BURNOUT, BOROUT AND MOBBING AMONG TEACHERS POST COVID-19 RESTRICTIONS

Abstract

A questionnaire was adapted to measure the negative predictors of teachers' job satisfaction and performance after the pandemic restriction, imposing learning in e-environment,. For this purpose, burnout scale with components of perceived stress, administrative support and attitude towards students and professional satisfaction was combined with the experienced demotivation and lack of incentives in the professional routine presented in the concept of boreout and perceived mobbing by management, colleagues, students and parents. The study involved 800 teachers, 460 teachers in kidergartens and 339 in the secondary education system. The results demonstrate good psychometric properties and discriminability of the administered scales. This justifies the implementation of the questionnaire and its use for analyses and comparisons in the process of effective self-regulation and prevention of perceived stress, the recognition of routine and negative perceived attitudes by participants in the educational process. Overall, the results demonstrate optimal self-regulation of respondents and confirm the expected relationships between perceived occupational stress, job satisfaction and communication in the workplace.