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A kiégés az egyik legsúlyosabb munkahelyi veszélyforrás, amely a pedagógusszakmát is erősen érinti. Narratív irodalmi összefoglalónkban a kiégés kutatásának kezdeteit is feltüntetve tekintjük át az aktuális kérdéseket a definíció, méréstan, a háttérokok és a prevenciós megközelítések terén – fókuszálva a tanárokkal kapcsolatos relevanciákra. A diverzifikált módszertan nehezíti az előfordulás pontos mérését és a kezelési protokollok kialakítását is. A kiégés kutatásának kezdetén a Maslach és munkacsoportja által létrehozott modell vált dominánssá, amely a mai napig a legelterjedtebb, de mivel sok kritika éri, számos új mérőeszköz alakult ki. Napjainkban a konszenzusra való törekvés a jellemző szintetizáló definíciókkal és mérőeszközzel. A munka- és szociálpszichológiai megközelítés mellett – amely ennek a cikknek is alapját képezi – a kiégés klinikai megközelítését is érintjük. A kiégés mint folyamat pontosabb feltérképezése pedig hozzájárul a személyre szabottabb prevenció kialakításához. A legújabb kutatási eredmények fényében összegezzük, hogy milyen egyéni és szervezeti szintű tényezők milyen differenciált hatással bírnak a kiégés mértékének alakulására. Végül kitérünk arra, hogy mindezeket az egyéni és szervezeti szintű tényezőket, illetve ezek interakcióit figyelembe véve melyek a leghatékonyabb prevenciós megközelítések – különösen az általános és középiskola világában.
Burnout is one of the most severe workplace risks, particularly among teachers. In this narrative literature review, we review current issues in definition, measurement, antecedents, and prevention approaches. We highlight teacher-relevant aspects. Diversified methodologies make it difficult to define the actual prevalence of burnout and design treatment protocols. Maslach and her colleagues created the burnout modell at the beginning of burnout research that became dominant and widely used, but due to considerable criticism, several new measurement tools have emerged. Nowadays, the search for consensus is characterised bysynthesising definitions and measurement tools. In addition to the work and social psychological approaches, which form the basis of this article, we also address the clinical approach to burnout. A more precise mapping of burnout as a developing process can contribute to a more personalised prevention approach. We summarise the differential impact of individual and organisational-level factors on the extent of burnout. Finally, we discuss the most effective prevention approaches, particularly in primary and secondary schools, considering the individual and organisational factors and their interactions.
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