PSYCHOSOMATIC CONSEQUENCES OF TEACHERS' OCUPPATIONAL STRESS
Abstract
The need to adapt to the ever-increasing socio-professional requirements carries many risks to human health, both in somatic and psychological aspects. Strong stress associated with work leads to the occurrence of burnout syndrome. Persons performing so called aid professions, where teachers belong to a special group, are usually vulnerable to this syndrome. The aim of this paper is to present the causes, course and consequences of teacher burnout and to highlight the multidimensional nature of the phenomenon, indicating possible corrective and preventive actions. Among the that contribute to burnout important are environmental , organizational and subjective factors. Subjective factors like professional training and personality dispositions, are treated as the primary determinants of resistance or susceptibility of individuals to stress. They can intensify or protect against burning out. The lack of ability to counter stress is considered crucial in the formation and accumulation of burnout symptoms.Downloads
Download data is not yet available.
References
<p>Zimbardo Ph. <i>Psychology and Life.</i> Warszaw, 2002, pp. 512-513.</p>
<p>Kędracka E. Occupational burnout of teachers. <i>Vocational School </i>[Szkoła Zawodowa], 1998, vol.4, pp. 40-45.</p>
<p>Tucholska S. <i>Occupational burnout of teachers</i>. Lublin 2009, pp. 222-224.</p>
<p>Tucholska S. The risk of burnout in the teaching profession. School<i> of Psychology </i>[Psychologia w Szkole], 2004, vol.2, pp. 95-108.</p>
<p>Goleman D. <i>Emotional intelligence in practice.</i> Poznan, 1999, pp. 47-50.</p>
<p>Sekułowicz M. <i>Occupational burnout of teachers working with people intellectually disabled</i>. Wroclaw. 2002, pp. 47-48.</p>
<p>Gaida W. <i>Mental fatigue in context of occupational burnout</i>, Zielona Góra 1998, p. 167-178.</p>
<p>Sęk H. O<i>ccupational burnout of teachers, </i>Torun 2000, pp. 99-114.</p>
<p>Romanowska-Tołłoczko A., Kajdan-Kosiorek K. Preparing teachers in the area of social skills as a factor that lowers the risk of professional burnout.<i> Pedagogics</i> [Pedagogika], 2011, vol.3, pp. 14-21.</p>
<p>Kędracka E. Occupational burnout of teachers. <i>Vocational School </i>[Szkoła Zawodowa], 1998, vol.4, pp. 40-45.</p>
<p>Tucholska S. <i>Occupational burnout of teachers</i>. Lublin 2009, pp. 222-224.</p>
<p>Tucholska S. The risk of burnout in the teaching profession. School<i> of Psychology </i>[Psychologia w Szkole], 2004, vol.2, pp. 95-108.</p>
<p>Goleman D. <i>Emotional intelligence in practice.</i> Poznan, 1999, pp. 47-50.</p>
<p>Sekułowicz M. <i>Occupational burnout of teachers working with people intellectually disabled</i>. Wroclaw. 2002, pp. 47-48.</p>
<p>Gaida W. <i>Mental fatigue in context of occupational burnout</i>, Zielona Góra 1998, p. 167-178.</p>
<p>Sęk H. O<i>ccupational burnout of teachers, </i>Torun 2000, pp. 99-114.</p>
<p>Romanowska-Tołłoczko A., Kajdan-Kosiorek K. Preparing teachers in the area of social skills as a factor that lowers the risk of professional burnout.<i> Pedagogics</i> [Pedagogika], 2011, vol.3, pp. 14-21.</p>
Downloads
Published
2013-06-29
How to Cite
1.
Romanowska-Tolloczko A. PSYCHOSOMATIC CONSEQUENCES OF TEACHERS’ OCUPPATIONAL STRESS. Pedagogics, psychology, medical-biological problems of physical training and sports. 2013;17(6):74-7.
Issue
License
Copyright Holder - Author(s).
Authors who publish with this journal agree to the following terms: more
Statistics
Abstract views: 172 / PDF downloads: 144
