Adaptation and Empirical Evaluation of the Questionnaire on Mentor Teacher Burnout
https://doi.org/10.26907/esd.18.4.02
EDN: EGGFQG
Abstract
The aim of this research is to determine the characteristics of the questionnaire for teacher burnout. In this study, Teacher Burnout questionnaire developed by Wrench et al. was used. The survey was conducted in May 2022. The sample consisted of 103 teachers. Cronbach alpha was 0.974. The results showed that the surveyed teachers experience low burnout (M = 31.53, SD = 17.89). Although being a mentor or the years of experience did not prove to be a statistically significant parameter, it is noticed that teachers who are not involved in mentoring activities express a higher feeling of burnout than mentors. Teachers who have between 11 and 30 years of experience show the signs of burnout; even young teachers (up to 5 years of service) report feeling burnout to some degree. The obtained results should be seen as indicators for next changes in the Serbian education system in terms of reducing the demands placed on teachers, especially administrative tasks. Therefore, the main recommendation is aimed at the education policy makers to take into account as many parameters as possible when introducing new changes, especially an underlying risk for teachers' burnout.
About the Authors
B. Radulović
University of Novi Sad
Serbia
Serbia
Branka Radulović
Novi Sad
A. Haškova
Constantine the Philosopher University in Nitra
Slovakia
Slovakia
Alena Haškova
Nitra
S. O. Ninković
University of Novi Sad
Serbia
Serbia
Stanislava Olić Ninković
Novi Sad
L. Knežević
University of Novi Sad
Russian Federation
Russian Federation
Ljiljana Knežević
Novi Sad
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For citations:
Radulović B., Haškova A., Ninković S.O., Knežević L. Adaptation and Empirical Evaluation of the Questionnaire on Mentor Teacher Burnout. Education and Self-Development. 2023;18(4):10-17. https://doi.org/10.26907/esd.18.4.02. EDN: EGGFQG
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