Abstract
According to a large number of empirical studies from around the world, teachers tend to experience burnout to a greater or lesser extent. Burnout is undoubtedly a modern scourge that is increasingly common in schools, affecting the quality of interpersonal relationships fostered, the quality of teachers’ work and, above all, their physical and mental health and well-being. The syndrome is attributed to a variety of internal factors that relate to the individual and the particular characteristics of his or her temperament. At the same time, however, it is also attributed to a number of external factors that are related to the nature and demands of the work context. Empirical evidence supports the existence of a bidirectional relationship between the quality of interpersonal relationships that teachers form in their work context and burnout. According to this, it appears that the quality of interpersonal relationships that the teachers develops in the school context tends to have a significant impact on the triggering of the syndrome, but the reverse is also true: the phenomenon of burnout seems to have further negative effects on the teacher’s interpersonal relationships. For this reason, the relationships that teachers develop with students, supervisors, colleagues, parents and guardians, and even the personal and social relationships that they cultivate, are put under the microscope of researchers on a daily basis. The study of this phenomenon contributes to the development of a series of theoretical models and research tools in order to provide meaningful solutions and take appropriate measures that will contribute to the cultivation of harmonious interpersonal relationships in schools and promote the well-being of teachers and students, while improving the quality of the learning process and learning outcomes.
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Interpersonal relationships, psychological climate and burnout syndrome 360 KB