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Ciencia & trabajo

versão On-line ISSN 0718-2449

Resumo

MALANDER, Nancy Marlene. BURNOUT SYNDROME AND JOB SATISFACTION IN SECONDARY SCHOOL TEACHERS. Cienc Trab. [online]. 2016, vol.18, n.57, pp.177-182. ISSN 0718-2449.  http://dx.doi.org/10.4067/S0718-24492016000300177.

Teachers practise an activity considered stressful and inclined to trigger the burnout syndrome. This research aimed to determine if the job satisfaction and some sociodemographic and work characteristics of teachers in high school, can attenuate or promote the syndrome. Participants were 123 teachers from six privately run schools in the province of Misiones, Argentina. The Burnout Inventory of Maslach and Jackson (1997) was used; The Occupational Satisfaction Scale for Teachers, by Oros and Main (2004), and indicators of socio-demographic and labor variables. The statistical procedure used was the Multiple Linear Regression. The results showed that the low job satisfaction predicts significantly the burnout and each of its dimensions. The intrinsic factors of job satisfaction were the best predictors of emotional exhaustion, depersonalization and personal fulfillment. Extrinsic factors predict significantly only the dimension of emotional exhaustion. Individuals more satisfied with their task, with greater motivation and self-actualization are less likely to suffer and develop the Syndrome. The only sociodemographic and labor variable that significantly predicted burnout was age. Younger teachers showed a greater predisposition to suffer the Syndrome.

Palavras-chave : BURNOUT; JOB SATISFACTION; TEACHERS.

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