Contextual framework and prevention of burnout syndrome among professionals in educational institutions

Abstract

Burnout syndrome is a widely researched phenomenon and is the focus of numerous scientific studies. Research results show a prevalence of contextual factors in relation to individual factors for its emergence and development, as well as certain differences in approaches to the problem in different countries. Given the specificity of helping professions, which recognize and work within educational institutions, "helpers" are exposed to the greatest professional stress and the risk of burnout syndrome. The aim of this paper is to examine the contextual factors within the educational system that can influence the occurrence and development of burnout syndrome, with a focus on emphasizing the importance and possibilities of prevention through organizational changes. Therefore, the paper starts from the specificity of burnout syndrome related to helping professions, educated to provide help and support to others. After that, insights into visible or experienced consequences for employees in educational institutions are interpreted, drawing attention to their reflection on the development and education of individuals and society, as well as resources that can inhibit burnout syndrome. The conclusions of the analysis of this problem point to priority systemic tasks aimed at providing support and assistance to employees in educational institutions, viewed through three levels of a preventive approach. In this regard, the pedagogical implications of work can also be considered, as they can shed light on the specifics of burnout syndrome, recognition in practice, and adequate action to prevent consequences, most commonly through a model of self-help.