Meta-analytical review of teacher burnout across 36 societies: the role of national learning assessments and gender egalitarianism

García-Arroyo, José A.; Peíró, José M.

doi:10.1080/08870446.2019.1568013

Cited by 88 publications

(77 citation statements)

References 55 publications

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“…Burnout syndrome has been in the focus of research since the 1970s as a stressogenic interpersonal reaction at the workplace, defined by three dimensions: emotional exhaustion (EE), cynicism/depersonalization (DP), and reduced personal accomplishment (PA) [1]. The research of this syndrome came into focus primarily due to the consequences it can produce on the health of the workers, leading to an economic cost for the employers and the country itself [1][2][3][4]. In Norway, it was estimated that the annual costs of this phenomenon could reach 1.7 billion euro [5].…”

Section: Introductionmentioning

confidence: 99%

“…On the other hand, not all employees sharing the working environment develop burnout syndrome, which underlines the influence of personal characteristics [7]. Among the socio-demographic characteristics of the employees, gender, gender equality, marital status, education, and experience are believed to have the highest impact, although conflicting data are published regularly [2,[8][9][10][11][12][13]. Work-life conflict, as well as social support, received and perceived, may have a significant role in the development of burnout syndrome [14,15].…”

Section: Introductionmentioning

confidence: 99%

“…In this population, burnout syndrome requires more attention due to its influence on the educational process, mental, and emotional development of children, as well as potential long-term consequences such as students' academic outcomes [16,17]. A review and meta-analysis has shown that countries differ in the prevalence of burnout and even burnout scales [2]. Despite these differences, having in mind that teaching is an occupation that provides an essential service, burnout in this population is a health issue that must be addressed across countries.…”

Section: Introductionmentioning

confidence: 99%

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Factors Associated with Burnout Syndrome in Primary and Secondary School Teachers in the Republic of Srpska (Bosnia and Herzegovina)

Marić

Mandić‐Rajčević

Maksimović

et al. 2020

IJERPH

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Objectives: The aim of this study was to estimate the prevalence of burnout syndrome in a large sample of primary and secondary school teachers in the Republic of Srpska (Bosnia and Herzegovina) and identify the factors associated with burnout in this population. Methods: This cross-sectional study was conducted in August and September of 2018, on a sample of 952 teachers. Beside socio-demographic information, Bortner scale, Job Content Questionnaire, and Maslach Burnout Inventory were filled in by the study participants. Results: Only 5.1% of teachers reported high levels of emotional exhaustion, 3.8% reported high levels of depersonalization, and 22.3% reported low levels of personal accomplishment. Behavior type, specifically type-A behavior, was associated with higher levels of emotional exhaustion. The most important factors associated with burnout were work–life characteristics and job-demand-control model of occupational stress. Conclusions: Our study shows a low prevalence of emotional exhaustion and depersonalization in teachers in the Republic of Srpska before the beginning of the new school year. Since similar studies show a high prevalence of burnout at the end of the school year, a potential seasonality of this syndrome should be considered and explored further.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Factors Associated with Burnout Syndrome in Primary and Secondary School Teachers in the Republic of Srpska (Bosnia and Herzegovina)

Marić

Mandić‐Rajčević

Maksimović

et al. 2020

IJERPH

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“…Our study confidently demonstrates that among faculty members, fatigue prevails among women. There are objective social reasons for this, the traditional way of family in the region under study, in which a woman traditionally bears most of the family and household loads in addition to work (Garcia-Arroyo, Osca Segovia and Peiró, 2019).…”

Section: Discussionmentioning

confidence: 99%

Occupational Burnout and its Relation to Academic Staff Performance at Al Ain University, college of education (evaluation study)

