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Journal of Occupational Medicine and Toxicology

, 6:37

First Online: 22 December 2011Received: 17 October 2011Accepted: 22 December 2011


BackgroundThe study investigates whether established in-patient therapy for teachers with burnout results in long-acting success and whether gender gaps and differences between teachers of different school levels exist. According to our knowledge, our study is the most extensive inpatient intervention study on the burnout of a defined occupational group, i.e., teachers.

Methods200 teachers participated, 150 took part in a later performed katamnestic survey.

The Maslach Burnout Inventory MBI was used and work-related data were recorded. The days of incapacity for work and the percentage of teachers endangered by burnout decreased, which supports the long-term success of the treatment.

ResultsSignificant differences between males and females and between teacher levels were found. However, the differences between teacher levels only showed up before treatment. Because males only underwent treatment at a more severe stage, further efforts in persuading males to start therapy earlier are needed.

ConclusionsThe proven and long-term success of the performed intervention could have greater effects if people, especially males, undergo treatment more frequently. Our results are based on selectively high proposition of teachers of advanced age. Thus it is possible that the long term effect of the intervention, particularly on retirement age, is greater when the intervention is started earlier. Regular burnout tests could help to identify risk cases among teachers at an early stage and to offer a therapeutic intervention.

Electronic supplementary materialThe online version of this article doi:10.1186-1745-6673-6-37 contains supplementary material, which is available to authorized users.

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Autor: Ralf Wegner - Peter Berger - Bernd Poschadel - Ulf Manuwald - Xaver Baur

Fuente: https://link.springer.com/

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