Burnout of Primary Teachers in Qatar Government Schools during an Era of Educational Reform

Alloh, Maymona Mohamed; Hasan, Mahmood A.; Du, Xiangyun; Romanowski, Michael H.

doi:10.26803/ijlter.18.10.1

Cited by 9 publications

(10 citation statements)

References 25 publications

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“…Several female participants in this study expressed their feelings of stress or being exhausted working at government schools, which is in line with what was reported previously by (Alloh et al 2019) when female novice teachers in Qatari primary schools with less than five years of experience were scored high levels in their Emotional Exhaustion burnout (EE). In this study, it seems that male teachers suffered less from the burnout levels, feeling of exhaustion, and depression, which align with the findings of (Boström, Björklund, Bergström, Nybergh, Schäfer Elinder, Stigmar & Kwak, 2020), female participants were significantly more stressed than their male colleagues, with 20.2% of female teachers reported "very much stress" compared to 4.5% of male teachers.…”

Section: Challengessupporting

confidence: 91%

“…Nevertheless, Qatar's novice teachers are being expected to bear the same teaching loads and responsibilities as their more experienced colleagues (Alloh, Hasan, Du & Romanowski, 2019). This study demonstrated that novice (less than five years of teaching experience) and experienced (between five or more years of teaching experience) teachers reported high levels of EE burnout.…”

Section: Introductionmentioning

confidence: 76%

“…Interestingly, Qatari teachers receive several economic benefits, including bonuses and allowance related to the years of experience, qualifications, and yearly performance evaluation results. However, the burnout level in Qatar's schools remains high and the schools suffer from a high rate of shortages of both female and male new Qatari teachers (Alkhateeb, 2013;Alloh et al 2019;Ridge, Kippels, Shami, & Farah, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Novice Teachers’ Challenges and Coping Strategies in Qatari Government Schools

AL-Naimi

Romanowski²,

Du³

2020

IJLTER

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This study examined the challenges novice teachers encountered in Qatari government schools and the coping strategies they adopt. A qualitative study was conducted using semi-structured interviews with 15 novice teachers during their initial years of teaching. The findings demonstrated that most participants faced several personal challenges and other challenges within and beyond the school. Findings also indicated that these teachers confronted these challenges using various coping strategies. The challenges facing novice teachers include teaching and classroom, government, and administrative, and professional challenges. Novice teachers' coping strategies included individual internal peace strategies, active communication, and changing environment. Finally, based on these findings, suggestions are provided to support novice teachers' long-term success in Qatari government schools or similar contexts.

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Section: Challengessupporting

confidence: 91%

Section: Introductionmentioning

confidence: 76%

Section: Introductionmentioning

confidence: 99%

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Novice Teachers’ Challenges and Coping Strategies in Qatari Government Schools

AL-Naimi

Romanowski²,

Du³

2020

IJLTER

Self Cite

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“…Teachers who do not care about their students may experience burnout or physical or mental exhaustion/saturation due to increased task demands (Alloh et al, 2019).It is natural because the work of the ministry requires more energy, time and thought. Therefore, CRE teachers need to have sufficient rest time and look back at the purpose of vocation as a CRE teacher.…”

Section: Caring Teachersmentioning

confidence: 99%

Interests, Barriers, Stress, and Resilience of High School Students: A Caring Christian Religious Education Teacher