Alwaely

Jarrah

2020

IJCRSEE

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This study aims to identify the occupational burnout and its relation to teaching performance among Al Ain University (AAU) academic staff. The sample of the study consisted of 60 male and female teachers of Al Ain University First Directorate of Education. The researchers designed two tools for the study, represented in occupational burnout questionnaire for teachers and teaching performance questionnaire. The results show that teachers in the education college in AAU have a moderate level of occupational burnout. There are differences in the occupational burnout level for the favor of females, and differences in teaching experience for the favor of 10 years and more. The researchers ascribe this result to increased workloads and stress that female teachers face. Female teachers are more exposed to occupational burnout than male teachers because female teachers also face loads in connection with household and family concerns. There is as well an inverse relationship with statistical differences between occupational burnout level for teachers and their performance level. The study results in many recommendations and suggestions.

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“…7,8 An analysis shows that the prevalence of burnout syndrome in the teacher population has a wide range (eg, emotional exhaustion 20-40 %, depersonalization 9-20 %). 9,10 Data show that the system of values and beliefs, influencing behaviour and attitudes, have a significant impact on the variance of the burnout syndrome. 11 Thus, the authors on the study conducted in Germany and Syria noticed the existence of the difference between countries and the question of the possible influence of culture is raised.…”

Section: Introductionmentioning

confidence: 99%

Professional stress and burnout syndrome in teachers: Are there differences among the Republic of Srpska regions?

Marić¹,

Mandić‐Rajčević²,

Maksimović³

et al. 2021

Scripta Medica

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Introduction: Burnout syndrome occurs as a result of prolonged exposure to emotional and interpersonal stressors in the workplace and is characterised by three dimensions: emotional exhaustion, depersonalization and personal achievements. Research and prevention of this phenomenon are of public health importance due to numerous consequences it leaves on the health of the working population and work organisation, and among teachers, on children as direct users of their services. The research aims to examine the presence of the stress and burnout syndrome at work in teachers in the regions of the Republic of Srpska, as well as to determine the existence of differences between regions. Methods: The research was conducted as a cross-sectional study in the period August-September 2018, in the territory of the Republic of Srpska. The target population was represented by teachers of primary and secondary schools. The response rate in all regions was 75 % or above it. For this research, a special questionnaire was constructed, consisting of sociodemographic data, data on economic characteristics of the respondents, characteristics of the work environment, as well as data on satisfaction with equipment and resources at work, support from family and friends and presence of work-life conflict. In addition to the general questionnaire, the Maslach Burnout Inventory-Human Services Study (MBI-HSS) questionnaire for the assessment of the burnout syndrome at work, and Karasek's questionnaire (Job Content Questionnaire) for the assessment of stress at work were used. Results: A statistically significant difference in the prevalence of occupational stress among teachers between RS regions was found. Also, a statistically significant difference was found between the regions of the Republic of Srpska related to the dimensions of burnout syndrome at work. A high level of emotional exhaustion was more often reported by teachers from the territory of the region of East Sarajevo and Prijedor (8.0 % and 7.7 %) comparing to teachers from other regions. Teachers from the territory of Prijedor more often showed moderate and high levels of depersonalization, as well as a low level of personal achievements comparing to teachers from other regions. Conclusion: This research shows the presence of burnout syndrome in teachers of all the Republic of Srpska regions at the beginning of the school year, as well as statistically significant differences between the regions. This indicates the need for additional research on risk factors by regions to form targeted and thus more effective prevention measures.

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Meta-analytical review of teacher burnout across 36 societies: the role of national learning assessments and gender egalitarianism

Cited by 88 publications

References 55 publications

Factors Associated with Burnout Syndrome in Primary and Secondary School Teachers in the Republic of Srpska (Bosnia and Herzegovina)

Factors Associated with Burnout Syndrome in Primary and Secondary School Teachers in the Republic of Srpska (Bosnia and Herzegovina)

Occupational Burnout and its Relation to Academic Staff Performance at Al Ain University, college of education (evaluation study)

Professional stress and burnout syndrome in teachers: Are there differences among the Republic of Srpska regions?

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