Analiza povezanosti stresa, profesionalnog sagorijevanja i organizacijskih faktora kod nastavnika i učitelja

This study aimed to examine the relationship between stress and professional burnout among teachers in Mostar, and to determine whether differences exist between teachers and educators regarding specific organisational characteristics that influence the levels of stress and professional burnout. The research was conducted during October and November 2024, with participants compirising teachers and educators from the Mostar area. The measurement instruments employed included the Depression, Anxiety and Stress Scale (DASS-21), from which the stress subscale, consisting of seven items, was utilised, as well as the Oldenburg Burnout Inventory, which encompasses two subscales: alienation and exhaustion. Additionaly, a sociodemographic questionnaire was specifically designed for this study. The research was conducted online using the Google Forms platform, with a total of 124 participants. The results revealed a statistically significant positive correlation between stress and burnout among the participants. Furthemore, the findings indicated no statistically significant differences in burnout levels (exhaustion and alienation) with respect to teachers' years of service. Finally, the results demonstrated that teachers holding the position of class teacher experienced higher levels of stress compared to teachers who did not hold this role.