Izvori stresa i sindrom izgaranja kod nastavnika

Abstract

Danas se govori o profesionalnom stresu (occupational stress) u mnogim zanimanjima. Jedno od zanimanja koje ima veliki društveni značaj, ugled i prestiž jeste nastavničko zanimanje, koje obuhvata sve kategorije od nivoa učitelja do univerzitetskog profesora. Međutim, doskoro su se isticale samo pozitivne strane ovog posla i zanimanja, dok se o negativnim aspektima i posledicama stresa po mentalno i fizičko zdravlje zaposlenih malo govorilo. Imajući u vidu sve karakteristike nastavničkog posla u školi i psihosocijalne faktore opterećenja, sve više se govori o stresu i sindromu izgaranja, koji se povezuju sa povećanim mentalno-emocionalnim zahtevima posla i specifičnim ulogama koje nastavnici ostvaruju, tako da se kod zaposlenih u ovoj oblasti sve češće ispoljava nezadovoljstvo, apatija, emocionalna iscrpljenost i psihosomatski problemi. Polazeći od podataka iz literature i parcijalnih istraživanja domaćih autora, uključujući i zapažanja na osnovu neposrednog praktičnog iskustva u nastavničkom poslu, autori u ovom radu daju pregled i analizu najvažnijih izvora stresa i sindroma izgaranja na poslu kod nastavnika u našim školama.

Today we talk about professional stress (occupational stress) in many occupations. One of the professions that is of a large social significance, reputation and prestige is the teaching profession. However, until recently, only the positive side of this job and profession was emphasized, while the negative aspects and consequences of mental and physical health of employees were considered as something of no great importance. Regarding teachers' work at schools, there are more and more discussions about stress and burnout syndrome, which is related to the demands of the job and the role that teachers perform, as well as to the consequences that are presented in the form of mental and emotional exhaustion. This paper is based on the data from literature, the author's own research and direct experience in the teaching job, an analysis of the most significant sources of stress and on the characteristics of the burnout syndrome among teachers in our schools. As important sources of stress and burnout syndrome among teachers, we point out the following factors: poor student behaviour, too much work, poor working conditions, unequal workload during the school year, a number of school activities that are performed at home, work shifts, and tact and patience in working with students and their parents. Considering teachers' work at schools, combustion model includes three dimensions - exhaustion, depersonalization, and reduced personal accomplishment experience in job, which occurs primarily as a result of claims relating to the roles that teachers perform, including the effects that present themselves in the form of mental and emotional exhaustion.