Abstract
This study investigates whether or not high school pupil's behaviour has any relevant impact as regards teachers occupational stress and therefore contributing to the burnout process with its already known risk factors. In 2008 Lopez, Santiago, Godás and colleagues after having investigated the influence of the pupils disruptive behaviour on teachers burnout – levels demonstrated that difficulties in conflict management and the absence of help in setting disciplinary measures represented reliable predictors for burnout. In our investigation we query, from a psychodynamic point of view, whether the pupils everyday inter relational behaviour, (considered a situation factor), has a transference impact on the teachers burnout. As would be expected dominant- hostile behaviour tends to accompany subjective valuation of teachers occupational stress.
Method: Secondary high school teachers and their pupils were assessed using the instruments mentioned below in order to calculate a relationship -score for each teacher based on the pupils questionnaires. The teachers were tested with the Brief Symptom Inventory, the Maslach Burnout Inventory, the Questionnaire on Life-Satisfaction and the Interpersonal Problems Inventory. Pupils were tested with an adapted version of the IIP for adolescents.
Results: Shows that even if pupils who have distant and detached behaviour are not associated with teachers stress related symptoms it is however associated with and leads to teachers’ emotional exhaustion, depersonalization and the intensification of the symptoms.