Is individual- and school-level teacher burnout reduced by proactive strategies?

Pietarinen, Janne; Pyhältö, Kirsi; Haverinen, Kaisa; Leskinen, Esko; Soini, Tiina

doi:10.1080/21683603.2021.1942344

Cited by 20 publications

(23 citation statements)

References 76 publications

(142 reference statements)

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“…Despite the fact that the teaching profession is already widely recognized as one of the most stressful professions and is highly prone to burnout and mental health disorders 11 , 12 due to a high level of job stressors, the new conditions of online teaching, hybrid teaching, asynchronous classes, and social distancing classes have burdened them even more by putting them at risk of experiencing socio-contextual burnout 13 . This particular type of teacher burnout is characterized by three distinct symptoms— (i) exhaustion characterized by a lack of emotional energy and a feeling of being overwhelmed and tired at work, (ii) inadequacy in teacher–pupil interactions 14 —that affect teachers’ health and emotional well-being and (iii) cynicism represented by detachment from the job in general as well as from the teaching community 12 .…”

Section: Introductionmentioning

confidence: 99%

Personality and socio-demographic variables in teacher burnout during the COVID-19 pandemic: a latent profile analysis

Răducu

Stănculescu

2022

Sci Rep

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Although it is well-known that teaching is one of the most stressful jobs, teacher burnout during the COVID-19 pandemic has not been thoroughly investigated. The main aims of this study were to identify distinct teacher burnout profiles and examine their association with HEXACO personality factors and sociodemographic variables. Data were collected from 522 teachers (77% women; Mage = 37.45 years, SD = 9.28) in November 2021. Latent profile analysis (LPA) identified five latent profiles: “No burnout risk” (41.3%), “Low burnout risk” (21.9%), “Cynics” (7.7%), “Exhausted and cynics” (16.1%), and “High burnout risk” (13%). Our results showed a significant correlation between all six HEXACO personality traits and teacher burnout based on the variable-centered method, but the LPA highlighted that only the emotionality trait was antecedent of profile membership. In terms of sociodemographic variables, gender and rural/urban teaching environment did not have significant impact on teacher burnout profiles, but professional experience did. This study is the first to explore teacher burnout during the COVID-19 pandemic in relation to dispositional traits based on the HEXACO model using a person-centered approach. Our results can inform specialists about the role of emotionality in the occurrence of teacher burnout and the greater vulnerability of experienced teachers in the context of remote learning. Tailored programs of intervention are necessary.

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Section: Introductionmentioning

confidence: 99%

Personality and socio-demographic variables in teacher burnout during the COVID-19 pandemic: a latent profile analysis

Răducu

Stănculescu

2022

Sci Rep

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“…This study contributes to expanding the empirical body of research on teacher burnout (Mojsa-Kaja et al, 2015;Pietarinen et al, 2021;Pozo-Rico et al, 2020). This study is one of the first studies to explore the individual traits of teachers in terms of personal resources and burnout risk profiles within the framework of Kolb's experiential learning theory (Kolb et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Professional experience is also identified in the literature as a significant factor in preventing burnout. In this regard, it has been shown in previous studies that teachers with more professional experience were less vulnerable to burnout (Pietarinen et al, 2021;Pyhältö et al, 2020;Tikkanen et al, 2017). Nonetheless, the levels of stress and anxiety were increased by the pressure of moving the whole instructional process to a remote environment concomitant to learning in a short time with the use of new technologies (Fernández-Batanero et al, 2021;Knopik & Domagała-Zyśk, 2022;Wang & Li, 2019) and generated exhaustion and burnout even in the case of experienced teachers (Pressley, 2021;Rǎducu & Stǎnculescu, 2022)Moreover, it has been revealed in the few studies conducted in the pandemic context that older teachers often have weaker digital skills, highlighting the need for professional development in using digital technologies (Hämäläinen et al, 2021).…”

