@article {134,
	title = {LOCUS OF CONTROL IN GEORGIAN TEACHERS AND ITS RELATION TO TEACHER BURNOUT},
	journal = {Problems of Management in the 21st Century},
	volume = {11},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {8-15},
	abstract = {The intensive reforms taking place in general education field in Georgia impose considerable stress to those engaged in teaching profession. This may gradually lead to the condition of professional burnout of teachers. According to the conducted research some teachers have experienced burnout while others did not. The purpose of the present research is to identify how the personal quality such as control of locus may have influenced the level of burnout in Georgian teachers. Two self-assessment instruments, Rotter Scale and Maslach Burnout Inventory (MBI), were used in this research to measure control of locus type and level of burnout among Georgian teachers. Two questionnaires were distributed among 407 teachers at Public schools of Georgia. After dismissing inaccurately filled out questionnaires the analysis was conducted based on the data received from 373 questionnaires. The research findings revealed that Georgian teachers with internal locus of control are less likely to become professional burnout victims. Significant correlations proved to exist between locus of control orientation and teacher burnout on Emotional Exhaustion (EE) and Personal Achievements (PA) subscales of MBI. The article explores the opportunities to change locus of control from external to internal as a part of teacher professional development activities guided by school Principals and through redesigning of teacher preparation programs in order to make teachers more resistant to professional burnout. },
	keywords = {burnout levels, Locus of control, personal quality, teacher burnout, teacher preparation programs},
	issn = {2029-6932},
	doi = {https://doi.org/10.33225/pmc/16.11.08},
	url = {http://oaji.net/articles/2016/450-1468166419.pdf},
	author = {Maya  Bitsadze and Marine  Japaridze}
}
@article {29,
	title = {PILOT STUDY OF TEACHER BURNOUT IN GEORGIAN CONTEXT},
	journal = {Problems of Management in the 21st Century },
	volume = {2},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {36-44},
	abstract = {Modern schools have multiple demands to teachers causing prolonged stress often resulting in professional burnout. Research on teacher burnout is conducted at various countries of the world. Taking into account the significance of such research, two pilot research studies were conducted in Georgia. The objectives of the studies were to test the hypothesis that the majority of Georgian teachers are experiencing high burnout and simultaneously to test the adopted translated instruments for measuring burnout and proactive coping strategies. The first study surveyed 85 subjects and the second study - 193 subjects. 
For conducting pilot surveys an abridged version of Maslach{\textendash}Burnout Self Test in combination with Greenglass{\textquoteright}s 4 point-scale Proactive Coping Inventory and Maslach Educators Survey (MBI-ES) translated into Georgian language were used. 
The results of the first pilot study, in contrary to the hypothesis expecting to identify high burnout among Georgian teachers, showed that teachers have little signs of burnout and have high and moderate coping skills. In the second pilot study the hypothesis was partially confirmed in the Emotional Exhaustion aspect of burnout. For Emotional Exhaustion subscale the majority of the surveyed teachers showed moderate and high burnout. Teachers showed high scores on Personal Accomplishment subscale and low burnout on Depersonalization subscale. },
	keywords = {burnout, distress},
	issn = {2029-6932},
	doi = {https://doi.org/10.33225/pmc/11.02.36},
	url = {https://oaji.net/articles/2014/450-1391946214.pdf},
	author = {Maya  Bitsadze and Marine  Japaridze}
}
