Teacher career is view as one with much stress so that it is most vulnerable to the burnout syndrom. This concept was described around 40 years ago in psychological literature and is associated with psychological pressure being considered an erosion of a positive psychological state and there are not effective programms against it. Teacher has many roles nowadays which generate a high level of stress: relation with students, with parents, matters with curriculum, researsch, counselling etc. All this responsabilities are related with social, economic and political context which have a strong influences on psychological state and pedagogical competences. Burnout syndrome is related into the psychology field to the name of Freudenberger and was very analized academic subject and in latest year were around thousands publications (over 6000 books, chapters and journal articles)(Maslach et al., 2001; Halbesleben & Buckley, 2004). There are many articles (Friedman, 2000; Urbanovská, 2011; Antoniou, Ploumpi and Ntall, 2013; Bas, 2011; Fisher, 2011) and Ph D thesis about bournout and teaching profession (Păduraru, 2010; Coșa, 2011) which analyzed and explored this subject, presenting different strategies to cope with this phenomenon or to prevent it. This paper aims to analyze the role of motivation in generating the burnout syndrom in teaching profession. There are a great amount of studies which described the main sources of teacher’s stress: bad behaviour of pupil, time pressure, conflict colleagues, insufficient social evaluation, poor student behaviour (Geving, 2007), lack of administrative support (Blase, Blase, & Du, 2008) and to much tasks (Brown, 2005), new method of teaching, low level of salary, the students’ lack of interest, attention and motivation, difficult relationships between parents and teachers, team working (Păduraru, 2010). On the whole, the current study is focused on preventing and combating burnout syndrom among teachers.

: teaching profession, burnout syndrome, motivation

Presentation: oral