Professional burnout of teachers: the role of motivation and organizational factors
The phenomenon of teachers' burnout is well studied, but the mechanisms that lead to its development are not completely clear: what contributes to burnout, and what acts as resources that can restrain its development?
The report presented the results of a cross-sectional study on a sample of 612 teachers from schools and kindergartens in different regions of the country. The study was conducted based on the theory of self-determination by E. Deсi and R. Ryan, the model of resources and work requirements, as well as a new model of burnout by W. Schaufeli and colleagues. The results indicate that the most powerful organizational predictors of burnout are role conflict, workload, excessive complexity of work, lack of feedback and support from colleagues. However, the contribution of these factors to burnout indicators depends on the nature of motivation: teachers with a predominance of autonomous motivation burnout to a lesser extent depends on environmental factors.
Evgeny Osin, Deputy Head of the International Laboratory of Positive Psychology of Personality and Motivation of the HSE University, Ph.D.
Inna Rezvanova, Associate Professor of the Department of Management of the Moscow Region "Academy of Social Management", Ph.D.
Marina Pinskaya, Scientific Supervisor of the Master's degree program "Interfaculty Department of Educational Systems and Pedagogical Technologies" MGIMO, Ph.D.
Maria Lytaeva, Academic Director of the Master's program "Pedagogical Education" of the HSE Institute of Education, Ph.D.
Tatiana Kanonir, Academic Director of the HSE Graduate School of Education, Ph.D.
Victoria Erofeeva, Intern Researcher at the Center for Contemporary Childhood Studies, Postgraduate student of the Psychology Department of the Faculty of Social Sciences