The Future of Education

The employees ways of coping that uses when facing  stressors as well as their perception of self-efficacy and level of burnout  in three high schools was investigated during periodic medical  checkup,  through a questionnaire that included: Brief COPE (SC Carver),  Maslach burnout inventory, perceived self-efficacy scale, Automatic Thoughts Questionnaire (ATQ),  as well as demographics (age, duration as an employee in the unit, gender, type of residence, level of education). Brief COPE questionnaire scores various ways of copind with stressors as follows: Planning, Active coping, Use of emotional support, the Use of instrumental support,  Positive reframing, Humour, Acceptance, Religion, Self-distraction, Denial, Substance use, Venting, Behavioral disengagement and Self-blame. ATQ corelates in all three school units, positively with Self-blame (in high school no.1 p<0,001; in high school no.2 p=0,,015; in high school no.3 p=0,010), with burnout (in high school no.1 p<0,001; in high school no.2 p<0,001; in high school no.3 p<0,001) and negatively with  self-efficacy (in high school no.1 p=0,017; in high school no.2 p=0,010; in high school no.3 p=0,037). Furthermore burnout  corelates in all three school units, positively with Behavioral disengagement (in high school no.1 p=0,017; in high school no.2 p<0,001; in high school no.3 p=0,001), with Self-blame (in high school no.1 p=0,001; in high school no.2 p=0,002; in high school no.3 p<0,001) and negatively with self-efficacy (in high school no.1 p<0,001; in high school no.2 p=0,,002; in high school no.3 p<0,001). Active coping corelates positively with Self-distraction (respectively p= 0,027 ; p=0,011 ; p<0,001) and in all three units (with p<0,001) with Planning and with Positive reframing. The Use of emotional support corelates  positively with the Use of instrumental support ( p<0,001 in all three units).

The importance of images and verbalizations that occur spontaneously during daily life,  their association with self blame and burnout as well as the association of coping styles, are aspects that show both the possibility and the importance of their approach through cognitive behavioral therapy for employees in education