Burnout, Organizational Self-Efficacy and Self-Esteem among Brazilian Teachers during the COVID-19 Pandemic

Pereira, Henrique; Gonçalves, Vivianne Oliveira; Assis, Renata Machado de

doi:10.3390/ejihpe11030057

Cited by 14 publications

(14 citation statements)

References 34 publications

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“…Two extra records were added after a manual search of another source (Google Scholar). After reading the remaining 93 articles in full, we finally included nine in our meta-analysis [ 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 ]. Exclusion reasons are detailed in Figure 1 .…”

Section: Resultsmentioning

confidence: 99%

Prevalence of Burnout among Teachers during the COVID-19 Pandemic: A Meta-Analysis

Ozamiz-Etxebarria

Legorburu

Lipnicki

et al. 2023

IJERPH

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Since the start of the COVID-19 pandemic, many studies have found that there has been a lot of teacher overload. One of the additional burdens has been that they have had to teach online. In addition, when they returned to face-to-face classes, they had to follow all the hygiene rules so that the COVID-19 virus would not spread. It is therefore not surprising that, during this pandemic period, high levels of psychological symptoms have been reported among teachers. Among this symptomatology, burnout has been very frequent among teachers. Therefore, the aim of this study is to conduct a meta-analysis to determine the overall prevalence of burnout among teachers during the COVID-19 pandemic. For this purpose, a search was conducted for cross-sectional studies listed in PubMed from 1 December 2019 to 14 February 2022 that reported on the prevalence of burnout among teachers. A total of nine studies from eight different countries in Africa, Asia, Europe, and North and South America, were included in this study. The pooled prevalence of burnout among teachers was 52% (95% CI 33–71%), which is higher than burnout rates reported for health professionals. There was significant heterogeneity between studies (I2 = 99%, p-value < 0.001), and the prevalence of burnout was higher in women and school teachers (compared to university educators), and lower in American studies. This meta-analysis concludes that teachers worldwide experienced a high rate of burnout during the COVID-19 pandemic. This has implications not only for the teachers themselves, but also for the quality of the education they were able to provide. This education has an influence on the student population. The possible long-term effects are yet to be determined.

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Section: Resultsmentioning

confidence: 99%

Prevalence of Burnout among Teachers during the COVID-19 Pandemic: A Meta-Analysis

Ozamiz-Etxebarria

Legorburu

Lipnicki

et al. 2023

IJERPH

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“…Strong, research-based support for educators as well as for children are needed now more than ever. The present collaborative learning program was implemented during the global COVID-19 pandemic when worldwide, teachers and educators have been pushed to their limits and among ECEC professionals in the field, exhaustion and stress has been visible (Eadie et al, 2021;Pereira et al, 2021;Pressley, 2021). Supporting ECEC teams in building new, emotionally supportive practices, and increasing professionals' understanding of their own emotions and needs, can boost professionals' work satisfaction and wellbeing (Tsouloupas et al, 2010;Oliveira et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Enhancing Early Childhood Educators’ Skills in Co-regulating Children’s Emotions: A Collaborative Learning Program

et al. 2022

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The aim of this article is to introduce a research-based work-integrated collaborative learning program that focuses on early childhood education and care (ECEC) professionals’ skills in co-regulation of emotions. The collaborative learning program draws on the theoretical framework that acknowledges the situated and socially shared nature of regulated learning and emotion regulation as well as years of research highlighting the importance of versatile and sensitive adults in supporting children’s learning of regulation skills during their early years. The program aims to improve professionals’ shared awareness of children’s emotion regulation development and abilities to identify and develop practices that support children in learning these skills, so that professionals can provide conscious and consistent co-regulation of emotions for children in everyday interactions. The design of the program has been developed by considering the aspects of effective collaborative and professional learning. This paper focuses on describing the theoretical grounding and implementation of a 32-week long collaborative learning program for ECEC professionals in Northern Finland (N = 450). Also, the development of a video-stimulated questionnaire (VSQ) for assessment of professionals’ learning during the program will be described. VSQ measures professionals’ abilities to identify and interpret everyday ECEC interactions from the point of view of (co-)regulation of emotions. Developing research-based collaborative programs that increase systematic support for children to learn regulation skills is essential, as these skills affect children’s lives well into adulthood. They set a basis for children’s learning and social skills and general wellbeing.

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“…Regarding burn-out syndrome levels in teachers during the pandemic, only a few studies, showing contradicting results, were found. A study by Pereira et al ( 39 ) found teachers to have overall low levels of burn-out syndrome during the pandemic, whereas other studies showed increased levels of burn-out syndrome ( 40 , 41 ) and its dimensions ( 35 , 40 , 42 , 43 ). However, these studies were not able to compare the levels of burn-out syndrome during the pandemic to the levels of burn-out syndrome before.…”

Section: Introductionmentioning

confidence: 97%

Impact of the COVID-19 pandemic on risk of burn-out syndrome and recovery need among secondary school teachers in Flanders: A prospective study

Laet

Verhavert

Martelaer

et al. 2022

Front. Public Health

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BackgroundDue to the COVID-19 pandemic, schools were closed, teachers had to teach from home and after a while, they had to return to the classroom while the pandemic was still on-going. Even before the pandemic, teachers were already more at risk for burn-out syndrome compared to the general population. Furthermore, not much research pertaining to this population has been carried out during the pandemic and so the impact of the pandemic on teachers' risk of burn-out syndrome and recovery need remains unclear. The aim of the current study was to fill this knowledge gap and map out the impact on risk of burn-out syndrome and recovery need at different time points during the pandemic.Methods and findingsAt baseline, 2,167 secondary school teachers in Flanders were included in this prospective study. Questionnaire data were obtained at ten different time points between September 2019 and August 2021. To assess risk of burn-out syndrome and its dimensions, the Utrecht Burn-out Scale for Teachers was administered. Need for recovery was assessed using questions adopted from the Short Inventory to Monitor Psychosocial Hazards. The results revealed an initial positive effect of the first lockdown (Mar/Apr 2020) with a decrease in risk of burn-out syndrome [Odds ratio (OR) Jan/Feb 2020–Mar/Apr 2020 = 0.33, p < 0.001], emotional exhaustion (EMM Jan/Feb 2020–Mar/Apr 2020 = −0.51, p < 0.001), depersonalization (EMM Jan/Feb 2020–Mar/Apr 2020 = −0.13, p < 0.001) and recovery need [Estimated marginal mean (EMM) Jan/Feb 2020–Mar/Apr 2020 = −0.79, p < 0.001]. No significant effect on personal accomplishment was found (p = 0.410). However, as the pandemic went on, higher risk of burn-out syndrome, emotional exhaustion, depersonalization and recovery need, and lower personal accomplishment were observed.ConclusionsDespite the initial positive impact on risk of burn-out syndrome, its dimensions and recovery need, a negative long-term impact of the COVID-19 pandemic became visible. This study highlights once again the importance for interventions to reduce teachers' risk of burn-out syndrome, especially in such difficult times as a pandemic.

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Burnout, Organizational Self-Efficacy and Self-Esteem among Brazilian Teachers during the COVID-19 Pandemic

Cited by 14 publications

References 34 publications

Prevalence of Burnout among Teachers during the COVID-19 Pandemic: A Meta-Analysis

Prevalence of Burnout among Teachers during the COVID-19 Pandemic: A Meta-Analysis

Enhancing Early Childhood Educators’ Skills in Co-regulating Children’s Emotions: A Collaborative Learning Program

Impact of the COVID-19 pandemic on risk of burn-out syndrome and recovery need among secondary school teachers in Flanders: A prospective study

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