Relations of Perceived Autonomy and Burnout Syndrome in University Teachers
Year: 2013
Type: article
Study design: Observational Study
Abstract: Teaching represents nowadays a complex of stressful situations. Being unable to efficiently cope with these transformations, some teachers are becoming frustrated, dissatisfied, demotivated, physically and psychologically depleted which results in the onset of burnout syndrome. The potential of teacher personal attributes in preventing burnout syndrome development have been analyzed. The attention has been drawn to the relation between perceived university teacher autonomy and burnout syndrome. Based on the classical methods of teacher burnout and personal autonomy measurement, two questionnaires were developed and distributed among 91 teachers working in Krasnoyarsk State Medical University, Russia with the purpose to elicit participants' responses and views on teacher burnout and teacher autonomy. The results of our investigation allow us to suggest that the development of burnout syndrome in Russian university teachers correlates with low level of perceived teacher autonomy. And vice-versa, personality attributes which ensure teacher's perception of high and middle levels of autonomy correlate with law teacher burnout rate. Our research results suggest that teacher autonomy should be considered as a specific teacher personality trait that must be taken into account to prevent university teacher burnout.
Language: English
Field: Medicine
Domain: Health Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2122506621