Shim Taeeun, Jun Mikyung, Lee Song Yi
Department of Education, College of Education, Dongguk University, Seoul 04620, Republic of Korea.
Department of Home Economics Education, College of Education, Dongguk University, Seoul 04620, Republic of Korea.
Behav Sci (Basel). 2024 Dec 17;14(12):1210. doi: 10.3390/bs14121210.
The psychological burnout experienced by teachers is not merely a personal issue; it is a significant social problem that impacts the entire educational environment. This study utilised Q methodology to identify the subjective perceptions of psychological burnout among Korean secondary school teachers and then analysed the characteristics of these perception types. An analysis of 34 statements and a P sample of 30 teachers resulted in four types of perceptions regarding teachers' psychological burnout: 'burnout due to damaged self-esteem' (Type 1), 'burnout due to organisational neglect' (Type 2), 'burnout due to excessive role demands' (Type 3) and 'burnout due to disrespectful behaviour' (Type 4). This study's meaningfulness is in its classification of teachers' psychological burnout into types and its exploration of the types' features. The results can also help in developing specific intervention programmes for each type.
教师所经历的职业倦怠不仅仅是个人问题；它是一个影响整个教育环境的重大社会问题。本研究采用Q方法来识别韩国中学教师对职业倦怠的主观认知，然后分析这些认知类型的特征。对34条陈述和30名教师的P样本进行分析，得出了关于教师职业倦怠的四种认知类型：“因自尊受损导致的倦怠”（类型1）、“因组织忽视导致的倦怠”（类型2）、“因角色要求过高导致的倦怠”（类型3）和“因不尊重行为导致的倦怠”（类型4）。本研究的意义在于将教师的职业倦怠进行分类，并探索这些类型的特征。研究结果还有助于为每种类型制定具体的干预方案。