Section: Work-related Traits In Preventing Teacher Burnoutmentioning

confidence: 89%

“…The lack of resources also affected the accomplishments of teachers, demonstrating that the greater the perception of a resource deficit, the lower teachers perceive their accomplishments (Sokal et al, 2020). Moreover, social relationships at all levels were impacted by the coronavirus pandemic, increasing the socio-contextual burnout reported among teachers (Pietarinen et al, 2021;Pyhältö et al, 2020). Thus, it is critical to help teachers face this difficulty by identifying the protective factors that help safeguard them and promote optimal adaptability and resilience during stressful times at work (Ainsworth & Oldfield, 2019;Răducu & Stănculescu, 2021).…”

Section: Work-related Burnout Of Teachersmentioning

confidence: 99%

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Protective Factors and Burnout Risk of Teachers During the COVID-19 Pandemic – A Two-Step Cluster Analysis

Răducu¹,

Stănculescu²

2022

iejee

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Teacher burnout has been shown to be one of the most common negative consequences of the COVID-19 pandemic. This study aimed to identify distinct psychological resources and burnout risk profiles of teachers and examine their association with Kolb’s educator roles and their professional experience. Methods: The survey data were collected from 330 preschool and primary school (84 males, Mage = 38.3, SD = 9.14) teachers using a convenience sampling method. Results: The two-step cluster analysis revealed two distinct profiles. The first profile, “high psychological resources, no burnout risk,” was characterized by absent symptoms of burnout and increased levels of well-being, self-control, and positive emotionality. The second profile, “moderate psychological resources, mild burnout,” was associated with medium levels of well-being, self-control, and positive emotionality accompanied by mild burnout. Our findings highlighted that cluster one had a significantly higher score for the facilitator role and cluster two for the expert and coach roles. Additionally, teachers with less professional experience were more likely to belong to cluster one, considering their adequate skills in digital literacy. Conclusions: These findings provide new insights into the explanation of teacher burnout and the design of intervention programs.

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“…They start developing feelings of emotional exhaustion and fatigue, negative attitudes towards their students, and loss of feelings of accomplishment in their job. People experiencing these feelings have been described as suffering from "job burnout" (Maslach & Jackson, 1981;Maslach & Goldberg, 1998;Maslach, Schaufeli, & Leiter, 2001;Pietarinen, Pyhä ltö, Haverinen, Leskinen, & Soini, 2021).…”

Section: Introductionmentioning

confidence: 99%

Teacher Burnout: A Case Study among EFL Instructors at the English Preparatory Schools at Universities in North Cyprus

Göker¹

2021

GRHE

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The job of being an English language instructor is both demanding and challenging. Recently many researchers have been paying attention to determine teachers’ attitudes, burnouts, and self-efficacy towards the subject and to find a relationship between those psychological concepts and certain variables. However, there is not much research done in the field of English language teaching in North Cyprus, Turkey, and in the Middle East regarding EFL teacher burnout and self-efficacy. This study aimed to investigate the perceived levels of burnout among EFL Instructors at the English Preparatory Schools in Girne American University, Near East University and the European University of Lefke in North Cyprus using the Maslach Burnout Inventory-Education Survey developed by Friedman. The study, in which 51 EFL instructors participated found that instructors experienced low levels of emotional exhaustion, low levels of depersonalization in relationships with students, colleagues, and others, and a high level of personal accomplishment in their work. An EFL instructor’s age, marital status, work experience, weekly teaching hours, job status, native or non-native status do not seem to influence instructors’ responses on each of the sub-scales of the Maslach Burnout Inventory. However, variables gender and the university they work to influence their responses related to emotional exhaustion, but they do not influence their responses related to depersonalization and personal accomplishment scores on the Maslach Burnout Inventory.

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Is individual- and school-level teacher burnout reduced by proactive strategies?

Cited by 20 publications

References 76 publications

Personality and socio-demographic variables in teacher burnout during the COVID-19 pandemic: a latent profile analysis

Personality and socio-demographic variables in teacher burnout during the COVID-19 pandemic: a latent profile analysis

Protective Factors and Burnout Risk of Teachers During the COVID-19 Pandemic – A Two-Step Cluster Analysis

Teacher Burnout: A Case Study among EFL Instructors at the English Preparatory Schools at Universities in North Cyprus

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