Abstract:

The specificity of the teaching profession includes continuous contact with students, initiating cooperation with parents and involvement in their own professional development. The constant feeling of social pressure may cause teachers anxiety and tension, which leads to professional burnout and, as a consequence, results in poor quality of education (Freudenberg 1974, Aronson 1988, Sęk 2000, Pines 2000, Sekułowicz, 2002, 2005; Chrzanowska, 2004; Bibik, 2008; Tucholska, 2008, 2009, Aypay 2011; Sęk 2012; Satinello 2014, Bianchi, Schonfeld, Eric Laurent 2015 i inni). In modern literature undoubtedly the most well-known researcher of the burnout syndrome is Maslach who structured the risk of occupational burnout in three planes - 1 / organizational; 2 / interpersonal and 3 / individual. The personality factors relate to the individual characteristics of the teacher. The theoretical assumptions referred to the feature of creativity. It is discussed as a creative attitude. creative action (Męczkowska, 2003), creative personality (Nęcka 2003; Szmidt, 2014), creative attitude (Popek, 1988, 2000), creativity as the ability to create a creative style of personal and professional functioning (Czaja-Chudyba 2006, 2016). In Stanisław Popek's understanding, the creative attitude manifests itself in the readiness or attitude of a man to transform phenomena, the environment and his own personality. It is the active attitude of a creative person to the world and life, which is reflected in the desire to learn, process reality and its own "I". This component of the creative personality may prove useful in the situation of occupational burnout.

The aim of the research was to determine the relationship between creative teacher behavior and the risk of burnout. In the research, the Burnout Test (MBI) was used (Ch. Maslach), to assess the level of the three components of burnout, which consist of: emotional exhaustion, depersonalization and a reduced sense of personal achievement. The second tool was the KANH S. Popka Questionnaire of Creative Behavior. Questions diagnose 13 traits from the conformism scale - nonconformity and 13 characteristics from the heuristic behavior scale - algorithmic behavior. Creative abilities are understood in the questionnaire as the personality characteristics of a human being. It consists of four scales: conformism, nonconformity, algorithmic behavior and heuristic behavior.

Preliminary results show that there is a relationship between the teachers' creative attitude and the level of occupational burnout. Teachers with a higher level of creative behavior are less exposed to the risk of burnout.

Conclusions resulting from the conducted research have practical applicability. They can be used to create preventive strategies to protect teachers against the risk of burnout. For example, training in the improvement of creative competences may give a positive result.

Keywords:

Teacher, creative behavior, burnout.