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12 Acta Univ. Palacki. Olomuc., Gymn. 2004, vol. 34, no. 2Fig. 4Graphic presentation of three burnout dimensions in Cluster III. N = 30 (emotional exhaustion EE, negative sense ofprofessional achievement NSPA, depersonalization DP)6050403020x cluster IIIx total100EE NSPA DPFig. 5Graphic presentation of three burnout dimensions in Cluster IV. N = 6 (emotional exhaustion EE, negative sense ofprofessional achievement NSPA, depersonalization DP)6050403020x cluster IVx total100EE NSPA DPThe fully developed syndrome manifested in this clusteris presented graphically in Fig. 3.Cluster III (N = 30) included teachers that, despitetheir low values of emotional exhaustion (x – III.EE = 8.2;x– EE = 12.7) and medium level of depersonalizationDP, were beginning to experience an absence of professionalachievements, gradually losing the sense ofvalue and usefulness of their work (x – III.NSPA = 18.7)(TABLE 3). These were individuals who were partiallyburned-out and progressing through subsequent phasesof burnout (Fig. 4).Cluster IV (N = 6) grouped teachers of physicaltraining who – with the progressing burnout process –experienced their first crisis in professional work. Theirmean duration of employment was approximately 7years and their mean age was 33 years (TABLE 4). Theteachers reacted to work-related stress with a high levelof emotional exhaustion (x – IV.EE = 21.5; x – EE = 12.7),which – at the moderate satisfaction level of their work(NSPA) – triggered clear depersonalization (TABLE3, Fig. 5). The mean value of the DP dimension(x – IV.DP = 12.2) was twice as high as compared to themean value characteristic of the population of burnedoutteachers from Cluster V and at the same time threetimes as high as the DP value in the population of nonburnedout teachers (Cluster I) (Fig. 3).Subsequently, based on the four-phase typologicalburnout model, an attempt was made to determine themacro-path of the burnout phenomenon that developedamong teachers of physical training (Fig. 6).The starting point for the progressive burnout processamong physical education teachers is the T0 phase– Cluster I, which is formed by individuals unaffected byburnout (N = 150) (Fig. 1). Subsequently, the T1 phasedenotes the process of a gradual increase of dissatisfactionand a loss of professional satisfaction, which – atlow values of emotional exhaustion – is accompaniedby intensifying symptoms of depersonalization, still
Acta Univ. Palacki. Olomuc., Gymn. 2004, vol. 34, no. 2 13Fig. 6Macro-path illustrating the course of burnout process in the studied population of physical training teachers (N = 256)plotted using the four-stage typological model with Maslach’s and Golembiewski’s pathsLegend: E – emotional exhaustion (EE); P – negative sense of professional achievement (NSPA); D – depersonalization (DP); a letter in subscript – a low level ofthe dimension; a letter in superscript – a high level of the dimension (Noworol, 2000)Fig. 7Macro-path illustrating the course of burnout process in the population of general education teachers (N = 256) plottedusing the four-stage typological modelLegend: E – emotional exhaustion (EE); P – negative sense of professional achievement (NSPA); D – depersonalization (DP); a letter in subscript – a low level ofthe dimension; a letter in superscript – a high level of the dimension (Noworol, 2000)
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