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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Teachers’ Burnout and Work Behavior: The Role of Identity Development and Decision-Making Process
Author(s)
Monica Pellerone, Nicola Malizia, Tiziana Ramaci
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DOI:10.17265/2161-6248/2016.11.001
Affiliation(s)
Kore University of Enna, Enna, Italy
ABSTRACT
Recent
studies have confirmed that the category of teachers is subject to numerous and
heavy pressures, in particular, covering the peculiarity of the profession, the transformation of society towards a more
multiethnic and multicultural lifestyle, the continuous evolution of the perception of social
values, the scientific and technological evolution, the greater participation in decisions from
students and parents, the need to work in
teams, and the lost of social recognitions. The purposes of the
present study were to investigate the relation among identity development, decision-making process, and burnout, and measure the predictive
variables of the burnout level in a group of 80 Italian teachers, aged 34 to 63
years (M = 48.85; SD = 7.40).
The group completed the following instruments: Link Burnout Questionnaire (LBQ), Ego Identity Process
Questionnaire (EIPQ), and General Decision-Making Style (GDMS). Results confirm that burnout seems to be correlated with identity development and
decision-making styles. The results suggest future research directions, exploring the differences among different kinds of helping professions’ workers.
KEYWORDS
identity development, decision-making, burnout, teacher
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