OCCUPATIONAL BURNOUT COPING AND HOBBY: TEACHER’S SURVEY DATA
TEACHING PROFESSION: PECULIARITIES AND CHALLENGES
Gediminas Merkys
Daiva Bubelienė
Published 2013-01-01
https://doi.org/10.15388/ActPaed.2013.31.2511
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Keywords

teachers
occupational burnout
work stress
hobby
leisure

How to Cite

Merkys G. and Bubelienė D. (2013) “OCCUPATIONAL BURNOUT COPING AND HOBBY: TEACHER’S SURVEY DATA”, Acta Paedagogica Vilnensia, 310, pp. 110-125. doi: 10.15388/ActPaed.2013.31.2511.

Abstract

This article presents quantative survey data on Lithuanian teachers (N = 961). The geography of this survey includes almost all country’s adminis­trative units, and its data are approaching the re­quirements of a representative survey. Concepts and empirical research traditions in terms of a survey are related to work stress and occupational burnout research, as well as lifestyle, leisure, and hobby studies. The answer was sought to the ques­tion, whether a hobby (especially that related to the high levels of physical activity) has an influence on the mitigation of occupational burnout symptoms. A one-dimensional psychometric scale was set up to measure the dependent variable (occupational burnout), which consists of 39 primary indicators and is characterized by a very high reliability per­formance. The study has shown that possessing a hobby, regardless of its connection with physical activity, has a significant influence on the reduc­tion to occupational burnout symptoms. Teach­ers who have a hobby and are regularly engaged in it have significantly less expressed symptoms of burnout than those who have no hobbies at all, or do have but are little involved in it or are en­gaged in a hobby very rarely. This article names the further directions of relevant researches. It focuses a discussion and recommendations: a) to develop focuses on educational environments in higher education, which would allow to form a hobby for future specialists, b) to develop the recreational infrastructure at universities and schools as in socially responsible organizations, c) to give the status of public value to teachers’ leisure organization and to support this activity.

 

 


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