Βιώνουν οι Έλληνες εκπαιδευτικοί την επαγγελματική εξουθένωση; ο ρόλος των δημογραφικών χαρακτηριστικών και των καθημερινών στρεσογόνων ερεθισμάτων

Abstract

The present study investigates professional burnout in Greek school teachers as related with demographic characteristics and daily stressors in a period of economic crisis and intensification of procedures for the evaluation of the educational work. Participants were 1439 pre-primary, primary and secondary school teachers from all the geographical regions of Greece. Each participant completed the Maslach Burnout Inventory, the Sources of Teachers’ Professional Stress Questionnaire, and demographic data. Findings of the study indicate that the present sample, in the present conditions, reported high levels of professional burnout. Nevertheless, Greek teachers reported feelings of being high emotional exhausted in work. They also scored low in personal accomplishment and medium to high in depersonalization. Present results also show that the levels of burn out varied according to demographic data as educational level, biological age and educational experience, gender and marital status. Findings of the study also highlighted daily stressful event that predict teachers’ burnout. The results of the study are discussed in the context of the recent literature.