საბაზო და საშუალო კლასის მასწავლებელთა პროფესიული გადაწვა თბილისის საჯარო სკოლებში

The aim of the master's thesis "Professional Burnout of Elementary and High School Teachers in Tbilisi Public Schools" is to identify and analyze the factors and parameters that lead to professional burnout of teachers in Tbilisi public schools. In a modern, well-developed countries, the issue of professional burnout of teachers is one of the most pressing issues and for developing countries, including Georgia, the issue is even more important because of constant reforms, overtime work, unhealthy deficiencies in the school environment, imbalances between available resources and excessive demands put teachers under constant stress.
The master thesis " Professional Burnout of Elementary and High School Teachers in Tbilisi Public Schools " is dedicated to the above-mentioned problems. The thesis aims to identify and analyze the factors and parameters causing professional burnout of teachers in Tbilisi public schools.
The research was conducted on issues related to this very topical issue: whether a significant number of teachers employed in Tbilisi public schools are experiencing professional burnout and its consequences; Whether deficiencies in the education system and school organizational culture and management style are the determinants of professional burnout; The connection between teachers’ burnout and number of students, age, length of service and competence; What is the impact of the so-called "Tutoring Institute" on the professional burnout of a teacher.
Both quantitative and qualitative research methods are used in the thesis. For quantitative research, we used Kristina Maslach's professional burnout tool for education staff, according to which 238 teachers from Tbilisi public schools were interviewed. For qualitative analysis, interviews were conducted with education analysts, researchers and managers who had extensive experience working with teachers.
The master's thesis presents the results of the research and the conclusion, according to which three hypotheses were justified: a significant part of teachers employed in Tbilisi public schools suffer from professional burnout and its consequences, shortcomings of the education system, organizational culture and management style; The professional burnout of teachers is affected by the so-called "Institute of Tutoring". One hypothesis was partially justified: the professional burnout of teachers is related to various indicators: competence, teacher experience, number of students.
Recommendations are developed based on the research results.
The questionnaire used for the research is attached to the thesis below