SOCIO-PSYCHOLOGICAL NEED TO PREVENT PROFESSIONAL DEFORMATION IN PRIMARY SCHOOL TEACHERS
Keywords:
Professional deformation, primary school teachers, socio-psychological factors, burnout, prevention, professional development, emotional resilience.Abstract
This thesis examines the socio-psychological need to prevent professional deformation of primary school teachers, focusing on the psychological and social aspects of their professional development. It highlights how constant workload, emotional stress, and institutional challenges can contribute to burnout, loss of motivation, and reduced professional performance. Through an analysis of the existing literature and empirical methods, the article emphasizes strategies for preventing such deformation, including psychological support systems, professional retraining, mentoring, and improving workplace culture.
References
1. Maslach, C., & Leiter, M. P. (2016). Burnout: A Multidimensional Perspective. New York: Routledge.
2. Day, C., & Gu, Q. (2010). The New Lives of Teachers. London: Routledge.
3. Vygotsky, L. S. (1997). Educational Psychology. Boca Raton, FL: CRC Press.
4. Rogers, C. R. (1983). Freedom to Learn for the 80’s. Columbus, OH: Charles Merrill.
5. Kyriacou, C. (2015). Stress-Busting for Teachers. Cheltenham: Nelson Thornes.
6. Bakker, A. B., & Demerouti, E. (2017). Job Demands–Resources Theory: Taking Stock and Looking Forward. Journal of Occupational Health Psychology, 22(3), 273–285.
7. Skaalvik, E. M., & Skaalvik, S. (2017). Motivated for Teaching? Associations with School Goal Structure, Teacher Self-Efficacy, Job Satisfaction and Emotional Exhaustion. Teaching and Teacher Education, 67, 152–160.
8. Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and Work Engagement among Teachers. Journal of School Psychology, 43(6), 495–513.
9. Travers, C. J., & Cooper, C. L. (1996). Teachers Under Pressure: Stress in the Teaching Profession. London: Routledge.
10. Montgomery, C., & Rupp, A. A. (2005). A Meta-Analysis for Exploring the Diverse Causes and Effects of Stress in Teachers. Canadian Journal of Education, 28(3), 458–486.
