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Professional burnout and its relation to self-efficacy and perceived stress. The case of Lithuanian teachers
Autoren GND-ID ORCID; ORCID
OriginalveröffentlichungMartinsone, Baiba [Hrsg.]; Jensen, Maria Therese [Hrsg.]; Wiesner, Christian [Hrsg.]; Zechner, Kerstin Angelika [Hrsg.]: Teachers' professional wellbeing. A digital game based social-emotional learning intervention. Bad Heilbrunn : Verlag Julius Klinkhardt 2024, S. 127-155
Dokument  (1.969 KB)
Lizenz des Dokumentes Lizenz-Logo 
Schlagwörter (Deutsch)Lehrer; Wohlbefinden; Profession; Forschung; Soziales Lernen; Emotionales Lernen; Stress; Belastung; Selbstwirksamkeit; Burnout-Syndrom; Lehrerbildung; Lehrberuf; Mental Health; Kompetenzentwicklung; Unterrichtsforschung; Berufsbildung; Pädagogische Psychologie; Spielerisches Lernen; Unterrichtsklima; Sozio-emotionaler Faktor; Programm; Implementierung; Videospiel; Intervention; Resilienz; Gesundheit; Interkulturelle Forschung; Internationaler Vergleich; Europa; Litauen
TeildisziplinEmpirische Bildungsforschung
Schulpädagogik
DokumentartAufsatz (Sammelwerk)
ISBN978-3-7815-6091-8; 978-3-7815-2636-5; 9783781560918; 9783781526365
SpracheEnglisch
Erscheinungsjahr
Begutachtungsstatus(Verlags-)Lektorat
Abstract (Englisch):In modern society, problems related to a teacher’s personality, mental and physical health, and emotions and competencies, are becoming more and more relevant. In Lithuania, compared with other European countries, teachers experience specific difficulties at work: they have to work in the conditions of constant reforms and changes, and face growing competition due to the decrease in students and schools. The majority of the studies on burnout, self-efficacy and perceived stress attempted to find the relationship between personal or organizational variables and burnout. Hence, the relationship between teachers’ professional burnout, self-efficacy and perceived stress in the school environment is an area that needs to be actively researched in Lithuania. The research aim of this study was to reveal and characterize teacher burnout, self-efficacy and perceived stress in the Lithuanian school context. The quantitative research design with questioning survey was chosen for the study. Sample size consisted of 427 Lithuanian teachers. Research results revealed the highest scores for exhaustion and the lowest for cynicism; at a time when the teacher experiences professional burnout, cynicism is observed as the weakest characteristic; no significant differences were found according to educational level or work experience; significant differences were identified according to age, for exhaustion and overall burnout level among teachers; most of the teachers in Lithuanian sample perceive a moderate stress level in the school environment; overall burnout has a significant correlation with self-efficacy and stress among Lithuanian teachers. (DIPF/Orig.)
Beitrag in:Teachers' professional wellbeing. A digital game based social-emotional learning intervention
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Eintrag erfolgte am21.05.2024
QuellenangabeŽydžiunaite, Vilma; Rutkiene, Aušra: Professional burnout and its relation to self-efficacy and perceived stress. The case of Lithuanian teachers - In: Martinsone, Baiba [Hrsg.]; Jensen, Maria Therese [Hrsg.]; Wiesner, Christian [Hrsg.]; Zechner, Kerstin Angelika [Hrsg.]: Teachers' professional wellbeing. A digital game based social-emotional learning intervention. Bad Heilbrunn : Verlag Julius Klinkhardt 2024, S. 127-155 - URN: urn:nbn:de:0111-pedocs-299143 - DOI: 10.25656/01:29914; 10.35468/6091-06
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