Burnout, Boreout and Mobbing Experienced by Teachers in Kindergartens and Schools in the Conditions of COVID-19

Prof. Dr. Margarita Bakracheva
Sofia University
Prof. Dr. Yanka Totseva
University of National and World Economy

https://doi.org/10.53656/ped2023-2.05

Abstract. The article presents the results of a survey of 800 teachers 399 from kindergartens and 461 from schools. The level of occupational stress and bullying experienced and job satisfaction are examined, and differences between teachers at different educational stages, depending on age and length of service, are outlined. Overall, teachers have a moderate risk of burnout - in the main they perceive low levels of bullying from colleagues and managers, students and parents, professional stress and boredom, and maintain rather high levels of job satisfaction and administrative support. This does not preclude the need to maintain an environment that provides prevention and maintenance of satisfaction and motivation, which is supported by the relationships outlined in the results. Effective self-regulation is directly dependent on the perceived characteristics of the workplace environment.
Keywords: teachers; burnout; boreout; mobbing

Свързани статии:

ON THE POITICAL ECONOMY OF THE APRIL UPRISING OF 1876 Some Aspects of the Differences Between Shame and Guilt Functions of the Bulgarian Language and Literature Teacher when Working in a Multicultural Environment A Posteriori Analysis of Criteria Test for Activation and Diagnostics of Reflection in Learning Biology and Health Education – 8th Grade (Topic: Metabolism)