| Abstract [eng] |
The teaching profession is characterized by high professional demands, emotional involvement, responsibility for students’ academic and emotional well-being, and a constant need to adapt to changing educational environments. For these reasons, increasing attention is being paid to teachers’ psychological resources and personality traits that may be related to professional effectiveness and the risk of burnout. This thesis analyses the relationships between teachers’ narcissism, perfectionism, self-efficacy, and professional burnout. The aim of this study is to determine the relationships between teachers’ narcissism, perfectionism, efficacy, and professional burnout. The study seeks to analyse how different dimensions of narcissism and perfectionism are related to teachers’ efficacy and manifestations of professional burnout, as well as which of these variables may predict a higher risk of professional burnout. The theoretical part of the thesis discusses the concepts of narcissism, perfectionism, self-efficacy, and professional burnout, their manifestation in the educational context, and their interrelationships. The differences between grandiose and vulnerable narcissism, the dimensions of adaptive and maladaptive perfectionism, Bandura’s theory of self-efficacy, and the concept of professional burnout based on the dimensions of emotional exhaustion, cynicism, and reduced professional efficacy are analysed. The thesis is based on the works of Bandura (1977, 1997), Hewitt and Flett (1991, 2006), Maslach et al. (2001), Pincus and Lukowitsky (2010), Smith et al. (2016), Tschannen-Moran and Woolfolk Hoy (2001), and other researchers. The study use standardized questionnaires to assess the manifestations of teachers’ narcissism, perfectionism, self-efficacy, and professional burnout. The findings of the study indicate that certain dimensions of perfectionism and narcissism may be associated with higher emotional exhaustion, lower efficacy, and stronger manifestations of professional burnout. In contrast, a higher level of efficacy may function as a protective factor, helping teachers cope more effectively with professional challenges and reducing the risk of burnout. The results of the study also contribute to a better understanding of teachers’ emotional well-being and the psychological factors important for professional well-being and the quality of the educational process. |
