Warianty tytułu
Języki publikacji
Abstrakty
The article describes a study of coping strategies of Physical Education (PE) teachers and their role in the process of burning out. It highlights the role of gender differences in coping strategies. Female PE teachers apply mostly coping strategies like Fighting, Social support, wishful thinking, alleviation of outcomes, and Assuming responsibility, actions following the plan. They use the least likely Distancing. Male PE teachers frequently use the strategies Concentration on the task, actions following the plan, and Fighting. Successively, they use Accepting responsibility, and the least likely Reduction of tension. Some strategies derived in the research effectively cope with burnout in the PE teaching occupation and others are ineffective and may even lead to a depersonalized treatment of students.(original abstract)
Słowa kluczowe
Rocznik
Tom
Numer
Strony
29--58
Opis fizyczny
Twórcy
autor
- University of Physical Education in Krakow
autor
- Jagiellonian University in Kraków
Bibliografia
- Abel, M. H., & Sevell, J. (1999). Stress and burnout in rural and urban secondary school teachers. Journal of Educational Research, 92(5), 287-293.
- Al-Mohannadi, A., & Capel, S. (2007). Stress in physical education teachers in Qatar. Social Psychology of Education, 10(1), 55-75.
- Antoniou, A.-S., Ploumpi, A., & Ntalla, M. (2013). Occupational stress and professional burnout in teachers of primary and secondary education: The role of coping strategies. Psychology, 4(3A), 349-355.
- Austin, V., Shah, S., and Muncer, S. (2005). Teacher stress and coping strategies used to reduce stress. Occupational Therapy International, 12(2), 63-80.
- Bağceci, B., & Hamamci, Z. (2012). An investigation into the relationship between burnout and coping strategies among teachers in Turkey. International Journal of Humanities and Social Sciences, 2(12), 67-72.
- Both, J., & do Nascimento, J. V. (2009). Professional intervention at school's physical education: Considerations about the teaching work. http://seer.ufrgs.br/Movimento/article/viewFile/3046/5769 [accessed 29 Jan. 2018].
- Boyle, G., Borg, M., & Falzon, J. M. (1995). A structural model of the dimensions of teacher stress. British Journal of Educational Psychology, 65(1), 49-67.
- Brouwers, A., Tomic, W., & Boluijt, H. (2011). Job demands, job control, casual support and self-efficacy beliefs as determinants of burnout among physical education teachers. Europe's Journal of Psychology, 7(1), 17-39.
- Brudnik, M. (2004). Burnout in physical training teachers a macro-path of professional burnout. Acta Unversitatis Palackianae Olomucensis, Gymnica, 34(2), 2-17.
- Brudnik, M. (2005). Skala Obciążenia Psychicznego (H. Sęk, M. Brudnik) wersja dla nauczycieli wychowania fizycznego. In R. Bartoszewicz, T. Koszczyc, & A. Nowak (Eds.), Dydaktyka wychowania fizycznego w świetle współczesnych potrzeb edukacyjnych (pp. 377-385). Wrocław: AWF.
- Brudnik, M. (2008). Zachowanie uczniów podczas lekcji a wypalanie się nauczycieli wychowania fizycznego. Kultura Fizyczna, 7-8, 23-28.
- Brudnik, M. (2009). Perception of self-efficacy and professional burnout in general education teachers. Human Movement, 10(2), 170-175.
- Brudnik, M., & Rutkowski, M. (2010). Fizyczne i społeczne środowisko pracy a wypalanie się nauczycielek i nauczycieli wychowania fizycznego. Wychowanie Fizyczne i Sport, 54(3), 167-174.
- Carraro, A. (2008). Stress and burnout in physical education teachers: Exploring the determinants. In J. Seghers & H. Vangrunderbeek (Eds.), Physical education research what's the evidence (pp. 125-138). Leuven: Acco.
- Chan, A. H., Chen, K., & Chong, E. Y. (2010). Work stress of teachers from primary and secondary schools in Hong Kong. Proceedings of the International Multi Conference of Engineers and Computer Scientists (Vol. 3), 17-19 March, Hong Kong.
- Chang, M. L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychological Review, 21(3), 193-218.
- Chaplain, R. P. (2008). Stress and psychological distress among trainee secondary teachers in England. Educational Psychology, 28(2), 195-209.
- Cherniss, C. (1981). Preventing burnout: From theory to practice. In W. Jones (Ed.), The burnout syndrome: Current research, theory, interventions (pp. 172-176). Park Ridge, IL: London House Press.
- Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and socialemotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189-1204.
- Cooper, C. L., Dewe, P. J., & O'Driscoll, M. P. (2001). Organizational Stress: A Review and Critique of Theory, Research, and Applications. Thousand Oaks: Sage Publications.
