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|Title: ||EXISTENTIAL FULFILLMENT AND TEACHER BURNOUT|
|Authors: ||Tomic, W.|
|Keywords: ||Existential Fulfillment, Burnout, Teachers|
|Issue Date: ||2004|
|Citation: ||European Psychotherapy|
|Abstract: ||The aim of the current study is to determine the prevalence of burnout in primary education teachers and explore the relationship of personal fulfillment – the existence scale – to self-reported burnout scores. 215 primary education teachers in the Netherlands participated in a cross-sectional study using an anonymous, mailed survey. Personal fulfillment in one’s existence was measured by the Längle, Orgler and Kundi (2003b) existence scale that consists of four subscales, i.e. “self-distance”, “self-transcendence”, “freedom” and “responsibility”. Burnout was measured by applying the Maslach Burnout Inventory.
Regression analysis shows that the lower the scores on responsibility and self-distance the higher the scores on emotional exhaustion. There is also an inverted relationship between self-transcendence and depersonalization: the lower the scores on self-transcendence the higher the scores on depersonalization. Responsibility and self-transcendence are significantly related to personal accomplishment. Teacher age correlates only with the latter burnout dimension: the younger teachers are the more they have a sense of high personal
|Description: ||RESEARCH ARTICLE|
|Appears in Collections:||1. PSY: publications and preprints|
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