Abstract
Burnout syndrome is a high-risk phenomenon, which impedes the quality of care of clients or rather pupils in helping professions including teachers. Since burnout syndrome develops as a result of long-lasting stress, for better understanding it is important to examine strategies of dealing with stress (coping strategies).
The paper presents a research on relationship between teachers' burnout syndrome and coping strategies in primary schools (n = 107). The results show the predominance of positive coping strategies.
However these do not correlate with burnout syndrome. On the contrary, there was found a correlation between negative strategies and burnout syndrome.
A specific strategy, which can have both positive and negative impact, is social support. The perceiving cognitive support is protective factor.