Burnout among preschool teachers in Serbia

Abstract

Background Pedagogical work has been one of the most stressful professions, especially work with pre-school children. Working with each age group has particular challenges, in which educators participate in the development of healthy lifestyles in children, their physical activity habits and their identity as social beings. The incidence of stress-related illnesses is more common among teachers than in the general population. The aim of this study was to examine the prevalence of burnout syndrome among preschool teachers in Serbia and factors associated with it. Methods The cross-sectional study was conducted between October 2018 and April 2019 and included National representative sample of 482 pre-school teachers in Serbia. The study instrument consisted of four sections: the socio-demographic, lifestyle and workplace characteristics; Copenhagen Burnout inventory; Beck Depression Inventory, and Zung Anxiety Scale. Results The average score on total burnout was 39.1±17.0, while the average score per scales on Copenhagen burnout inventory were: 41.3±18.7 for personal burnout, 41.2±15.9 for work-related burnout and 34.7±22.0 for client related burnout. The frequency of total burnout was 27.1%. Multivariate logistic regression analysis with total burnout as an outcome variable showed that being singe (OR: 0.18, 95% CI: 0.05-0.58), having poor (OR: 6.05, 95% CI: 1.05-34.91), or average (OR: 3.60, 95% CI: 1.57-8.25) self-rated health, not having didactic tools (OR: 2.71, 95% CI: 1.21-6.04), having higher score on Beck depression inventory (OR: 1.19, 95% CI: 1.09-1.29) or Zung anxiety scale (OR: 1.10, 95% CI: 1.03-1.18) was significantly associated with total burnout among our participants. Conclusions Our study showed the worryingly high prevalence of burnout among preschool teachers in Serbia. The results indicate its association with mental health problems, depression and anxiety, and yield for preventive action. Key messages There is a worryingly high prevalence of burnout among preschool teachers in Serbia. Total burnout was associated with mental health problems.

Can Trait Mindfulness Improve Job Satisfaction? The Relationship Between Trait Mindfulness and Job Satisfaction of Preschool Teachers: The Sequential Mediating Effect of Basic Psychological Needs and Positive Emotions

“…In particular, preschool teachers face higher vocational pressure ( Jeon et al, 2019 ; Kim et al, 2020 ; Lawrence et al, 2020 ), need higher emotional investment ( Zinsser et al, 2013 ; Krzewina, 2014 ) and work investment ( Fu, 2015 ). Therefore, they may have higher job burnout ( Clipa and Boghean, 2015 ; Wells, 2015 ; Terzic-Supic et al, 2020 ) and higher turnover intention ( Noble and Macfarlane, 2005 ). Even for some teachers who remain on the job, not having high levels of job satisfaction can lead to inefficiency and burnout, unintentionally harming classrooms and schools ( Soetan and Oyetayo, 2019 ).…”