Career choice motivations in teacher training as predictors of burnout and career optimism in the first year of teaching

McLean, Leigh; Taylor, Michelle; Jiménez, Manuela Chica

doi:10.1016/j.tate.2019.06.020

Cited by 74 publications

(69 citation statements)

References 57 publications

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“…Teachers in Spain, however, also inform about role conflict, workload, interpersonal conflict, psychosomatic problems, and burnout. These data go in line with previous literature about the social risks that teachers are exposed to (Zapf et al, 1999;Jennings and Greenberg, 2009;Kaur and Singh, 2014;Yerdelen et al, 2016;Travers, 2017;Makhdoom et al, 2019;Martínez-Monteagudo et al, 2019;McLean et al, 2019b;Schonfeld et al, 2019;Gu et al, 2020). Regarding resources and information available about COVID-19, the impact of COVID-19 on their jobs, as well as measures taken by responsible entities (national and regional government, as well as work center), data from teachers in Spain point to a perception of insufficient resources, information, and measures and to a perception of a moderatehigh impact of COVID-19 on their jobs.…”

Section: Discussionsupporting

confidence: 92%

“…Among them, teachers of preschool and primary and secondary education have had to assume their important role in the best possible way, with limited means and resources and with the uncertainty of the moment and with the enormous responsibility that comes with educating and training children and adolescents, helping them to cope with the crisis and often providing relief as much as possible with homework and how to take school home (Boletín Oficial del Estado, 2020; Faro de Vigo, 2020). Considering that teachers are vulnerable to burnout and job stress (Zapf et al, 1999;Jennings and Greenberg, 2009;Kaur and Singh, 2014;Yerdelen et al, 2016;Travers, 2017;Makhdoom et al, 2019;Martínez-Monteagudo et al, 2019;McLean et al, 2019b;Schonfeld et al, 2019;Gu et al, 2020), and therefore the negative consequences these can have on their health and professional performance (Bergh et al, 2018;Fornell et al, 2018;Junne et al, 2018; European Centre for Disease Prevention and Control, 2020d), it is essential to study how psychosocial risks affect this group at a time of such vulnerability and general demand as the present. The literature on social risks to teachers in a pandemic context is extremely limited; however, it is critical to study the extent to which factors related to teachers' well-being may be affected during a health crisis such as the current one in order to ensure the well-being of teachers and, in turn, the children and adolescents in their care.…”

Section: Discussionmentioning

confidence: 99%

“…Given this prevalence in recent years, the study of burnout in the education sector has become increasingly important ( Kim and Burić, 2019 ; McLean et al, 2019a ; Schonfeld et al, 2019 ). Most researches pointed out the importance of burnout on teachers ( Kaur and Singh, 2014 ; Yerdelen et al, 2016 ; Schonfeld et al, 2019 ), considering it as a risk for teachers that can negatively affect effective teaching ( Travers, 2017 ), their interaction with their students ( Travers, 2017 ), and their motivation for the job ( McLean et al, 2019b ), resulting in absenteeism ( Makhdoom et al, 2019 ), depression ( Martínez-Monteagudo et al, 2019 ), insomnia ( Gu et al, 2020 ), or a decrease in the capacity to give support to the students ( Zapf et al, 1999 ; Jennings and Greenberg, 2009 ).…”

Section: Introductionmentioning

confidence: 99%

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Stay at Home and Teach: A Comparative Study of Psychosocial Risks Between Spain and Mexico During the Pandemic

et al. 2020

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Context: The emergency situation caused by coronavirus disease 2019 (COVID-19) has affected different facets of society. Although much of the attention is focused on the health sector, other sectors such as education have also experienced profound transformations and impacts. This sector is usually highly affected by psychosocial risks, and this could be aggravated during the current health emergency. Psychosocial risks may cause health problems, lack of motivation, and a decrease of effectiveness at work, which in turn affect the quality of teaching. Despite their importance, there are hardly any studies that analyze psychosocial risks of non-university teachers during a health emergency such as that caused by COVID-19. Objectives: The aim of this study was to analyze the perception of COVID-19 and the psychosocial risks of non-university teachers comparing Spain and Mexico during the state of alarm caused by COVID-19. Methods: Data were collected from 421 non-university teachers (80.2% women; 56.3% from Mexico, 43.7% from Spain) aged 24-60 (M = 39.32, SD = 10.21) via a self-completed questionnaire during the pandemic from March to April 2020. Results: Data analysis suggests that inequity is the most important risk, followed by work overload. Teachers appear to be moderately satisfied with the information on COVID-19 and the measures taken, while their satisfaction with the available resources is lower. When comparing the two countries, significant differences can be observed in every risk considered except for social support, with lower levels in Mexican teachers compared to Spanish ones. In the case of the perception of COVID-19 and its impact, the perception in general of levels of information, measures, and resources is better among Mexican teachers than among Spanish ones, who present higher scores of the impact of the health emergency.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Stay at Home and Teach: A Comparative Study of Psychosocial Risks Between Spain and Mexico During the Pandemic

et al. 2020

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“…The results showed that these preservice teachers were motivated by their perceived social contribution, ability to shape students' futures, ability to teach, prior teaching and learning experiences, and love of the language. McLean et al [31] longitudinally examined 265 undergraduate seniors' motivations for choosing teaching as a career in a teacher training program in the USA. The study suggested that intrinsic and altruistic motivations may contribute to lower burnout and higher career optimism, while extrinsic motivations may result in more burnout and lower career optimism.…”

