Burnout Syndrome in Teachers: Coping Strategies

Prjazhnikov N.S.; Ozhogova E.G.

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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: https://doi.org/10.17759/pse

License: CC BY-NC 4.0

Published since 1996

Published 6 times a year

Free of fees
Open Access Journal

RU In Russian

Psychological Science and Education
2008. Vol. 13, no. 2, 87–95
ISSN: 1814-2052 / 2311-7273 (online)

Burnout Syndrome in Teachers: Coping Strategies ²⁴⁴⁵

Prjazhnikov N.S.
Doctor of Education, Professor of the Faculty of Psychology, Professor of the Department of Educational Psychology, Moscow State University. M. V. Lomonosov, Moscow, Russia

Ozhogova E.G.
PhD Student at the Psychology Chair, Omsk State University of Education, Omsk, Russia

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Online translation in english

This paper aims at exploring mechanisms and main causes of workrelated stresses and burnout syndrome (emotional exhaustion) in teachers and describes main strategies of coping with stress-provoking situations. The sample included 140 elementary school teachers from six Omsk schools. The following methods were used in the study: 1) Boyko Emotional Burnout Test 2) Maslach Burnout Inventory (MBI) 3) Professional stressors and coping strategies table (based upon the criteria developed by V. I. Zhuravlev. Research findings revealed the main groups of stressors (it was found that chronic work-related stress is provoked chiefly by low wages and conflicts with colleagues and parents) and indicated a limited number of burnout syndrome coping strategies in teachers, which, in turn, provokes 'professional destructions'.

Keywords: burnout syndrome, work-related stresses, stress factors, coping strategies

Column: Educational Psychology

For Reference

Prjazhnikov N.S., Ozhogova E.G. Burnout Syndrome in Teachers: Coping Strategies. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2008. Vol. 13, no. 2, pp. 87–95. (In Russ., аbstr. in Engl.)

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