Grazyna Poraj

Publications of Grazyna Poraj

• Psychological models of female teachers'functioning in their professional role.

  Authors: Grazyna Poraj

  International journal of occupational medicine and environmental health. 01/2010; 23(1):33-46.

  The research was aimed at searching for diversified models of female teachers' functioning that could be determined by their individual traits, psychological variables, and professional adaptationThe research was aimed at searching for diversified models of female teachers' functioning that could be determined by their individual traits, psychological variables, and professional adaptation factors. Three hundred eleven female teachers aged from 26 to 60 were examined. The following tools were used in the research: The Hope Scale, NEO-FFI Inventory, IPSA Inventory, Work Description Inventory and Maslach Burnout Inventory. Models of psychological functioning of female teachers were distinguished by means of cluster analysis. The classification was based upon similarities and differences in the obtained results. Three groups of female teachers characterised by distinct traits were identified and named according to the research results: 'passive teachers', 'frustrated teachers', and 'adapted teachers'. The first group (93 persons) included women who were not distinctive in any way. The second group (74 persons) comprised women characterised by very unfavourable traits. The third group consisted of women with favourable characteristics, women who are full of energy and enthusiasm for work, those who are satisfied with their job. Psychological models of female teachers' functioning are determined by their individual psychological traits. These traits constitute their important personal resources that influence their professional adaptation and the levels of job and life satisfaction.

• [Personality as a teacher's burnout predictor]

  Authors: Grazyna Poraj

  Medycyna pracy. 01/2009; 60(4):273-82.

  BACKGROUND: Teachers form a professional group that is prone to burnout syndrome. The reason for that may be sought in the specific character of the job as well as in teachers themselves. The aim ofBACKGROUND: Teachers form a professional group that is prone to burnout syndrome. The reason for that may be sought in the specific character of the job as well as in teachers themselves. The aim of the research is an attempt to define the relation between burnout in the teaching profession and personal traits in the context of two criteria, gender and the place of employment. MATERIAL AND METHODS: In a group of 390 teachers, 312 women and 78 men were examined. They represented varied levels of professional advancement and different workplaces. Two methods were applied in the research, Maslach Burnout Inventory (MBI) and NEO-FFI Inventory for measuring personality. RESULTS: The results provide evidence that the relationship between professional burnout and personal traits does exist. Two main traits have been distinguished, neuroticism and extraversion. It has been noted that there is an association between conscientiousness and professional effectiveness. Although men and women have different personal traits, there are no differences between them as far as the range of burnout syndrome is concerned. The most distinct symptoms of burnout were revealed by junior high school teachers. A raised competence explicitly decreases them. CONCLUSIONS: Personality is an important predictor of teachers' burnout and its role grows in confrontation with difficult school reality offered by junior high schools.