The master's thesis examines the workload, occupational stress and occupational burnout experienced by teachers working in upper-secondary school dormitories. The first, theoretical part, focuses on the legislative basis for the functioning of an upper-secondary school dormitory and its educational role in adolescents' lives; roles, tasks and expected competences of the teacher as the person responsible for the educational process; occupational stress and occupational burnout. It also discusses the importance of additional training and supervision for the professional and personal development of teachers working in upper-secondary school dormitories.
In the empirical part, the results of a quantitative study covering 68 teachers working in Slovenian upper-secondary school dormitories indicate the presence of workplace stressors, the experience of stress and occupational burnout, and the interconnection of the latter with regard to gender, seniority, form of employment, participation in additional trainings, lack/presence of supervision in a upper-secondary school dormitory, and intention to leave the current workplace. The data needed for the study were obtained using an online questionnaire – the combination of Stress Scale and MBI-ES burnout questionnaire. The teachers participating in the study cited the workload, dormitory system, and students' behaviour and motivation as the main sources of work-related stress. While the teachers do not experience a high level of burnout, they are nevertheless emotionally exhausted by the workload and by the attitude and behaviour of the dormitory management. The teachers are burdened with the amount of administrative work, complexity of work assignments, and time pressure. They also tend to feel that their work is not valued highly enough and that their work is poorly paid. Finally, the teachers would like to receive more support from qualified external institutions.
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