Abstract
The study aimed to reveal the level of burnout syndrome, coping strategies and self-efficacy and their mutual relationships among teachers at elementary schools in the Czech Republic. SAMPLE AND SETTING.
The sample comprised 2,394 teachers (85% of females and 15% of males). The variables were measured by Shirom-Melamed Burnout Measurement, SVF 78 (coping strategies) and USE (teacher self-efficacy).
HYPOTHESES. Authors hypothesized that teachers with higher self-efficacy would prefer positive coping while teachers with lower self-efficacy would prefer negative coping.
Then, we assumed that teachers with higher self-efficacy and positive coping would report less burnout syndrome. Because positive coping is a part of professional competencies, we hypothesized that self-efficacy would predict of burnout syndrome stronger than coping strategies.
STATISTICAL ANALYSIS. The main analyses consisted of correlation, linear regression and multinominal regression.
RESULTS. The analyses showed the high prevalence of burnout syndrome (19% with perspicuous manifestation and 65% in risk of burnout).
Teachers with higher self-efficacy preferred positive coping over negative coping and vice versa. Teachers with higher self-efficacy and positive coping reported lower burnout syndrome.
The link between coping and burnout was significant. The association of negative coping with burnout syndrome was stronger.
STUDY LIMITATION. Correlational research; distinction between positive and negative coping used by the SVF 78; not-random research sample.