<bold>Purpose.</bold> The objective of the study was to determine to what degree general perception of self-efficacy protects general education teachers in Poland (educational stages II-IV) against professional burnout, and whether teachers of various subjects display any differences in this respect. <bold>Basic procedures.</bold> The study was carried out between April and June 2005 on a sample of 404 teachers (women n = 310, men n = 94). The diagnosis of the burnout syndrome was based on the Maslach Burnout Inventory (MBI). The perception of coping competences in teachers facing professional stress was measured with the General Self-Efficacy Scale (GSES) (Polish version) by R. Schwarzer, M. Jerusalem and Z. Juczyński. <bold>Main findings.</bold> Teachers are characterized by a high level of self-efficacy perception. <bold>Conclusions.</bold> As a factor preventing development of the three-dimensional burnout syndrome, perception of self-efficacy protects teachers against a loss of professional satisfaction, increasing emotional exhaustion and a tendency to depersonalize their pupils. Teachers of various subjects perceive the preventive role of self-efficacy differently.
Sęk H., Pasikowski T., Principal factors determining the level and structure of burnout - a comprehensive analysis of inter-variable associations. In: Sęk H. (ed.), Professional burnout - psychological mechanisms and determinants [in Polish]. Zakład Wydawniczy K. Domke, Poznań 1996, 50-53.
Oleś P.K., Introduction to personality psychology [in Polish]. Scholar, Warszawa 2003.
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