Cilj istraživanja bio je ispitati u kojoj mjeri socio-demografska
obilježja učitelja, razlozi izbora učiteljske profesije i razina samopoštovanja predviđaju pojavljivanje profesionalnog sagorijevanja na poslu kod učitelja osnovne škole (N = 304). Rezultati ukazuju da socio-demografska obilježja, razlozi izbora učiteljske profesije i razina samopoštovanja značajno predviđaju
učiteljsko sagorijevanje. Pokazalo se da su muški učitelji, učitelji iz matičnih škola, učitelji koji imaju prebivalište u gradu, učitelji koji nisu zadovoljni izborom učiteljske profesije, učitelji koji očekuju da učiteljska profesija pruža mnogo vremena za obitelj i sigurnost posla, učitelji kojima je učiteljski studij bio drugi izbor studija, učitelji koji imaju nisku intrinzičnu motivaciju i nisku sposobnost poučavanja, učitelji koji smatraju da svojom profesijom imaju
slab doprinos društvu te učitelji s niskim samopoštovanjem, pod većim rizikom profesionalnog sagorijevanja na poslu. U radu se ukazuje na poželjnost obraćanja pažnje na navedene čimbenike prilikom upisa studenata na učiteljske studije te pružanje mogućnosti osobnog razvoja u njihovoj budućoj praksi.The aim of this research (N = 304) was to investigate to which extent
the teachers’ socio-demographic characteristics, their reasons for choosing a teaching profession as well as their personal self-esteem could be applied to assess the manifestation of professional burnout syndr ome at work. The results have indicated that the teachers’ socio-demographic characteristics, their reasons for choosing a teaching profession as well as their personal self-esteem considerably foresee the burning out of teachers at work. The results
have proved that the following categories of teachers are under a higher risk of professional burning out at work: male teachers; teachers at main branch schools; teachers whose place of residence is in cities; teachers who are dissatisfied with choosing a teaching profession; teachers who expect the teaching profession to offer a lot of free time for their families, as well as job safety; teachers to whom the teaching profession was the second choice for the course of studying; teachers with a low intrinsic motivation and a low
teaching ability; teachers who regard a teaching profession as having a weak impact on society; and teachers with a low self-esteem. It is indicative that a closer attention to the stated factors should be paid when enrolling students into the teaching courses of studying, as well as offering options for personal
development in their future practise
