Bornout en la escuela secundariaTrapani

Laburpena

The following work aims at contributing to the research concerning a very complex and always evolving issue as the occupational safety, and specifically in the evaluation of the work-related stress risk and burnout risk in the school organization. I have taken into account the test results on work-related stress administered by headmasters to secondary school teachers working in five schools located in the town of Trapani. The burnout syndrome survey concerned a sample of 187 teachers. The instruments used were: 1. Sociodemographic and working questionnaire (partly taken from Carraro et al. 2003); 2. Maslach Burnout Inventory (Maslach & Jackson, 1981); 3. Check-list on work-related stress (Legislative Decree no. 81 of 09/04/2008 supplemented by Legislative Decree 106 of 03/08/2009). From the elaboration of the MBI data, it is possible to acquire the following average scores in the three subcategories of burnout: for the emotional exhaustion to 17.14 (SD 11.49), for the depersonalization 2.66 (SD 4.19); for the personal fulfillment 34.65 (SD 9.85). The average scores obtained and their categorization into high, medium, low level, strongly coincide with an Italian reference sample (Adaptation and Calibration for Italy by Sirigatti and Stefanile 1993) indicating that the studied sample follows the trend of the Italian sample. Considering the 27 possible combinations of the three subcategories (Manassero et al (1994) and Guerrero (1998)) we got five possible burnout levels: none (36.9%), low (15%), medium (16.6% ), quite high (13.9%) and high (17.6%). The analysis of data on work-related stress has shown that the sum of the scores in the three thematic areas, that are business indicators, work context and work content, results in a low level of risk for 64.29% of the sample, medium risk with a 35.71% and 6 cases of high-risk (2.86%). Overall, this 35% + 2.86% of responses is lost in the final calculation of the situation of risk which is low for all the schools considered. Observing the responses to the different indicators and their related risk scores, the answers that have most influenced the medium or high risk score are those relating to: organizational function and culture, career development, working environment and equipment, task scheduling, load of work. Moreover, the absences due to sickness in some schools have increased, however, there are no details on the type of disease and on the causes that people attach to their disease, if people who get sick are always the same, etc. So, this figure should be deeply analyzed. From this research, it is possible to notice that many risk factors that predispose teacher to the teacher burnout, are related to the presence of skills which are across the teaching skill: class group management, relationship management with aggressive, bold or disabled pupils, work overload management (trainings, meetings, paperwork requirements, etc). Ultimately, to deal with the issue of occupational stress is not only a regulatory compliance, but it promotes the development of healthy, productive and well organized companies where accidents, conflicts and disputes decrease, in the side of a better climate and a competitive quality.