Sitepu

Hasugian

Simamora

2023

IJLTER

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This study identified the interests and barriers felt by students as an illustration of the concern of Christian Religious Education (CRE) teachers. This study aims to describe the level of stress and resilience of students, their preferred coping strategy, and the correlation of stress with student resilience. This research uses a quantitative approach with a nonexperimental design. A total of 147 respondents was sampled from the 700 teenage students population. The age range of students is 16 – 18. A survey questionnaire was used to investigate the stress and resilience scale of students, namely the Perceived Stress Scale which consists of 10 items (PSS-10), and the Connor-Davidson Resilience Scale which consists of 10 items (CDRS-10). The results from the descriptive analysis show that very few students have an interest in learning CRE and the highest barrier is self-confidence. The results from the descriptive analysis show that the level of stress that students feel is mostly in the middle category and the low category. The level of student resilience is mostly in the medium and high categories. The results of the correlation analysis show that stress is related to resilience where the direction of the correlationis negative. It means that the students who scored higher on PSS-10 is more likely to have difficulty or lower survival capacity (low endurance score). Therefore, to reduce the impact of stress so that the students have high resilience, coping strategy efforts by CRE teachers must be carried out with high concern, so that students can focus on interests and can face various barriers.

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“…Within this theme around 48% of the factors contributed to various categories of stress. They were multi-tasking (Gold et al, 2009), workload (Gold et al, 2009Simbula et al, 2012;Vazi et al, 2013;Vesely et al, 2013;Bermejo-Toro et al, 2015;Desrumaux et al, 2015;Yerdelen et al, 2016;Helms-Lorenz & Maulana, 2016;Skaalvik & Skaalvik, 2017;Alvarado & Bretones, 2018;Alloh et al, 2019;Braun et al, 2019;Soykan et al, 2019;Brady & Wilson, 2020;Carroll et al, 2020;Farley & Chamberlain, 2021;Hepburn et al, 2021a;Ibrahim et al, 2021;Tebben et al, 2021;Billett et al, 2022), lack of professional recognition and appreciation, administration overload, role conflict, poor working condition, time pressure, lack of recourses and technology, appeared as organisational factors which contributed to teachers' stress. Workload was the prominent category which was recorded in most of the studies to be the key factor for emotional exhaustion among teachers (Bower & Carroll, 2017) and burn out (Chang, 2009).…”

Section: Organisational Stress Factorsmentioning

confidence: 99%

Prevalence of stress and its relevance on psychological well-being of the teaching profession: A scoping review

et al. 2023

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Background: Well-being among teachers contributes toward quality work and better student support. Teachers’ well-being persists to be a concern in school settings; there is a lacuna in understanding the concept of well-being among them. This scoping review identifies the stress factors and map their association with the psychological well-being of teachers employed in schools. Additionally, to identify the methodology and the interventions used in reducing teachers' stress and their relevance on their psychological well-being. Methods: First, Pubmed, Web of Science, and Scopus databases were searched for eligible studies with MeSH terms for stress factors, well-being, and teachers from 2010 to 2022. Identified studies were screened thoroughly and excluded or included based on prior established criteria. Data from the included studies were extracted and summarized according to the study protocol. Results: Among the 60 studies that met our inclusion criteria, the majority were quantitative, with cross-sectional studies. Several studies focused on emotional exhaustion, depersonalization, and diminished personal accomplishment aspect among teachers. Almost half of the included studies focused on organizational and social pressures such as administration workload, classroom management issues, lack of supervisor and team support, students’ behaviour, and pressure from parents. The most used interventions to overcome stress were coping strategies and mindfulness training intervention tools. Conclusions: The findings from the current scoping review will reveal the different stressors which impact psychological well-being. Focus on the most used interventions to overcome stress among schoolteachers. This will also provide recommendations to regulators and management to identify the factors causing stress among teachers and their relevance to their psychological well-being, overcome employee turnover and absenteeism issues. Also, different alternatives available to reduce the stress may benefit the stakeholders and policymakers to confirm a suitable intervention that will benefit the teaching profession.

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Burnout of Primary Teachers in Qatar Government Schools during an Era of Educational Reform

Cited by 9 publications

References 25 publications

Novice Teachers’ Challenges and Coping Strategies in Qatari Government Schools

Novice Teachers’ Challenges and Coping Strategies in Qatari Government Schools

Interests, Barriers, Stress, and Resilience of High School Students: A Caring Christian Religious Education Teacher

Prevalence of stress and its relevance on psychological well-being of the teaching profession: A scoping review

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