<原著論文>小学校教員の二次元レジリエンス要因がバーンアウトに与える影響―コロナ禍における主観的負担感との関連―

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  • <Articles> Bidimensional Resilience Factors Affecting Burnout in Elemental School Teachers
  • ショウガッコウ キョウイン ノ ニジゲン レジリエンス ヨウイン ガ バーンアウト ニ アタエル エイキョウ : コロナ カ ニ オケル シュカンテキ フタンカン ト ノ カンレン

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[Abstract] The purpose of this study was to examine the effect of bidimensional resilience on burnout among elemental school teachers and the relation burnout and sense of burden caused by COVID-19 pandemic of 2020. One hundred and fifteen elemental school teachers responded to questionnaires on bidimensional resilience, burnout, asking advice on teaching duties and sense of burden caused by COVID-19 pandemic of 2020. The results revealed that innate resilience factor “optimism”, acquired resilience factor “attempting to solve a problem”, and frequency of “asking superiors advise on teaching duties” negatively affected burnout and that burnout was lower in those with higher the acquired resilience than the innate resilience. Furthermore, the tendency to burnout was stronger among those who felt a greater burden caused by corona disaster in their daily lives. Those results suggest that the acquired resilience plays a significant role in burnout among elemental school teachers. To prevent mental illness, it is important to promote and increase the acquired resilience.

専攻: 臨床心理学

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