Symptoms of work-related burnout revealed in the process of remote working and resilience

Abstract

The term remote working is one of the forms of doing some kind of work, which allows both the employee and the employer to work from a convenient location using internet technologies. The mentioned method of work has become quite demanding and relevant in the conditions of the COVID 19 pandemic, especially in the educational field. Which is accompanied by its positive and negative characteristics. The goal of our study was: to reveal the symptoms of work-related burnout of teachers in the process of remote learning and to determine the relationship between these symptoms and the resilience. The following research methods have been selected in accordance with the goal, : to detect emotional burnout, we used C. Maslach and M. Leiter instrument. According to these authors, burnout is the result of irrelevance between person and work. As this irrelevance increases, the likelihood of burnout syndrome formation increases. The instrument mentioned above consists of three scales: emotional exhaustion, depersonalization, reduction of personal achievements.In order to study the resilience, we selected the instrument developed by S.R.MADDI, which contains three components: involvement, control and risk-taking. Based on the empirical research, it was found that among the emotional burnout scales for teachers, the highest score was found on the reduction scale. Which reflects the level of satisfaction with oneself as a professional. A relatively low score was found on the emotional exhaustion scale, and the lowest score was found on the scale of depersonalization. That is, emotional indifference is the least characteristic of teachers; The results obtained on the resilience scale were distributed as follows: the highest score was obtained on the scale of control, the average score was on the scale of involvement, and the lowest score was on the scale of risk-taking. Correlation analysis between resilience and professional burnout variables gave us a very interesting picture. In particular, all three scales of resilience are in positive correlation with a scale of work-related burnout, such as depersonalization, which means that the more arrogant behavior, professional slang, and use of labels are expressed with the teacher, the higher is: 1. Professional involvement, i.e. enjoying one's work , 2. Control, that is, the belief that the struggle allows us to make influence on what happens, even if this influence is not absolute and success guaranteed, 3. Risk-taking, that is, the belief that everything that happens to him/her based on positive or negative experiences contributes to his/her development. A negative correlation was confirmed with all three scales of resilience and with such a scale of work-related burnout as exhaustion, which means that in the case of increased psychological exhaustion, when the teacher loses the interest and positive feelings of   surrounding people, at this time the belief that the struggle allows us to make an influence on what happens (control) is low. The level of involvement is also low, which creates a feeling of being rejected. And finally - in the case of a high rate of burnout, the willingness to take risks is low, that is, the teacher is less likely to believe that everything that happens to him/her contributes to his/her development. Based on the research, it was determined that the components of resilience: involvement, control and risk-taking significantly hinder the development of teachers' work-related burnout.