Mental health and burnout among teachers in Thailand

Abstract

PurposeThis study investigated factors that impacted the mental health and burnout among kindergarten, primary and secondary school teachers in Thailand and presented a comprehensive intervention program to improve their wellbeing.Design/methodology/approachThis cross-sectional survey study included 267 teachers from five public schools in Thailand. The survey instruments included the Depression, Anxiety and Stress Scale and the Maslach Burnout Inventory for Educators Survey, along with data on demographics, health behaviors, finances, professional work, relationships and resilience.FindingsFor teacher mental health, results indicated that family economics status, relationship quality and resilience were significant predictors of depression (R2 = 0.19); family economics status, classroom size and resilience significantly predicted anxiety (R2 = 0.13); family economics status, gender, sleep and resilience significantly predicted stress (R2 = 0.20). For teacher burnout, relationship quality and age were significant predictors of emotional exhaustion (R2 = 0.15); relationship quality and drinking significantly predicted depersonalization (R2 = 0.06); resilience and number of teaching hours significantly predicted personal accomplishment (R2 = 0.28).Originality/valueBesides providing an in-depth examination of mental health and burnout among teachers, this is the first study in Thailand to propose a comprehensive Teacher Wellness Program. This program recommends personal and professional development plans that public health personnel and school administrators could utilize to improve mental health and reduce burnout among teachers.

Stress, Burnout, Anxiety and Depression among Teachers: A Scoping Review

“…The reported stress prevalence rates were heterogenous, which may reflect, in part, the use of different stress measures. The prevalence of stress in all forms ranged from 6.0% to 100% [ 28 , 40 ], with a median of about 32.5%. In addition, the lowest, highest and median stress prevalence ranges from 2020 to 2022 (after the pandemic and lockdown) were, respectively, 6.0% [ 40 ], 66.0% [ 41 ] and 10.7%.…”

“…The prevalence of stress in all forms ranged from 6.0% to 100% [ 28 , 40 ], with a median of about 32.5%. In addition, the lowest, highest and median stress prevalence ranges from 2020 to 2022 (after the pandemic and lockdown) were, respectively, 6.0% [ 40 ], 66.0% [ 41 ] and 10.7%. Similarly, the lowest, highest and median stress prevalence up until 2019 (prior to the pandemic and lockdown) were, respectively, 7.0% [ 42 ], 100% [ 28 ] and 33.9%.…”

Stress and Burnout: An Interpretive Phenomenological Analysis of Elite School Teachers Beliefs and Experiences

“…Poor working climate (Blase, 1986); students' induced stress, rigid timelines, meagre fiscal circumstances, and poor interpersonal relationships are testimonies of teachers' exhaustion (Al-Adwan & Al-Khayat, 2017). Burnout progression in an institute refers to several rudiments like social strains, overwork, role conflict, and role obscurity (Ratanasiripong et al, 2021); the size of class, demographics, and differences among students, student's abilities, and sociocultural credentials (Safari, 2021). Some other reasons include monetary problems and time management difficulties, the magnitude of the classroom, classroom strength, institute type, discipline glitches triggered by pupils, peripheral interference to teacher training, policy alterations, and support deficit for stress sources.…”

“…(Sneha & Maheswari, 2020). Ratanasiripong et al (2021) reported that emotional exhaustion and depersonalization have a high relationship with despair, apprehension, tension, body weakness, and mental lethargy. The intensity of being incapable (reduced personal accomplishment) may be described through high burnout level, which not only influences one's psychological fitness but correspondingly the capacity of teachers to manage work-related obligations successfully.…”

“…Teaching is becoming more difficult with the passage of time, advancements in teaching techniques, improvement in education policies, and rising work complexities. Research shows that global teachers encounter a full stack of work stressors (Ratanasiripong, Ratanasiripong, Nungdanjark, Thongthammarat, & Toyama, 2021). Researchers such as Chang et al (2006) assert that stress is one's reaction to the events (environmental conditions) full of stressors to which the person belongs.…”