without systemic organizational support may be insufficient. The results emphasize the need for comprehensive, long-term preventive strategies in school environments.
Teacher burnout is a significant issue in contemporary education, affecting both teachers’ professional functioning and the quality of the educational process. The aim of this study was to examine the relationship between global self-esteem and occupational burnout among teachers, taking into account selected environmental and job-related factors. The study was conducted among 105 teachers employed in various types of schools in Częstochowa and the surrounding district. The Rosenberg Self-Esteem Scale (SES) and the Link Burnout Questionnaire (LBQ), in its Polish adaptation, were used as research instruments. Data were collected using an online survey, and statistical analyses included descriptive statistics as well as correlational and comparative methods. The results revealed statistically significant negative relationships between self-esteem and occupational burnout, both overall and across its specific dimensions. The strongest association was observed between self-esteem and the sense of lack of professional efficacy. Workload overload was identified as the most frequently reported cause of burnout. No significant relationships were found between burnout and years of professional experience, workplace type, or participation in stress-management training. The findings highlight the protective role of self-esteem against teacher burnout and indicate that short-term training programs without systemic organizational support may be insufficient. The results emphasize the need for comprehensive, long-term preventive strategies in school environments.