School Burnout in Hungarian High School Students and Teachers’ Responsibility of Teachers for Prevention: A New Aspect of Teacher Competencies

Vol.22,No.1(2017)
Studia paedagogica

Nora Kunos

https://doi.org/10.5817/SP2017-1-4

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Abstract
This paper examines the first research of school burnout in Hungarian high school students. In spite of the research being just a pilot study, the collected opinions of 500 students from general high schools and vocational schools in the eastern region of the country revealed several significant findings. Our pilot research shows that school burnout is an existing phenomenon among the students. Thirteen percent of high school students seem to be affected by all three related symptoms (exhaustion, cynicism, and inefficiency at school), while 55% of students are affected by at least one symptom. We presumed that there would be a connection between studentrelated variables—such as gender, age, and academic achievement—and school-related variables—such as school atmosphere, general feeling of well-being, and the amount of contentment with the school and school support. Our hypotheses were confirmed as the research showed a close connection between these variables and burnout syndrome. Our research is innovative in testing a presumed connection between student and teacher burnout, as such a connection was suggested by the students. Our research used the School Burnout Inventory created by Salmela-Aro, which we modified by adding three additional dimensions of teacher burnout.

Keywords:
school burnout; competencies; burnout syndrome; motivation
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