WORK CLIMATE, BASIC PSYCHOLOGICAL NEEDS AND BURNOUT SYNDROME OF PRIMARY SCHOOL TEACHERS AND UNIVERSITY PROFESSORS/РАДНА КЛИМА, БАЗИЧНЕ ПСИХОЛОШКЕ ПОТРЕБЕ И ИЗГАРАЊЕ НАСТАВНИКА ОСНОВНИХ ШКОЛА И ФАКУЛТЕТА

Kristina Ranđelović, Snežana Stojiljković

DOI Number
-
First page
823
Last page
844

Abstract


According to recent studies, the teaching profession is stressful because of the complexity of professional roles and great social responsibility. Bad interpersonal relationships and a non-stimulating work environment are also the factors that increase professional stress. A long-term exposure to stress may lead to the burnout syndrome, which is characterised by emotional exhaustion, depersonalization, and a decrease in work efficiency. This research is aimed at studying the relationships between work climate, basic psychological needs, and teachers’ burnout. The sample includes elementary school teachers (105) and university professors (95) in order to examine if there are any differences in the relations of the aforementioned variables depending on the level of education. One of the goals of the research was also to verify whether the basic psychological needs have a mediating effect on the relationship between the work climate and the burnout of teachers. According to the Self-Determination Theory, the conceptual framework of this study, every human being has three inherent needs – autonomy, competence, and relatedness. According to the research problem, the Work Climate Questionnaire (WCQ), the Basic Need Satisfaction Scale at Work (BNSSW), and The Teacher Burnout Scale (TBS) were used. The results showed that teachers estimated their work climate as satisfactory, their basic psychological needs as moderately satisfied, and their burnout as low. Work climate was a positive predictor of the need for autonomy and competence and a negative predictor of the teachers’ burnout. Autonomy was the only mediating variable, i.e. the variable that mediates in the relationship between work climate and burnout in both elementary school teachers and university professors. The findings could be partly explained from the perspective of the Self-Determination Theory, and they contribute to a better understanding of the relationship between the psychological needs, work context, and subjective well-being of the education sector employees.

Key words: self-determination theory; need for autonomy, competence, and relatedness; work climate; burnout syndrome; teachers.

 

Наставничка професија је, према новијим истраживањима, стресогена због комплексности професионалних улога и велике социјалне одговорности. Лоши међуљудски односи и нестимулативна радна клима такође су чиниоци који повећавају професионални стрес. Дуготрајна изложеност стресу може довести до синдрома изгарања, који карактерише емоционална исцрпљеност, деперсонализација и опадање радне ефикасности. Предмет овог истраживања је испитивање релација између радне климе, базичних психолошких потреба и изгарања на послу код наставника. Узорак чине наставници основних школа (105) и наставници факултета (95) да би испитали да ли постоје разлике у релацијама поменутих варијабли зависно од нивоа образовања. Интересовало нас је, такође, да ли психолошке потребе имају медијаторски ефекат у односу радне климе и изгарања наставника. Концептуални оквир рада је Теорија самоодређења, која претпоставља да човек има три инхерентне психолошке потребе – аутономија, компетенција и повезаност са другима. Сагласно проблему, примењени су следећи инструменти: Упитник радне климе, Скала задовољења базичних психолошких потреба на раду, Скала синдрома изгарања код наставника. Резултати показују да наставници процењују да је радна клима задовољавајућа, умерена је задовољеност психолошких потреба, а изгарање је ниско. Радна клима је позитиван корелат потребе за аутономијом и компетенцијом, а негативан корелат изгарања. Аутономија је једина медијатор варијабла и посредује у односу радне климе и изгарања, и код основношколских и код универзитетских наставника. Налази се делом могу објаснити из угла теорије самодетерминације, а доприносе бољем разумевању релација између психолошких потреба, радног контекста и субјективног благостања запослених у образовању.

            Кључне речи: Теорија самоодређења; потреба за аутономијом, компетенцијом и     повезаношћу; радна клима; синдром изгарања; наставници

 

 


Keywords

self-determination theory; need for autonomy, competence, and relatedness; work climate; burnout syndrome; teachers.

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