Burnout in Irish teachers: Investigating the role of individual differences, work environment and coping factors

Foley, Conor; Murphy, Mike

doi:10.1016/j.tate.2015.05.001

Cited by 75 publications

(72 citation statements)

References 57 publications

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“…By emotional exhaustion, the connection with emotional stability (or in other words neuroticism) was confirmed in the study by Foley and Murphy, however with a less stronger regression coefficient (Foley & Murphy, 2015). Depersonalization also correlated strongly with agreeableness in the Five Factor Model.…”

Section: 11mentioning

confidence: 61%

“…Emotional intensity and dissatisfaction with social support together explained 10.5 % of the variance for the same dimension of burnout (Fiorilli et al, 2014). Other relations with personal accomplishment were found between the following variables: teacher self-efficacy explained 5.2% (Foley & Murphy, 2015), responsibility (as an organizational factor) explained 9% (Mazur & Lynch, 1989), self-esteem explained 6% (Mazur & Lynch, 1989), classroom interactions explained 3.8% (Foley & Murphy, 2015), instructional management (as a school's climate factor) explained 6.5% (Grayson & Alvarez, 2008), problem-focused coping explained 1.5% (Foley & Murphy, 2015), extraversion explained 1.2% (Foley & Murphy, 2015), order and organization (as a classroom condition) explained 1.8% (Foley & Murphy, 2015), anomie explained 3% Mazur & Lynch, 1989), and having hypertension, heart disease or other diseases previously in one's life explained 2% and 1% and 2% of the variance for personal accomplishment (Mazur & Lynch, 1989).…”

Section: Variables Related To Personal Accomplishmentmentioning

confidence: 91%

“…Together, they explained 16.1% of the variance for emotional exhaustion. Regarding this burnout factor, still significant but weak connections were found with the following variables: student relations explained 1.4% (Foley & Murphy, 2015), neuroticism explained 6% (Foley & Murphy, 2015), isolation explained 4% (Mazur & Lynch, 1989), support explained 8% (Mazur & Lynch, 19899), empathic self-concept explained 2% (Mazur & Lynch, 1989), Type A personality explained 3% (Mazur & Lynch, 1989), primary subject explained 1% (Mazur & Lynch, 1989), and having hypertension or/and "other diseases" previously in one's life both explained 1%-1% of the variance for emotional exhaustion (Mazur & Lynch, 1989). …”

Section: Variables Related To Emotional Exhaustionmentioning

confidence: 94%

“…The other way of coping is emotion-focused coping, when individuals focus on their emotional state as the result of stress, and change their attitude toward the situation. In the case of problem-focused coping, it is easier to overcome the difficulties of the task, while those who deal with emotions may feel that a stressor is something that exceeds their ability to cope (Lazarus & Folkman, 1984in Foley & Murphy, 2015. Regarding the phenomenon of burnout, depersonalization is a form of avoidance coping (Stoeber & Rennert, 2008in Fiorilli et al, 2014.…”

Section: 31mentioning

confidence: 99%

“…Regarding this construct, other significant relations resulted in the following: type of school explained 10% (J. Burke & Greenglass, 1995), responsibility (as an organizational factor) explained 9%, support explained 4% (Mazur & Lynch, 1989), self-esteem explained 4% (Mazur & Lynch, 1989), and order and organization (as a classroom condition) explained 3.4% (Foley & Murphy, 2015), in another study core self-evaluation explained 3.8% (Foley & Murphy, 2015), extraversion explained 2.5% (Foley & Murphy, 2015), avoidance coping (as a form of emotional coping) explained 1.5% (Foley & Murphy, 2015), student ability level explained 2% (Mazur & Lynch, 1989), and having cancer or heart disease previously in one's life both explained 2%-2% of the variance for depersonalization (Mazur & Lynch, 1989). …”

Section: Variables Related To Depersonalizationmentioning

confidence: 99%

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The Road to Teacher Burnout and its Possible Protecting Factors – A Narrative Review

