Quel est l’impact du stress professionnel et du burnout sur les enseignants tunisiens ? (notice n° 1758629)
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| control field | 20260322010712.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Chennoufi, Leila |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Quel est l’impact du stress professionnel et du burnout sur les enseignants tunisiens ? |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2012.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 16 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | L’objectif de notre travail était d’explorer le burnout chez une population d’enseignants tunisiens et de rechercher les conséquences du stress professionnel et du burnout sur ces enseignants. Nous avons donc mené une enquête transversale qui a duré cinq mois (octobre 2009-février 2010) et qui a concerné les enseignants exerçant dans les lycées publics du gouvernorat de la Manouba (Tunis). Nous avons eu recours à l’échelle du burnout : le Maslach Burnout Inventory (MBI) et à un auto-questionnaire concernant les conséquences du stress chez ces enseignants. 21 % des enseignants présentaient un épuisement professionnel. 52% des enseignants ont signalé une baisse de leur rendement professionnel et 37,9% ont rapporté avoir une vie familiale perturbée. 19,9% des enseignants avaient augmenté leur absentéisme et 6,1% avaient eu recours à un congé de maladie de longue durée. 28,2% des enseignants souhaitaient exercer une autre profession. Le burnout était significativement associé aux perturbations familiales (p=0,013), à l’augmentation de l’absentéisme (p<0,001), aux congés de maladie de longue durée (p=0,007) et enfin au désir de reconversion (p=0,013). Il s’avère donc que le burnout des enseignants représente un problème de santé publique. Ses conséquences en termes de souffrance psychique, d’altération de la qualité de vie et d’absentéisme peuvent être importantes. De ce fait, il serait du plus grand intérêt d’approfondir et de diversifier les perspectives de recherche dans le domaine de la prévention. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The objective of the study was to explore the burnout syndrome in a population of Tunisian teachers and to examine the consequences of the professional stress associatcd to the teacher’s burnout. It was a transversal investigation which lasted five monrhs (October 2009- February 2010) and which concerned teachers working in the public high schools of Governorate of Manouba (Tunis). We used for that a self reported questionnaire concerning the conséquences of professional stress and the scale of the burnout: the Maslach Burnout Inventory (MBI). 21 % of the teachers had a professional exhaustion. 52% of the teachers described a décliné of their professional return and 37,9% had a perturbed family life. 19,9% of the teachers had increased their absenteeism and 6,1% had already resorted to long-term sick leaves. Finally, 28, 2% of the teachers wished to bave another profession. The burnout syndrome were significanly associated with the familial disturbances (p = 0,013), to the increase of the absenteeism (p<0,001), to the long-term sick leaves (p=0,007) and to the desire of reconversion (p =0,013). So, the teacher’s burnout appears as a reel problem of public health. It Icads to a teacher distress, to a perturbation of the quality of life and to increase of the absenteeism. So, we hope that this study will give rise to future research on stress, coping and burnout among Tunisian teachers, with theoretical aims as well as applications for the prévention. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | absentéisme |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | congés de maladie |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | enseignants |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | épuisement professionnel |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | stress professionnel |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | absenteeism |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | burnout |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | professional stress |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | sick leaves |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | teachers |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Ellouze, Faten |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Cherif, Wissal |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Mersni, Mourad |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Ben Houida, Asma |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Ben Abla, Thouraya |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Fadel M’rad, Mohamed |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Psy Cause | 61 | 2 | 2012-01-13 | p. 43-47 | 1245-2394 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-psy-cause-2012-2-page-43?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-psy-cause-2012-2-page-43?lang=fr&redirect-ssocas=7080</a> |
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