Burn-out syndrome and teacher job satisfaction

Alexandra Raciala (Pohaci); Mihaela  Rus; Mihaela Luminita Sandu; Ciprian Vasile Rus

doi:10.47577/tssj.v20i1.3601

Authors

Alexandra Raciala (Pohaci) Ovidius University of Constanta, Faculty of Psychology and Educational Sciences
Mihaela Rus Ovidius University of Constanta, Faculty of Law and Administrative Sciences
Mihaela Luminita Sandu Ovidius University of Constanta, Faculty of Psychology and Educational Sciences
Ciprian Vasile Rus Ovidius University of Constanta, Faculty of Theology

DOI:

https://doi.org/10.47577/tssj.v20i1.3601

Keywords:

burnout syndrome, teachers, education

Abstract

The concept of burnout is often used when trying to explain the state of chronic stress in people working in a field that involves contact with people, such as, in our case, education.

Teachers spend a long time at work and are involved in multiple relationships: both with students, colleagues (other teachers, principals), and with other parents. All these various interactions require a mental and even physical effort. Also, teaching and assessment activities consume energy and require considerable effort. Thus, the resources needed by the teacher (time, financial), work and performance requirements can erode the teacher's energy and enthusiasm, which sometimes leads to the manifestation of burnout symptoms.

Burnout is “a state of chronic fatigue, depression and frustration generated by the devotion of a cause, a way of life or a relationship that fails to produce the expected rewards and ultimately leads to diminished involvement and work” (Zlate, 2007 , pp. 598 in Richelson, 1980.