El síndrome de bornout, en los profesores de apoyo

Zusammenfassung

The purpose of the research "The Burnout syndrome, the effect on support teachers" refers to the detection of the risk of burnout in the helping professions, particularly with the support teachers, due to the high relational implication of that profession. The sample consists of 200 teachers of primary support of Sicily. Occupational Group that living "more closely with the 'handicap, both in terms of time, both in terms of emotion" at greater risk of burnout, that a simple literal translation into Italian would bring back to its original meaning: "to be burned" "exhausted." The reason for this is simple, it is intended to draw attention on helping professions, and particularly the category of supporting primary teachers. Although the phenomenon of stress and burnout is spreading in a multitude of organizational contexts, the most risky occupations are those that offer education, support and care to people in need, for the multitude of factors and emotional resources put into play by the operators. As submitted Maslach and Leiter (2000), these professions are high-touch, constant contact, this implies direct contacts and protracted with people in need, and require immediate assistance. This study is based on data from a survey conducted on a sample of 200 support primary school teachers in the region of Sicily, of both sexes, aged from 20 to over 60 years. For the measurement of burnout you have used the Maslach Burnout Inventory (trad. It. Sirigatti and Stefanile, 1993), and for the detection of the motivations, emotions and teaching strategies, it has been used in the questionnaire MESI (Moé, Pazzaglia, and Friso , 2010). The questionnaire was accompanied by a socio-registry card adapted to detect the characteristics of the sample examined. The objective of this study was to was to study a sample of supporting teachers, and establish the risk of burnout in this particular profession. In particular, it tried to analyze the personal associate aspects of the sample under examination, and possible correlations with the three dimensions of the syndrome: the emotional exhaustion, depersonalization and professional realization. Moreover, it was considered as motivational aspects and teaching strategies, could represent protection factors with respect to the development of burnout syndrome in supporting teachers. The results show that the sample has an average level of emotional exhaustion (M = 14.43), an average Depersonalisation (M = 2.55), and an average of personal achievement level (M = 34.97). The personal and social condition of the teacher and the emotional aspects are considered by the very influential literature from the onset and evolution of burnout of teachers. The results of this research, can be considered interesting, since the same allows a detailed description of the characteristics of this phenomenon in relation to the support