- Fejgin, N., Epharty, N., & Ben-Sira, D. (1995). Work environment and burnout of physical education teachers. Journal of Teaching in Physical Education, 15(1), 64-78.
- Fejgin, N., Talmor, R., & Erlich, I. (2005). Inclusion and burnout in physical education. European Physical Education Review, 11(1), 29-59.
- Folkman, S. (2008). The case for positive emotions in stress process. Anxiety Stress Coping, 21(1), 3-14.
- Folkman, S., & Lazarus, R. S. (1985). If it changes it must be a process: Study of emotion and coping during three stages of a college examination. Journal of Personality and Social Psychology, 48, 150-170.
- Folkman, S., Lazarus, R. S., & Dunkel-Schetter, C. (1986). Dynamics of a stressful encounter: Cognitive appraisal, coping and encounter outcomes. Journal of Personality and Social Psychology, 50, 992-1003.
- Friedman, I. (2000). Burnout in teachers: Shattered dreams of impeccable professional performance. Psychotherapy in Practice, 56(5), 595-606.
- Goh, Y.W., Sawang, S., & Oei, T. P. (2010). The Revised Transactional Model (RTM) of occupational stress and coping: An improved process approach.
- Australian and New Zealand Journal of Organizational Psychology, 3(1), 13-20.
- Gonzales-Morales, M. G., Rodriguez, I., & Peiro, J. M. (2010). A longitudinal study of coping and gender in a female-dominated occupation: Predicting teachers' burnout. Journal of Occupational Health Psychology, 15(1), 29-44.
- Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495-513.
- Heger, R. (2012). Psychosocial coping strategies of inclusion classroom teachers as they interact with English language students with learning disabilities. Dissertation Abstracts International. A: The Humanities and Social Sciences, 72(12-A), 4521.
- Hughes, E. (2001). Deciding to leave but staying: Teachers' burnout, precursors and turnover. The International Journal of Human Resource Management, 12(2), 288-298.
- Kennedy, A. (2013). The relationship between personality traits, coping resources, and burnout in north Louisiana secondary teachers. Dissertation Abstracts International. A: The Humanities and Social Sciences, 73(10-A) (E).
- Kosa, B. (1990). Teacher-coach burnout and coping strategies. Physical Educator, 47(3), 153-158.
- Koustelios, A., & Tsigilis, N. (2005). The relationship between burnout and job satisfaction among physical education teachers: a multivariate approach. European Physical Education Review, 11(2), 189-203.
- Kuśnierz, C. (2010). Głowne zagrożenia zdrowia psychicznego nauczycieli wychowania fizycznego. Opole: Oficyna Wydawnicza Politechniki Opolskiej.
- Kyriacou, C. (1998). Teacher stress: Past and present. In J. Dunham & V. Varma (Eds.), Stress in teachers: Past, present and future (pp. 1-13). London: Whurr.
- Kyriacou, C. (2001). Teacher stress: Direction for future research. Educational Review, 53(1), 28-35.
- Lazarus, R. S. (1991). Emotion and adaptation. New York: Oxford University Press.
- Lazarus, R. S. (1993). Coping theory and research: Past, present, and future. Psychosomatic Medicine, 55, 234-247.
- Lazarus, R. S., & Folkman, S. (1986). Cognitive theories of stress and the issue of circularity. In M. H. Appley & R. Trumbull (Eds.), Dynamics of Stress. Physiological, Psychological, and Social Perspectives (pp. 63-80). New York: Plenum.
- Lazarus, R. S., & Folkman, S. (1984). Stress, Appraisal, and Coping. New York: Springer.
- Łosiak, W. (1994). Dynamika emocji i radzenia sobie w stresie psychologicznym. Badanie pacjentow chirurgicznych. Rozprawy habilitacyjne UJ (p. 273). Kraków: UJ.
- Łosiak, W. (2008). Psychologia stresu. Warszawa: Oficyna Wydawnicza ŁOŚGRAF.
- Markelj, N. (2008). The burnout syndrome in Slovenian PE teachers. In J. Cabri, F. Alves & D. Araujo (Eds.), Books of abstracts. 13th Annual Congress of the European College of Sport Science. Portugal, Estoril, Faculdade Tecnica de Lisboa, Faculdade de Motoricidade Humana, 9-12 July.
- Maslach, C. (1993). Burnout: A multidimensional perspective. In W. Schaufeli, C. Maslach, & T. Marek (Eds.), Professional burnout: Recent developments in theory and research (pp. 19-32). Washington, DC: Taylor & Francis.
- Maslach, C. (2006). Wypalenie - w perspektywie wielowymiarowej. In H. Sęk (Ed.), Wypalenie zawodowe. Przyczyny i zapobieganie, trans. Jozef Radziecki (pp. 13-31). Warszawa: PWN.
- Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behavior, 2, 99-113.
- Maslach, C., Schaufeli, W. B., & Leiter M. P. (2001). Job burnout. Annual Review of Psychology, 53, 397-422.
- Matud, M. P. (2004). Gender differences in stress and coping styles. Personality and Individual Differences, 37(7), 1401-1415.
- Mearns, J., & Cain, J. N. (2003). Relationships between teachers' occupational stress and their burnout and distress: Roles of coping and negative mood regulation expectations. Anxiety, Stress and Coping, 16(1), 71-82.
- Noworol, C. (1994). Kulturowa adaptacja Inwentarza wypalenia zawodowego Maslach, MBI. Unpublished manuscript. Kraków: Jagiellonian University.
- Noworol, C. (2000). Zarządzanie wypaleniem czy wypalenie zarządzania. In T. Borkowski, A. Marcinkowski, & B. Oherow-Urbaniec (Eds.), W kręgu zarządzania. Spojrzenie multidyscyplinarne (pp. 45-63). Kraków: Księgarnia Akademicka.
- Noworol, C. (2004). Wypalanie się kadr w organizacjach. Prometeusz. Kwartalnik Naukowy Wyższej Szkoły Społeczno-Ekonomicznej w Warszawie, 3, 9-21.
- Noworol, C., & Marek, T. (1994). Typology of burnout: Methodology modeling of the syndrome." Polish Psychological Bulletin, 24, 319-326.
- Noworol, C., Żarczyński, Z., Fąfrowicz, M., & Marek, T. (1993). Impact of professional burnout on creativity and innovation. In W. B. Schaufeli, C. Maslach & T. Marek (Eds.), Professional Burnout: Recent Developments in Theory and Research (pp. 163-175). Taylor & Francis.
- Ozaşker, M. (2012). Investigation of burnout levels of Turkish Physical Education and sports teachers in terms of various variables. Selcuk University Journal of Physical Education and Sport Science 14 (1): 64-70.
- Santini, J., & Molina Neto, V. (2005). A sindrome do esgotamento profissional em professores de educacao fisica: um estudo na rede municipal de ensino de Porto Alegre. Revista Brasileira de Educacao Fisica e Esporte, 19(3), 209-222.
- Schaufeli, W., and Enzmann, D. (1998). The burnout companion to study and practice: A critical analysis. London: Taylor & Francis.
- Schwarzer, R., Schmitz, G., & Tang, C. (2000). Teacher burnout in Hong Kong and Germany: A cross-cultural validation of the Burnout Inventory. Anxiety, Stress and Coping, 13(3), 309-326.
- Siudem, A. (2011). Style radzenia sobie ze stresem a wypalenie zawodowe wśrod nauczycieli. In G. E. Kwiatkowska & A. Siudem (Eds.), Człowiek w środowisku pracy (pp. 92-103). Lublin: Wydawnictwo UMCS.
- Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611-625.
- Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25(3), 518-524.
- Smith, C., Kirby, L. D. (2001). Towards delivering on the promise of appraisal theory. In K. Scherer, A. Schorr, & T. Johnstone (Eds.), Appraisal processes in emotion: Theory, methods, research (pp. 121-138). New York: Oxford University Press.
- Smith, D., & Leng, G. W. (2003). Prevalence and sources of burnout in Singapore secondary school physical education teachers. Journal of Teaching in Physical Education, 22(2), 203-218.
- Stănescua, M., Vasiliua, A. M., & Stoicescua, M. (2012). Occupational stress in physical education and sport area. Procedia - Social and Behavioral Sciences, 33(1), 218-222. Available at: https://www.researchgate.net/publication/257715213_Occupational_stress_in_physical_education_and_sport_area [accessed 3 March 2018].
- Stočkus, A., & Adaškevičienė, E. (2013). Peculiarities of stressors experienced by physical education teachers at work. Ugdymas. Kūno Kultūra. Sportas, 90(3), 62-69.
- Travers, C. J., & Cooper, C. L. (1993). Mental health, job satisfaction and occupational stress among UK teachers. Work and Stress, 7(3), 203-219.
- Viloria, H., Paredes, M., & Paredes, L. (2003). Burnout en profesores de educacion fisica. Revista de Psicologia del Deporte, 12(2), 133-146.
- Wontorczyk, A., & Brudnik, M. (2013). Cechy temperamentu jako predyktory wypalenia zawodowego u nauczycieli wychowania fizycznego. Psychologia Społeczna, 8(1), 96-110.
Typ dokumentu
Bibliografia
Identyfikatory
Identyfikator YADDA
bwmeta1.element.ekon-element-000171642423