Stres a wypalenie zawodowe u nauczycieli: moderująca rola strategii radzenia sobie ze stresem
Abstrakt
Celem pracy było zbadanie związku między poziomem odczuwanego stresu a wypaleniem zawodowym u nauczycieli oraz określenie, czy strategie radzenia sobie ze stresem moderują tę zależność. W badaniu zastosowano metodę sondażu diagnostycznego z wykorzystaniem trzech narzędzi: Skali Odczuwanego Stresu PSS-10, kwestionariusza Mini-COPE oraz kwestionariusza BCSQ-12. Analizy obejmowały ocenę rozkładu zmiennych, korelacje oraz analizę moderacji. Uzyskane wyniki wskazały na dodatni związek między odczuwanym stresem a wypaleniem zawodowym nauczycieli. Stwierdzono również, że wybrane strategie radzenia sobie ze stresem mogą modyfikować tę zależność. Strategie aktywne, takie jak aktywne radzenie sobie i planowanie, wiązały się z korzystniejszym funkcjonowaniem zawodowym, natomiast strategie unikowe i dezadaptacyjne mogły zwiększać ryzyko wypalenia. Wyniki podkreślają znaczenie rozwijania skutecznych sposobów radzenia sobie ze stresem w profilaktyce wypalenia zawodowego nauczycieli.
The aim of this thesis was to examine the relationship between stress and professional burnout among teachers. The study also aimed to check whether the ways teachers cope with stress can influence this relationship. The research was carried out using a diagnostic survey method. Three questionnaires were used: the PSS-10 scale to measure perceived stress, the Mini-COPE questionnaire to assess coping strategies, and the BCSQ-12 questionnaire to measure professional burnout. The statistical analysis included checking the distribution of the results, correlations, and moderation analysis. The results showed that stress is positively related to professional burnout. This means that teachers who experienced higher levels of stress also showed higher levels of burnout. The study also showed that some coping strategies may influence the relationship between stress and burnout. Active coping and planning were connected with better professional functioning, while avoidant and less helpful strategies may increase the risk of burnout. The results show that it is important to support teachers in developing effective ways of coping with stress. Such support may help prevent professional burnout and improve teachers’ well-being at work.
The aim of this thesis was to examine the relationship between stress and professional burnout among teachers. The study also aimed to check whether the ways teachers cope with stress can influence this relationship. The research was carried out using a diagnostic survey method. Three questionnaires were used: the PSS-10 scale to measure perceived stress, the Mini-COPE questionnaire to assess coping strategies, and the BCSQ-12 questionnaire to measure professional burnout. The statistical analysis included checking the distribution of the results, correlations, and moderation analysis. The results showed that stress is positively related to professional burnout. This means that teachers who experienced higher levels of stress also showed higher levels of burnout. The study also showed that some coping strategies may influence the relationship between stress and burnout. Active coping and planning were connected with better professional functioning, while avoidant and less helpful strategies may increase the risk of burnout. The results show that it is important to support teachers in developing effective ways of coping with stress. Such support may help prevent professional burnout and improve teachers’ well-being at work.