ABSTRACT

Increased levels of burnout have been demonstrated for teachers and special education teachers (SETs) over the 20 past years. Since 1984, Maslach, Jackson and Leiter provided a framework for conceptualising burnout within three dimensions (emotional exhaustion, depersonalisation, personal accomplishment). This study aimed to verify the hypothesis that a reform implementation influences the three dimensions of the burnout among SETs in Switzerland. In order to meet the objective of the study, a cross-sectional research was conducted over two measurements times – before and after the entry into force of the reform – using the Maslach Burnout Inventory. The sample included 345 SETs for a response rate of 61.9% (T1 = 169; T2 = 176). Results show three essential outcomes: SETs show low levels of emotional exhaustion and depersonalisation but a level of personal achievement in the zone at risk. The reform implementation has not influenced the perceived health at work in the sample. SETs assess generally their health in a positive manner.

摘要

在过去的 20 年中，教师和特殊教育教师 (SET) 的倦怠程度有所增加。自 1984 年以来，Maslach、Jackson 和 Leiter 提供了一个框架，用于在三个维度（情绪耗竭、人格解体、个人成就）内对职业倦怠进行概念化。本研究旨在验证改革实施会影响瑞士 SET 职业倦怠的三个维度的假设。为了实现研究目标，使用 Maslach 倦怠量表在改革生效之前和之后的两次测量时间进行了横断面研究。样本包括 345 个 SET，响应率为 61.9%（T1 = 169；T2 = 176）。结果显示了三个基本结果：SET 表现出低水平的情绪耗竭和去人格化，但在危险区域中的个人成就水平。改革实施并未影响样本中感知的工作健康状况。SET 通常以积极的方式评估他们的健康状况。