Characteristics of Symptom Complexes of Professional Burnout Among Pedagogical Workers of Educational Institutions of Various Types

doi:10.33423/jhetp.v22i15.5560

Cited by 3 publications

(1 citation statement)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Timing is crucial surrounding pedological issues at all system levels. As such, there has been growing organizational burnout with the lack of policy improvements [1]. My paper is situated on field experiences with past students, families, and educational teams.…”

Section: Research Inquiry Overviewmentioning

confidence: 99%

Clarity of the Educational Assistant Role: A Look toward Policy and Practices

2023

Educ Res Appl

View full text Add to dashboard Cite

As an Educational Assistant (EA) working in an urban Ontario School Board, I aim to explore my ontological and epistemological views on policy implications that impact my work. Over the past two decades, I have witnessed the evolution of the EA role from providing academic and one-to-one developmental support to managing multiple student caseloads with the most challenging school needs. While the demands have increased, my concern is that the voice of EAs needs to keep pace with the changes in the role. From my position through a reflexive self-study and literature review, I examined my frontline experience, detailing anonymous work experiences related to the language within the Ontario R.R. O. 1990, Reg. 306: Special Education Programs and Services using the theoretical lens of critical policy theory. A literature review found data specific to Special Education and the marginal frontline employee voice. The critical policy theory framework supported an in-depth examination of the relationship between meaning making within policy and practice outcomes. The self-study method allowed engagement with my experiences and research findings to advocate for authentic policy for a changing role.

show abstract

Section: Research Inquiry Overviewmentioning

confidence: 99%

Clarity of the Educational Assistant Role: A Look toward Policy and Practices

2023

Educ Res Appl

View full text Add to dashboard Cite

show abstract

Subjective assessment of the state of health of teachers with different levels of occupational burnout in conditions of social isolation and martial law

Kalynychenko,

Latina

2024

Dovkil Zdor

View full text Add to dashboard Cite

The aim of the study is to analyze data on the state of health of teachers with different levels of occupational burnout who were in different social conditions of life (social isolation and martial law). Materials and methods. To achieve the goal, the method of V. V. Boiko «Diagnostics of the level of emotional burnout» (1998) and a specially developed questionnaire «Subjective assessment of the state of health, life activities and working conditions of teachers» were used, with the help of which an anonymous survey was conducted general secondary education institutions in the city of Sumy during the period of social isolation due to the COVID-19 pandemic caused by the SARS-CoV-2 coronavirus in 2021 (85 people) and during martial law in April 2023 (106 people). Results. The proportion of the group of teachers with a low level of occupational burnout increased and was 2.22 times higher than the similar group of teachers during the period of social isolation (30.97±3.35)%, t=8.04, p≤0.001), which may indicate a possible decrease in the influence of professional stressors and an actualization of the feeling of uncertainty, constant anxiety, fear for one’s own life and the lives of loved ones, which is due to the military situation in the country. In conditions of social isolation caused by the COVID-19 pandemic, average (48.24±3.36)% t=9.54, p≤0.001) and low (41.18±3.31)% t=7.83, p≤0.001) levels of occupational burnout prevailed. Under the conditions of martial law, the manifestations of occupational burnout changed: the proportion of the group of teachers with a low level of occupational burnout increased and was 2.22 times higher than the similar group of teachers during the period of social isolation (30.97±3.35)%, t=8.04, p≤0.001), which may indicate a possible decrease in the influence of professional stressors and an actualization of the feeling of uncertainty, constant anxiety, fear for one’s own life and the lives of loved ones, which is due to the military situation in the country. If during the period of isolation caused by the COVID-19 pandemic, a high level of occupational burnout significantly prevailed among teachers under the age of 40 (55.56±5.38)%), then during the period of martial law, a high level of occupational burnout was mainly registered among teachers of the older age group (up to 50 – (42.86±4.81)%). In general, (76.02±3.09)% of the surveyed teachers defined their health status as satisfactory, (16.29±2.67)% as unsatisfactory, and only (7.69±1.93)% of respondents as excellent. Among the interviewees in the group with unsatisfactory self-assessment of health, teachers of the age groups «under 50» and «over 50» predominated (36.11±3.47)% and (30.56±3.33)%, respectively) compared to the groups «up to 30» – (8.33±1.99)% and «up to 40» – (25.00±3.13)%, which can be explained by the natural accumulation over the years of functional abnormalities and chronic pathology. The leading complaints, regardless of social conditions and levels of occupational burnout, were complaints of headaches, palpitations, sleep disturbances, and increased blood pressure. Conclusions. The established results of the study require further improvement of the assessment of the components of mental health among teaching staff in conditions of martial law and the development of hygienic recommendations for the prevention of occupational burnout in various social conditions of the labor process.

