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Teachers' Career Stages as Predictors of Teachers' Burnout in Slovenia: The Role of Emotion Regulation Difficulties
Ana Kozina
orcid.org/0000-0002-0117-6476
; Institut za istraživanje obrazovanja, Ljubljana, Slovenija
*
Tina Pivec
; Institut za istraživanje obrazovanja, Ljubljana, Slovenija
Jerica Peric
; Sveučilište u Ljubljani, Filozofski fakultet, Ljubljana, Slovenija
Tina Vršnik Perše
; Sveučilište u Mariboru, Pedagoški fakultet, Maribor, Slovenija
* Dopisni autor.
Sažetak
As the stressors faced by teachers are often social and
emotional in nature and as the quantity and quality of these
stressors change throughout the teachers' career, the
association between career stages, emotion regulation, and
burnout, are the focus of the current study. We are interested
in whether the career stages predict the levels of burnout, its
cognitive, emotional, and physical dimension, and whether
interaction between career stages and emotion regulation
predict all three dimensions of burnout. The sample included
1468 Slovene pre- and in-service teachers. The findings
show significant differences in emotion regulation between
career stages in all three dimensions of burnout. Teachers
who reported less emotion regulation difficulties reported
lower levels of all three burnout dimensions. Pre-service
teachers and early-career teachers reported higher levels of
all three burnout dimensions indicating the need to pay
special attention to teachers' transition to the workplace.
Ključne riječi
teachers; career stages; emotion regulation difficulties; burnout; Slovenia
Hrčak ID:
347641
URI
Datum izdavanja:
9.2.2026.
Posjeta: 0 *