This study is part of a broader research which refers to systematic projects of educational intervention realised in marginal backgrounds of the city of Naples. The objective of the research is to explore the complexity of the phenomenon of malaise in schools in order to improve the offer of the interventions that the Association MdS plans with our department. The research is composed of a qualitative part still underway (interviews to teachers, observations in scholastic contexts, observations of meetings of reflexivity) and by a quantitative part on which we will focus in this paper. The hypothesis is that the malaise of the teachers can be read in terms of burn-out by widening the perspective and inserting school in a system of micro and macro-contexts. That is why the aim was to investigate the joined impact on the burn-out phenomenon of factors of protection both contextual and relational: in particular, the perception that the teachers have of the resources of the territory and the perception of the social support available in and outside their school. 270 teachers of the region Campania have been contacted; 35.6% of them teach in middle school, 64.4% in high school. They are predominantly female (74.7%) and are mostly between 41 and 60 years old (74.3%); 87.7% of them have been tenured teachers for 14.3 years (DS = 10.0), while 12.3% of them have been temporary employees for 7.10 years (DS = 5.89). Moreover, 89.7% carry out curricular activities, while 10.3% are special needs teaching assistants. The study used a self-report questionnaire composed of a form for socio-demographic data collection (gender, age, years of tenured teaching, years of temporary job, kind of school etc.) and other tools, briefly illustrated below: The Maslach Burnout Inventory (Maslach and Jackson, 1986; Taddei, 1988), teachers version; The Scale of Perception of Resources of the Territory (Petrillo and Donizzetti, 2008); The Social Support Questionnaire (Doudin, Cuchord, 2009; Albanese et. Al, 2010).
Resources of the territory and social support as protective factors of teachers burnout / Parrello, Santa; Iorio, Ilaria; Donizzetti, ANNA ROSA. - (2017), pp. 298-302. (Intervento presentato al convegno Well-being in education systems tenutosi a Locarno nel novembre 2017).
Resources of the territory and social support as protective factors of teachers burnout
PARRELLO, SANTA;IORIO, ILARIA;Anna Rosa Donizzetti
2017
Abstract
This study is part of a broader research which refers to systematic projects of educational intervention realised in marginal backgrounds of the city of Naples. The objective of the research is to explore the complexity of the phenomenon of malaise in schools in order to improve the offer of the interventions that the Association MdS plans with our department. The research is composed of a qualitative part still underway (interviews to teachers, observations in scholastic contexts, observations of meetings of reflexivity) and by a quantitative part on which we will focus in this paper. The hypothesis is that the malaise of the teachers can be read in terms of burn-out by widening the perspective and inserting school in a system of micro and macro-contexts. That is why the aim was to investigate the joined impact on the burn-out phenomenon of factors of protection both contextual and relational: in particular, the perception that the teachers have of the resources of the territory and the perception of the social support available in and outside their school. 270 teachers of the region Campania have been contacted; 35.6% of them teach in middle school, 64.4% in high school. They are predominantly female (74.7%) and are mostly between 41 and 60 years old (74.3%); 87.7% of them have been tenured teachers for 14.3 years (DS = 10.0), while 12.3% of them have been temporary employees for 7.10 years (DS = 5.89). Moreover, 89.7% carry out curricular activities, while 10.3% are special needs teaching assistants. The study used a self-report questionnaire composed of a form for socio-demographic data collection (gender, age, years of tenured teaching, years of temporary job, kind of school etc.) and other tools, briefly illustrated below: The Maslach Burnout Inventory (Maslach and Jackson, 1986; Taddei, 1988), teachers version; The Scale of Perception of Resources of the Territory (Petrillo and Donizzetti, 2008); The Social Support Questionnaire (Doudin, Cuchord, 2009; Albanese et. Al, 2010).I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
