Parrello Santa, Ambrosetti Alice, Iorio Ilaria, Castelli Luciana
Section of Psychology and Educational Sciences, Department of Humanities, University of Naples Federico II, Naples, Italy.
Centre for Innovation and Research on Education Systems (CIRSE), Department of Education and Learning, University of Applied Sciences and Arts of Southern Switzerland (SUPSI), Locarno, Switzerland.
Front Psychol. 2019 Aug 2;10:1695. doi: 10.3389/fpsyg.2019.01695. eCollection 2019.
Work stress and burnout affect teachers to a significant extent. The objective of this study is to evaluate and compare the impact of relational and organizational factors on teacher burnout in two samples of primary school teachers, one Italian (Naples) and the other Swiss (Cantone Ticino). The hypothesis is that, given the socio-cultural and economic differences of the two contexts, the variables under investigation impact teacher burnout differently. We collected data through a self-reported questionnaire containing the following scales: Copenhagen Burnout Inventory, Satisfaction with Life Scale, Life Orientation test, organizational identification, colleague support, and workload. The Swiss sample consists of 964 teachers (26% kindergarten and 73.7% primary school teachers); the Italian sample consists of 104 teachers (20% kindergarten and 80% primary schools teachers). Descriptive analyses, mean comparison ( test), correlational analyses, and multiple linear regression analyses were conducted. There are no significant differences between the two samples with respect to burnout, colleague support, and workload. Correlations between burnout and the variables under investigation are significant in both samples, except for optimism in the Italian sample. Regression analysis shows that optimism and colleague support have an impact on burnout only in the Swiss sample; organizational identification has a stronger impact on burnout in the Italian sample.
工作压力和职业倦怠在很大程度上影响着教师。本研究的目的是评估和比较关系因素和组织因素对两组小学教师职业倦怠的影响，一组来自意大利（那不勒斯），另一组来自瑞士（提契诺州）。假设是，鉴于这两种背景的社会文化和经济差异，所调查的变量对教师职业倦怠的影响有所不同。我们通过一份自我报告问卷收集数据，问卷包含以下量表：哥本哈根职业倦怠量表、生活满意度量表、生活取向测试、组织认同、同事支持和工作量。瑞士样本包括964名教师（26%为幼儿园教师，73.7%为小学教师）；意大利样本包括104名教师（20%为幼儿园教师，80%为小学教师）。进行了描述性分析、均值比较（检验）、相关性分析和多元线性回归分析。在职业倦怠、同事支持和工作量方面，两个样本之间没有显著差异。除了意大利样本中的乐观主义外，职业倦怠与所调查变量之间的相关性在两个样本中均显著。回归分析表明，乐观主义和同事支持仅在瑞士样本中对职业倦怠有影响；组织认同在意大利样本中对职业倦怠的影响更强。
