Academic stress and burnout among primary school trainee teachers in the Rabat-Sale-Kenitra region

Abdelmounaim, Bouhaba; Madhi, Youssef El; Darif, Hajar; Soulaymani, Abdelmajid; Belfaquir, Mustapha

doi:10.1051/e3sconf/202131901029

Cited by 2 publications

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References 7 publications

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“…This dimension is based on the feeling of self-efficacy, teachers with low academic efficiency generally feel overwhelmed by the demands of training and feel pressure and stress. [ 21 ] This finding confirmed previous related studies on academic burnout,[ 22 23 24 25 ] which concluded that effective students reported lower levels of burnout than their less effective colleagues. It is clear, therefore, that students in our sample who progress to higher levels of education (Master's, PhD) have a higher level of AE [ Table 3 ].…”

Section: Discussionsupporting

confidence: 85%

Academic burnout among trainee teachers during the COVID-19 pandemic

Abdelmounaim

Madhi²,

Soulaymani

et al. 2022

Journal of Education and Health Promotion

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BACKGROUND: The trainee teacher seems to be more and more faced with frustration and stress during the training phase, caused by accumulation of requirements and duties, making them susceptible to the risk of burnout. The purpose of this work is to study the academic burnout of trainee teachers at the Rabat-Sale-Kenitra region's Regional Center for Education and Training Professions during the COVID-19 pandemic. MATERIALS AND METHODS: Seven hundred thirty-nine trainee teachers responded to a self-questionnaire comprising the Maslach Burnout Inventory–Student Survey scale in its French validated version, as well as stress factors during the academic year 2020–2021. Both inferential and descriptive methods of data analysis were used to represent the effect of sociodemographic variables on burnout levels during the COVID-19 pandemic. RESULTS: In agreement with the literature, most of trainee teachers show moderate and high levels of academic exhaustion; the main stressors presented are financial instability and training overload, and the level of study influences the scale of burnout among trainee teachers. CONCLUSION: The result of this study can serve as a predictor of academic burnout among Moroccan trainee teachers.

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Section: Discussionsupporting

confidence: 85%

Academic burnout among trainee teachers during the COVID-19 pandemic

Abdelmounaim

Madhi²,

Soulaymani

et al. 2022

Journal of Education and Health Promotion

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“…Internal consistency of the three dimensions (EE, CY, and AE) indicated acceptable psychometric quality. [ 27 28 ]…”

Section: Discussionmentioning

confidence: 99%

The development and validation of an academic burnout questionnaire among Moroccan trainee teachers using the maslach burnout inventory-student survey

Abdelmounaim

Boumaaize

Elmadhi³

et al. 2022

Journal of Education and Health Promotion

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BACKGROUND: Stress and burnout syndrome are more common for people who work in professions that include direct contact with humans, such as education and the medical field. To contribute to the prevention of this syndrome, the Maslach Burnout Inventory-Student Survey (MBI-SS) has been validated and used in different countries worldwide except for Morocco. The main purpose of this study is to develop and validate a special version of the MBI-SS scale to assess academic burnout among Moroccan trainee teachers during their training period. MATERIALS AND METHODS: A self-administered questionnaire was carried out to assess the sociodemographic factors and certain stressors of the interviewees as well as the MBI-SS. Two hundred fifty-five trainee teachers of the CRMEF (Regional Centre for Education and Training) participated to assess the validity of the MBI-SS scale in its French version and its three components during the academic year 2020/2021 of the Rabat-Salé-Kénitra region. The inferential method of data analysis was used by Cronbach's alpha to determine the overall reliability of the instrument as well as the three components of the assessment. After that, exploratory factor analysis was carried out. RESULTS: Sixty five percent of the participant were male, and most of them were between the ages of 20 and 30 years. The results demonstrated a satisfactory psychometric characteristic for its dimensions and validated the 3-dimensional structure of the MBI-SSM, yet they indicate the necessity to remove two items to guarantee their reliability. The Cronbach's alpha value of the MBI-SSM was greater than (0.7). The Cronbach's alpha also showed a good homogeneity for the three dimensions of the MBI-SSM, (0.853) for emotional exhaustion, (0.570) for cynicism, and (0.776) for academic efficacy. CONCLUSIONS: It is concluded that the MBI-SSM is determined to be an objective and a valid instrument and can be used to assess academic burnout in the Moroccan context.

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Academic stress and burnout among primary school trainee teachers in the Rabat-Sale-Kenitra region

Cited by 2 publications

References 7 publications

Academic burnout among trainee teachers during the COVID-19 pandemic

Academic burnout among trainee teachers during the COVID-19 pandemic

The development and validation of an academic burnout questionnaire among Moroccan trainee teachers using the maslach burnout inventory-student survey

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