Section: Theoretical Framework Of Teaching Motivationmentioning

confidence: 99%

Understanding the Sustainable Development of L2 Chinese Teachers in New Zealand: A Case Study of Teaching Assistants’ Motivational Engagement in Teaching Chinese as a Foreign Language

Sun

2021

Sustainability

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Informed by the expectancy–value theory and the motivational factors influencing teaching model choices, this case study explored three Chinese-as-a-foreign-language teaching assistants’ (L2 Chinese TAs’) motivational engagement in teaching L2 Chinese as a sustainable and lifelong career in New Zealand. Each TA participated in three rounds of semi-structured interviews in the process of data collection. The findings revealed that (1) the TAs’ expectancy was all student oriented, regardless of their different backgrounds; (2) the different values of L2 Chinese teaching contributed to the TAs’ teaching performance and career choices; and (3) the impact of teaching self-efficacy on the TAs’ profession retention was pivotal, but controversial, when taking their previous majors into account. Implications for the sustainable development of L2 Chinese teachers were discussed.

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“…Given this prevalence in recent years, the study of burnout in the education sector has become increasingly important (Kim and Burić, 2019 ; McLean, D., et al, 2019 ; Schonfeld et al, 2019 ). Most research has pointed out the importance of burnout on teachers (Kaur and Singh, 2014 ; Yerdelen et al, 2016 ; Salmela-Aro et al, 2019 ; Schonfeld et al, 2019 ; Mäkikangas et al, 2020 ; Pyhältö et al, 2021 ), considering it as a risk for teachers (Cecho et al, 2019 ) that can affect negatively their well-being (physically and psychologically) (Mousavy, 2014 ), effective teaching (Yerdelen et al, 2016 ), the interaction with students (Travers, 2001 ), their motivation for the job (McLean, L., et al, 2019 ), absenteeism (Makhdoom et al, 2019 ), depression (Martínez-Monteagudo et al, 2019 ), insomnia (Gu et al, 2020 ), or a decrease in the capacity to give support to the students (Jennings and Greenberg, 2009 ).…”

Section: Introductionmentioning

confidence: 99%

Development of Burnout Syndrome in Non-university Teachers: Influence of Demand and Resource Variables

2021

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Psychosocial risks at work are an important occupational problem since they can have an impact on workers' health, productivity, absenteeism, and company profits. Among their consequences, burnout stands out for its prevalence and associated consequences. This problem is particularly noteworthy in the case of teachers. The aim of the study was to analyze the influence of some psychosocial factors (demand and resource variables) and risks in burnout development, taking into consideration the levels of burnout according to the Spanish Burnout Inventory (SBI). This paper contributes to advancing knowledge on this issue by analyzing the influence of work characteristics and personal characteristics on the progress of burnout. The sample consisted of 8,235 non-university teachers (2,268 men 27.5% and 5,967 women 72.5%), aged 22 to 70 (M = 45.16, SD = 9.18). For this purpose, statistical modeling by logistic regression was used. The results of this study showed that No burnout level was positively related with resources variables and negatively with demand variables. In the Medium-High levels and the higher levels of burnout (i.e., Profile 1 and Profile 2), there is a positive relation with demand variables and a negative one with resource variables. In conclusion, demand variables cause an increase in the burnout levels, influencing positively the movements between the levels of No burnout to Medium-High levels of burnout and Medium-High levels to Profile 1. At the same time, resource variables had a negative influence on burnout. However, the results in the movement between Profile 1 and Profile 2 were not expected. The variable Imbalance had a negative relationship with the movement between Profile 1 to Profile 2, and Social support and Autonomy at work had a positive relationship with this movement. Therefore, when professionals feel higher levels of burnout, lack of imbalance together with social support and autonomy could contribute to increased feelings of guilt and risk of higher burnout.

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Career choice motivations in teacher training as predictors of burnout and career optimism in the first year of teaching

Cited by 74 publications

References 57 publications

Stay at Home and Teach: A Comparative Study of Psychosocial Risks Between Spain and Mexico During the Pandemic

Stay at Home and Teach: A Comparative Study of Psychosocial Risks Between Spain and Mexico During the Pandemic

Understanding the Sustainable Development of L2 Chinese Teachers in New Zealand: A Case Study of Teaching Assistants’ Motivational Engagement in Teaching Chinese as a Foreign Language

Development of Burnout Syndrome in Non-university Teachers: Influence of Demand and Resource Variables

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