Burnout of school principals in Poland: work demands, resources, and stressors
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View abstract on PubMed
Summary
This summary is machine-generated.Educational system changes significantly increase school principal burnout. Institutional support can mitigate this, while social media support correlates with higher distress, indicating a need for better leadership resources.
Area Of Science
- Educational Leadership
- Occupational Psychology
- Sociology of Education
Background
- School principals experience significant professional challenges and psychological strain.
- External stressors like political changes, climate change, war, and economic instability exacerbate job demands and burnout risk.
Purpose Of The Study
- To investigate the relationship between burnout in Polish public school principals and their perception of external stressors.
- To examine the role of job resources in mitigating burnout among school leaders.
Main Methods
- Burnout was assessed using the Oldenburg Burnout Inventory.
- Perceived external pressures and support sources were evaluated using a custom questionnaire.
- Multiple regression analyses were employed to determine predictive relationships.
Main Results
- Burnout demonstrated a significant association with perceptions of changes within the educational system.
- Institutional support from the education system correlated with reduced burnout.
- Support received via social media was linked to increased burnout and disengagement.
Conclusions
- Systemic educational reforms act as a distinct stressor contributing to principal burnout.
- Institutional support can buffer the impact of stressors, whereas social media support may indicate underlying professional distress.
- There is a clear need for structural support systems specifically designed for school leadership roles.
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