o:1327 Ispitivanje uticaja protektivnih i faktora rizika na sindrom izgaranja nastavnika koji realizuju nastavu u redovnim i školama za intelektualno ometenu decu Investigation into the impact of protective and risk factors on burnout syndrome of teachers working in regular schools and schools for children with intellectual disability : doctoral dissertation sr Sažetak Uvod: Sindrom izgaranja predstavlja stanje fizičke, emocionalne i mentalne iscrpljenosti koje rezultira iz rada sa ljudima u emocionalno zahtevnim situacijama. Brojna istraživanja ističu značaj osobina ličnosti, organizacionih faktora i socijalne podrške u razvoju sindroma izgaranja. Cilj: Glavni cilj studije je ispitivanje stepena izraženosti sindroma izgaranja, i povezanosti sindroma izgaranja sa individualno-psihološkim, organizacionim i sredinskim faktorima kod nastavnika specijalnog i redovnog obrazovanja. Cilj je i utvrđivanje potencijalnih protektivnih i faktora rizika za sindrom izgaranja kod nastavnika. Materijal i metod: U ovoj korelacionoj studiji preseka učestvovalo je 317 nastavnika (122 defektologa i 38 nedefektologa nastavnika u školama za intelektualno ometenu decu, i 157 nastavnika iz redovnih osnovnih škola) na teritoriji Beograda. U istraživanju su korišćeni: Maslač skala za procenu sindroma izgaranja na radu, Skala za procenu asertivnosti, Rozenbergova skala samopoštovanja, Skala nastavničke samoefikasnosti, Upitnik karakteristika posla, i Multidimenzionalna skala opažene socijalne podrške. Rezultati: Najznačajniji prediktori sindroma izagaranja defektologa su: samopoštovanje, efikasnost upravljanja odeljenjem, radno okruženje, ali i podrška rukovodioca, asertivnost, efikasnost strategija učenja i radni staž. Najvažniji prediktori izgaranja nastavnika redovnog obrazovanja su: samopoštovanje, efikasno učenje učenika, podrška rukovodioca i kolega, kvantitativni zahtevi, ali i asertivnost, kontrola nad radom i radni staž. Najviša zastupljenost visokih nivoa izgaranja zabeležena je na supskali emocionalne iscrpljenosti i iznosi 38%, 47% i 39% (redom: defektolozi, nedefektolozi u specijalnim školama i nastavnici redovnih škola). Zaključak: Individualno-psihološki i organizacioni faktori su se izdvojili kao bitan prediktor sindroma izgaranja u nastavničkoj profesiji, što ukazuje na značaj ispitivanja uticaja ovih faktora i u drugim profesijama koje se odlikuju specifičnim zahtevima i potrebama dubljeg emotivnog investiranja tokom radnog procesa. Introduction: Burnout syndrome presents a state of physical, emotional and mental exhaustion resulting from work with people in emotionally demanding situations. Numerous studies underline the importance of personality characteristics, organisational factors and social support in the development of burnout. Aim(s): The main objective is to investigate the level of burnout presence, as well as the connection between burnout and individual psychological, organisational and environmental factors in teachers working in regular and special schools. The aim is аlsо to determine potential protective and risk factors for burnout syndrome in teachers. Material and method: This cross-sectional, correlational study included 317 teachers (122 special education teachers and 38 'non-special education teachers' working in schools for children with intellectual disability, and 157 teachers working in regular primary schools) in the territory of the City of Belgrade. The following instruments were employed: Maslach burnout inventory, Rathus Assertiveness scale, Rosenberg Self-Esteem scale, Teachers' Selfefficacy scale, Work characteristics questionnaire, Multidimensional scale of perceived social support. Results: The most significant predictors of burnout in special education teachers are as follows: self-esteem, self-efficacy in classroom management, work environment, as well as school principals' support, assertiveness, efficacy of learning strategies and years of work experience. The most significant predictors of burnout in regular teachers are as follows: selfesteem, self-efficacy teaching/learning strategies, support of school principals' and colleagues, quantitative workload/job demands, but also assertiveness, control over work, and years of work experience. The highest level of burnout has been detected on the subscale of emotional exhaustion, i.e. 38%, 47% and 39% in special education teachers, 'non-special education teachers' working in schools for children with intellectual disability, and teachers working in regular primary schools respectively. Conclusion: Individual psychological and organisational factors have singled out as a significant predictor of burnout syndrome in teaching profession, which points to the importance of investigating the influence of these factors in other professions that are characterised by special demands and needs for a deeper emotional investment at work ID=32516617 ; D-3401 91552101 7933 91552100 32516617 2021-02-25T12:30:05.053Z 45 no 46 mentor Vesna, 1975-, 28493927 Jovanović 2020 63 mentor Goran, 1961-, 6106215 Mihajlović 2020 63 predsednik komisije Dragana, 1963-, 13577831 Ignjatović Ristić 2020 63 član komisije Darko, 1976-, 3345511 Hinić 2020 63 član komisije Srđan, 1967-, 12743783 Milovanović 2020 112 listova 2056689 http://phaidrabg.bg.ac.rs/o:1327 no yes 4 2021-02-25T12:30:05.320Z 70 sindrom izgaranja, intelektualno ometena deca, individualnopsihološki faktori, karakteristike posla, socijalna podrška, specijalne i redovneškole. burnout syndrome, children with mental disability, individualpsychological factors, job characteristics, social support, special and regular schools. 159.944.4:371.213(043.3) Nastavnici - Sindrom izgaranja - Stres 1738 34A05 2020