The Effectiveness of Teachers' Reflective Components in Reducing Social Burnout Syndrome Among Early Primary School Children
Abstract
The article presents the results of research on the effectiveness of developing teachers' reflective competencies in reducing school burnout syndrome in early primary school children. The study involved 40 teachers and 300 pupils from grades I–III across Poland. A quasi-experimental research design with experimental and control groups was applied. Student burnout was assessed using the ESSBS Scale by A. Aypay, adapted to Polish conditions by K. Tomaszek and A. Muchacka-Cymerman. The intervention lasted five months and included reflective workshops, pedagogical supervision sessions, and teachers' reflective journaling. Quantitative analysis revealed a statistically significant reduction in student burnout levels, especially emotional exhaustion, in the experimental group. Furthermore, qualitative analysis of teachers' reflective journals provided insights into the psychological mechanisms behind these outcomes, highlighting increased awareness of pupils' emotional needs, better emotional self-regulation among teachers, and enhanced pedagogical empathy. The findings confirm that fostering teachers’ reflectiveness is an effective tool for preventing school burnout in children.
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