Are Teachers More Affected by Burnout than Physicians, Nurses and Other Professionals? A Systematic Review of the Literature

Squillaci, Myriam

doi:10.1007/978-3-030-20451-8_14

Cited by 12 publications

(9 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Our outcomes are not corroborated by the literature review which reported more than 80% of teachers in the danger zone, 13% in the zone at risk and only 1% in the correct zone (e.g. Baran et al 2010;Laugaa, Rascle, and Bruchon-Schweitzer 2008;Näring, Briët, and Brouwers 2006;Squillaci 2020).…”

Section: Discussioncontrasting

confidence: 99%

See 1 more Smart Citation

Analysis of the burnout levels of special education teachers in Switzerland in link with a reform implementation

Squillaci

2020

European Journal of Special Needs Education

View full text Add to dashboard Cite

Increased levels of burnout have been demonstrated for teachers and special education teachers (SETs) over the 20 past years. Since 1984, Maslach, Jackson and Leiter provided a framework for conceptualising burnout within three dimensions (emotional exhaustion, depersonalisation, personal accomplishment). This study aimed to verify the hypothesis that a reform implementation influences the three dimensions of the burnout among SETs in Switzerland. In order to meet the objective of the study, a cross-sectional research was conducted over two measurements times-before and after the entry into force of the reform-using the Maslach Burnout Inventory. The sample included 345 SETs for a response rate of 61.9% (T1 = 169; T2 = 176). Results show three essential outcomes: SETs show low levels of emotional exhaustion and depersonalisation but a level of personal achievement in the zone at risk. The reform implementation has not influenced the perceived health at work in the sample. SETs assess generally their health in a positive manner.

show abstract

Section: Discussioncontrasting

confidence: 99%

“…All the selected studies (45 studies, N = 20ʹ999) have assessed teachers burnout using the Maslach Burnout Inventory (MBI). Results pointed out various outcomes (Squillaci 2020):…”

Section: Introductionmentioning

confidence: 99%

Analysis of the burnout levels of special education teachers in Switzerland in link with a reform implementation

Squillaci

2020

European Journal of Special Needs Education

View full text Add to dashboard Cite

show abstract

“…This definition is based on the threedimensional burnout model of Maslach (Maslach and Leiter, 2016). A recent literature review (k 45 results studies) revealed worrying percentages of burnout with only 18.4% of teachers at low risk for EE (76,4% at moderate risk and 5.2% at high risk), with 38.1% of teachers at low risk for D (60.8% at moderate risk and 1.1% at high risk) and with only 0.4 of teachers (one study out of 45 results) at low risk for PA (12.7% at moderate risk and 86.9% at high risk) (Squillaci, 2020a).…”

Section: Collaboration As Risk For Teachers' Health: a Reviewmentioning

confidence: 95%

Working in Inclusive or Non-Inclusive Contexts: Relations Between Collaborative Variables and Special Education Teachers’ Burnout

Squillaci

Hofmann

2021

Front. Educ.

View full text Add to dashboard Cite

Over the last two decades, the nature of teachers' work has undergone significant structural changes due to political, social, organizational, technological, and philosophical factors. With the development of inclusive policies, the roles and functions of special education teachers (SETs) have evolved over the years. Inclusive work in general classrooms is often seen as a source of stress for SETs as they may have less autonomy at work, and more complex collaboration than their peers working in special classes. This stress can lead to a burnout syndrome, which is characterized by emotional exhaustion, depersonalization and a lack of personal accomplishment. Less is known about the effects of teaching contexts on the SETs’ health. Therefore, this study aimed to compare the perceived health of a sample of SETs in Switzerland (N = 306) working in inclusive contexts (n = 79) with those working in non-inclusive contexts (n = 227). The sample filled out a self-reported questionnaire measuring personal variables, burnout at work with the Maslach Burnout Inventory, and collaborative variables with the School Quality Survey. Research results show three main findings. 1. Differences in perceived health at work are not significant between the two subgroups. 2. The two subsamples are not exhausted or depersonalized, but present a reduced personal achievement. 3. The collaboration-related variables exert different effects on the three burnout dimensions.

show abstract

“…The persistent imbalanced teacher-student ratios in special education schools contribute to long-term work overload for special education teachers (Xie et al, 2021), resulting in persistent fatigue and burnout. Several studies have found that special education teachers have higher levels of burnout (Brunsting et al, 2014;Squillaci, 2020). Special education teachers contend with significant challenges, including highly demanding tasks, a greater frequency of unexpected events, less positive teaching feedback, and difficulty in experiencing a sense of accomplishment (Xu et al, 2019a).…”

Section: Introductionmentioning

confidence: 99%

“…Special education teachers contend with significant challenges, including highly demanding tasks, a greater frequency of unexpected events, less positive teaching feedback, and difficulty in experiencing a sense of accomplishment (Xu et al, 2019a). Some studies have found that special education teachers experience higher levels of burnout (Brunsting et al, 2014;Squillaci, 2020). Burnout affects the physical and mental health of special education teachers and the improvement of their professionalization level (Heidi, 2020).…”

Section: Introductionmentioning

confidence: 99%

A Study of the Relationship between Burnout and Social Support among Special Education Teachers in China

Ran

2024

JSS

View full text Add to dashboard Cite

The comprehensive promotion of high-quality development in special education relies on the key factor of teacher construction. This study aims to systematically gain a deeper understanding of the factors influencing burnout in special education teachers and explore the relationship between social support and special education teachers' burnout. Through a survey of 357 special education teachers, the study found that 1) there are significant differences in the degree of burnout among special education teachers with different ages, teaching ages, titles, and professional backgrounds; 2) there are significant differences in the Cynicism dimension of burnout among special education teachers with different academic qualifications; and 3) social support negatively predicted burnout among special education teachers, with a significant negative correlation between the two dimensions.

show abstract

Are Teachers More Affected by Burnout than Physicians, Nurses and Other Professionals? A Systematic Review of the Literature

Cited by 12 publications

References 24 publications

Analysis of the burnout levels of special education teachers in Switzerland in link with a reform implementation

Analysis of the burnout levels of special education teachers in Switzerland in link with a reform implementation

Working in Inclusive or Non-Inclusive Contexts: Relations Between Collaborative Variables and Special Education Teachers’ Burnout

A Study of the Relationship between Burnout and Social Support among Special Education Teachers in China

Contact Info

Product

Resources

About