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

Abstract

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.

Impact of Covid‐19 on dental hygiene educators: A national survey

“… 27 Further, personal burnout has a direct impact on work‐life balance and job satisfaction. 20 , 21 , 40 Additionally, female educators and students who are married with young children suffer from more emotional stress and anxiety increasing personal burnout. 21 , 41 , 42 Although it appears educational institutions are returning to prepandemic learning environments, perhaps adopting permanent flexible schedules and remote working environments postpandemic may enhance work–life balance.…”

“… 21 It is noteworthy, women have reported a higher prevalence of depression and anxiety during Covid‐19 from the imbalance of workload and family responsibilities; especially women of school‐aged children. 21 The profession of dental hygiene (DH) education is dominated by women, and this evidence is concerning. 22 A focus on solutions to create balance in workload and personal time should be a strategic goal for educational institutions.…”

“…18 The Covid-19 pandemic had a tremendous impact on dental educators' professional identity, didactic and clinical instruction, personal life, emotional health, and well-being. 19,21,26 The interruption of in-person and clinical education required dental educators to move course content to an online environment and seek innovative ways to provide clinical instruction and measure student competency. 26 Modifications to the current curriculum added to dental educators' workload and job dissatisfaction, which are the main contributors to emotional and work-related burnout.…”

Burnout Among School Teachers During the COVID-19 Pandemic in Jazan Region, Saudi Arabia

“…It is usually developed in response to poor working circumstances, interpersonal interactions, poor work management, and administration (Moueleu Ngalagou et al, 2019;Ndongo et al, 2020;Civilotti et al, 2021;Goldstein and Alesbury, 2021;Losung et al, 2021;Sener et al, 2021;Wirkus et al, 2021). It usually affects medical professionals, teachers, police officers, army soldiers, as well as many other professionals (Burki, 2020;Ndongo et al, 2020;Goldstein and Alesbury, 2021;Grupe et al, 2021;Llorca-Pellicer et al, 2021;Mák et al, 2021;Márquez et al, 2021;Ribeiro et al, 2021;Righi et al, 2021;Wirkus et al, 2021). The syndrome is characterized by various symptoms ranging from emotional to psychiatric, cognitive, and psychosomatic symptoms with different severities (Bauer et al, 2006;Schilling et al, 2019;Lass-Hennemann et al, 2020;Civilotti et al, 2021;Juczynski and Oginska-Bulik, 2021;Oginska-Bulik and Juczynski, 2021;Righi et al, 2021).…”

Association between Perceived Organizational Politics and Intentions to Quit: Mediating Role of Emotional Exhaustion

“…Past studies conducted in the academia has addressed POP among teachers, though negative impact of POP has been found among teachers work motivation and specific job attitudes (Khan et al,2017). Moreover, negative impacts of POP in teaching environment have been found even on the students and overall learning work environment and affects the productivity to perform better (Evers, Tomic & Brouwers 2004;Jennings & Greenberg 2009).Several studies have focused on the study of specific burnout profiles in teachers (Salmela-Aro et al, 2019;Mäkikangas et al, 2020;Pyhältö et al, 2021) as cited in (Llorca-Pellicer, Soto-Rubio & Gil-Monte.,2021).Existence of political games may distort the healthy educational environment, thus it is worthy to find out the mechanism of POP and its outcomes among teachers to curb its overall impact on the functioning of educational institutes as it affects adversely (Gencer et al, 2018).…”