Školní vyhoření u maďarských středoškoláků a odpovědnost učitele při prevenci – nový aspekt učitelských kompetencí

Variant title
School burnout in Hungarian high school students and teachers' responsibility for prevention: a new aspect of teacher competencies
Author: Kunos, Nora
Source document: Studia paedagogica. 2017, vol. 22, iss. 1, pp. [55]-66
Extent
[55]-66
  • ISSN
    1803-7437 (print)
    2336-4521 (online)
Type: Article
Language
Czech
License: Not specified license
Abstract(s)
Tento příspěvek se věnuje prvnímu maďarskému výzkumu syndromu vyhoření u žáků středních škol. Třebaže šlo o pouhý pilotní výzkum, názory pěti set žáků ze středních škol včetně odborných ve východním regionu země přinesly několik velmi důležitých poznatků. Na základě tohoto pilotního výzkumu můžeme mít za to, že syndrom vyhoření mezi maďarskými adolescenty je aktuálně existující jev: 13 % středoškoláků pociťuje ohrožení všemi třemi příznaky tohoto syndromu, tj. vyčerpaností, cynismem a neefektivitou při práci ve škole, a u 55 % žáků se projevuje alespoň jeden z těchto příznaků. Předpokládali jsme, že existuje souvislost s proměnnými na straně žáků, jako jsou pohlaví, věk a školní výsledky, i s atmosférou ve škole a obecným pocitem pohody ve škole, mírou spokojenosti s podporou ve škole. Naše hypotézy se plně potvrdily, neboť souvislost těchto proměnných s vyhořením je velmi úzká. Nově jsme se ve výzkumu zabývali předpokládaným vztahem mezi vyhořením u žáků a vyhořením u učitelů tak, jak je identifikovali sami žáci. Využili jsme Inventář školního vyhoření (Salmela-Aro) a připojili k němu tři dodatečné dimenze vyhoření u učitelů.
This paper examines the first research of school burnout in Hungarian high school students. In spite of the research being just a pilot study, the collected opinions of 500 students from general high schools and vocational schools in the eastern region of the country revealed several significant findings. Our pilot research shows that school burnout is an existing phenomenon among the students. Thirteen percent of high school students seem to be affected by all three related symptoms (exhaustion, cynicism, and inefficiency at school), while 55% of students are affected by at least one symptom. We presumed that there would be a connection between studentrelated variables—such as gender, age, and academic achievement—and school-related variables—such as school atmosphere, general feeling of well-being, and the amount of contentment with the school and school support. Our hypotheses were confirmed as the research showed a close connection between these variables and burnout syndrome. Our research is innovative in testing a presumed connection between student and teacher burnout, as such a connection was suggested by the students. Our research used the School Burnout Inventory created by Salmela-Aro, which we modified by adding three additional dimensions of teacher burnout.
Document
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