The study aims to explore the impact of Professional Self, Pupils, and Co-workers representation on the dimensions of burnout in 106 teachers serving in junior and secondary high schools of Catania. MBI and Semantic Differentials referred to Professional Self, Pupils, and Co-workers were used. Results showed that teachers with a more positive representation of Professional Self presented low levels of emotional exhaustion and high levels of personal accomplishment; teachers with a more positive representation of Pupils and Co-workers expressed low levels, respectively, in emotional exhaustion and depersonalization. In addition, the representation of Professional Self affected on personal realization and that of Pupils on emotional exhaustion.

Professional Self representation and risk of burnout in school teachers

DE CAROLI, Maria Elvira;SAGONE, ELISABETTA
2012-01-01

Abstract

The study aims to explore the impact of Professional Self, Pupils, and Co-workers representation on the dimensions of burnout in 106 teachers serving in junior and secondary high schools of Catania. MBI and Semantic Differentials referred to Professional Self, Pupils, and Co-workers were used. Results showed that teachers with a more positive representation of Professional Self presented low levels of emotional exhaustion and high levels of personal accomplishment; teachers with a more positive representation of Pupils and Co-workers expressed low levels, respectively, in emotional exhaustion and depersonalization. In addition, the representation of Professional Self affected on personal realization and that of Pupils on emotional exhaustion.
2012
Professional Self; burout; teachers
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/20.500.11769/40435
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