PEDAGOGŲ, DIRBANČIŲ SU SUTRIKUSIO INTELEKTO VAIKAIS, PROFESINIO PERDEGIMO RAIŠKA /

Freudenburger (1974) was the first, who presented the term “burn-out”, thus describing the response caused by stress. Studies and development of the burn-out concept were continued by Maslach (1976). She chose individuals working in “auxiliary professions” (i.e. teachers, social workers) as the focus of her attention. The forming syndrome of professional burn-out is more inherent to teachers differently than the representatives of other professions. The responsibility for children’s knowledge and wealth usually gives satisfaction in work, however usually pedagogues feel themselves burnt-out physically and emotionally. People, whose profession requires taking care of others, exhaust their resources of positive emotions in a certain time, besides their organism becomes not resistant, not able to resist stresses. If such condition continues for a long time, the total collapse of physical strength and psychics is possible and such condition makes impact on the motivation, attitude and behaviour of a person. However, the answer to the question, what is the expression of the burn-out between the pedagogues working with mentally disturbed children. The objective of our research is to establish the expression of the burn-out of pedagogues working with mentally disturbed children in the aspects of age, work experience, pedagogical qualification and the contingent they work with. The questionnaire of Maslach Burnout Survey was used in the paper. The questionnaire consists of 22 questions, which are subject to assessment using the Libert’s scale of 7 ranks. The statements in the questionnaire of Maslach‘s Burnout Survey are divided into 3 sub-scales: 1. Emotional exhaustion (EE), 2. Depersonalisation (DP), 3. Reduced feeling of personal abilities (PA). 105 pedagogues of Šiauliai, Klaipėda, Klaipėda District special schools were surveyed. The object of the research is the expression of the professional burn-out of pedagogues working with mentally disturbed children. The research results in the aspect of age demonstrated that younger pedagogues working with mentally disturbed children, who were aged from 27 to 41, experienced stronger burn-out and emotional exhaustion (EE) in comparison with their older colleagues (p<0,05). However, statistically reliable differences were established also between the groups of older pedagogues (p<0,05). The research revealed that older pedagogues (aged 53 – 63) were more exhausted emotionally than their younger colleagues (aged 42 – 52).

Grantor dc:publisher

Institutional Repository of Vilnius University

Year dc:date

2010

Author dc:creator

• Račkauskaitė, Rosita,

Contributors dc:contributor

• Stočkus, Andrius

• burn - out ; depersonalisation ; pedagogues

Statement dc:rights

• info:eu-repo/semantics/openAccess

Language dc:language

lit

Repository record dc:identifier

https://repository.vu.lt/VU:ELABAETD1901547&prefLang=en_US

OAI identifier oai:identifier

oai:vu.lt:elaba:1901547