show abstract

Evaluation of occupational burnout of teachers with different general characteristics of the occupational burnout in the conditions of martial law

Kalynychenko,

Latina

2024

Dovkil Zdor

View full text Add to dashboard Cite

The aim of the study is to evaluate the components of the symptom complexes of occupational burnout of teachers with different general of the professional profile in the conditions of martial law. Materials and methods. To achieve the goal, the level of occupational burnout according to the method of V. V. Boiko «Diagnostics of the level of emotional burnout»” (1998) was assessed. General professional characteristics are distinguished in accordance with the standard methodology of the professional profile according to V. Bodrov. They include the following: age, seniority, weekly workload, qualification and specialization. 136 teachers of general secondary education institutions in the city of Sumy were interviewed in the spring of 2023 under martial law. Results. The difference in symptom complexes of occupational burnout was established depending on the following general professional characteristics of the teaching profession, namely: length of service (F=2.72; p=0.045), age group (F=2.953; p=0.034), weekly workload (F=3.73; p=0.026), qualification category (F=3.046; p=0.05) and specialization (F=2.354; p=0.027). In the conditions of martial law, the mental health of teachers is characterized by a low level of occupational burnout (57.35±3.33)%). A high level of occupational burnout (10.29±2.04)%) is formed due to the symptom complex of resistance (42.65±4.24)%). The leading symptoms of occupational burnout in the conditions of martial law are: «backed into a corner», «dissatisfaction with oneself», «depersonalization» and «emotional alienation». Occupational burnout of teachers before the age of 31 is characterized by the formed symptom complex of «exhaustion», 31-40 – «resistance», after 41 years old – «exhaustion». At the age of 31-40, higher manifestations of the «reduction of professional responsibilities» symptom were found, at the age of 41-50 – the symptom of «dissatisfaction with oneself». After the age of 51, the symptoms of «depersonalization» decrease. Among teachers with overtime workload, the share of a high level of occupational burnout is 1.8 times greater (64.29±4.11)%, t=4.92, p≤0.01) than the share of the group with a standard workload (35.71±4,11%). The high level of occupational burnout by (42.86±4.24)% (t=3.89, p≤0.001) was formed at the expense of specialists of the highest category. Оccupational burnout among teachers of the first category is distinguished by the manifestation of the symptom «backed into a corner». The formation of a high level of occupational burnout at the expense of teachers of philological specialization (26.67±3.97)%), mathematics (18.67±3.5)%) and primary classes (30.67±4.14)%). The formation of symptom complexes of «tension» and «exhaustion» occurs at the expense of teachers of philological specialization (27.83±4.02)%, (29.11±4.08)% respectively), mathematics (20.87±3.65)%, (20,25±3.61)% respectively) and primary classes (30.67±4.14)%, (30.38±4.13)% respectively). The symptom complex of «resistance» is formed at the expense of primary school teachers (31.58±4.17)%). Conclusions. The established results of the study prove the need to develop a program to support the mental health of pedagogical workers, taking into account the professional characteristics and social conditions of the labor process.

show abstract

Characteristics of Symptom Complexes of Professional Burnout Among Pedagogical Workers of Educational Institutions of Various Types

Cited by 3 publications

References 11 publications

Clarity of the Educational Assistant Role: A Look toward Policy and Practices

Clarity of the Educational Assistant Role: A Look toward Policy and Practices

Subjective assessment of the state of health of teachers with different levels of occupational burnout in conditions of social isolation and martial law

Evaluation of occupational burnout of teachers with different general characteristics of the occupational burnout in the conditions of martial law

Contact Info

Product

Resources

About