Nagy

2017

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In this review study personality characteristics and workplace environment variables (with special attention to classroom conditions) areinvestigated regarding the phenomenon of teacher burnout in order to discover the basis of an effective intervention program. Regardingthe studies, the Maslach Burnout Inventory Educational Survey for burnout measurement(Maslach, Schaufeli, & Leiter, 2001)was applied in all of the researches. Samples have been collected from the USA and several countries of Europe. According to the results, workload and social support turned out to be major influencing factors as much aswork characteristicsare concerned, and positive affectivity, emotional stability and self-efficacy were the major influencing variables as much as personality characteristicsare concerned. As a conclusion of the correlating tendencies, a hypothesized model has been created, in order to explain the process of how an individual responds to his or her environment in the process of burnout, where the steps are: (1) emotional traits (e.g.: emotional stability, positive affectivity, extraversion) -> (2) perceived work environment and work characteristics -> (3) consideration about one’s ability to cope (self-efficacy, self-confidence) -> (4) choice of a coping strategy -> (5) influence on the level of burnout (either increase or decrease).

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Section: 11mentioning

confidence: 61%

Section: Variables Related To Personal Accomplishmentmentioning

confidence: 91%

Section: Variables Related To Emotional Exhaustionmentioning

confidence: 94%

Section: 31mentioning

confidence: 99%

Section: Variables Related To Depersonalizationmentioning

confidence: 99%

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The Road to Teacher Burnout and its Possible Protecting Factors – A Narrative Review

Nagy

2017

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Factors that influence the decision of Spanish faculty members to retire

Tena

Perera

Martín‐Gutiérrez

2019

British Educational Res J

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Recent reports confirm that the European Higher Education Area is conditioning the satisfaction of Spanish faculty members, resulting in a greater number of early retirements. The present study, framed within the context of the research, development and innovation project 'Fuga de Talentos: Un estudio sobre los motivos que han condicionado a profesores universitarios con experiencia a abandonar la profesi on docente. Diseño de una propuesta (EDU2012-37068)', intends to understand the factors that influence their decision to retire early. This study is based on the mixed sequential explanatory strategy, using logistic regression analysis techniques with a sample of 311 faculty members. The results showed differences in the factors that influence the decision-making of active faculty members who are near (aged 51-60) or approaching (aged 61-65) retirement. Their professional satisfaction, feelings and the reasons for retiring influence their decision about retiring, explaining the culture of early retirement and the loss of human capital in Spanish universities. Highlights• To retire early is not only an individual decision, but the sum of contextual factors. • The factors analysed have an influence in different degrees, depending on the nearness to retirement.• The factors that influence the retirement decision are different for those near or approaching retirement.• Faculty members show different feelings as their time for retirement comes near.• Faculty members think about retiring early due to work factors. Presentation and rationale of the problemIn Spanish public universities, teaching and research staff carry out their professional activities as civil or non-civil servants, accessed through specific selection processes for each of these two labour regimes (according to Organic Law 4/

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Burnout in Special Needs Teachers at Kindergarten and Primary School: Investigating the Role of Personal Resources and Work Wellbeing

et al. 2017

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The purpose of the current study was to examine, within an integrative predictive model, the relative contributions of sociodemographic variables, personal resources, and work wellbeing to teacher burnout. The research was conducted with special education teachers at Italian preschools-a context in which few previous studies have been carried out-and primary schools. A cross-sectional survey-based study with a sample of 194 kindergarten and primary school teachers was conducted. The results indicated that teachers' happiness at school and job satisfaction incrementally predicted variance in personal, work-related, and student-related burnout, even after controlling for the effects of sociodemographic factors and personal resources. Furthermore, the final integrative predictive model was similar for both kindergarten and primary teachers. C 2017 Wiley Periodicals, Inc. Psychology in the Schools

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Burnout in Irish teachers: Investigating the role of individual differences, work environment and coping factors

Cited by 75 publications

References 57 publications

The Road to Teacher Burnout and its Possible Protecting Factors – A Narrative Review

The Road to Teacher Burnout and its Possible Protecting Factors – A Narrative Review

Factors that influence the decision of Spanish faculty members to retire

Burnout in Special Needs Teachers at Kindergarten and Primary School: Investigating the Role of Personal Resources and Work Wellbeing

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