Physiological and Hygienic Correlates of Teachers’ Occupational Burnout Syndrome Development

Abstract

The aim: To determine physiological and hygienic correlates of teachers’ occupational burnout syndrome development in general secondary education institutions. Materials and methods: The study involved 427 teachers of general secondary education institutions of Sumy region aged 21 to 71 years old, representing four pedagogical categories. During the study physiological, hygienic, psychological, mathematical and statistical research methods were used. Results: A high level of occupational burnout was found in teachers of general secondary education institutions of the regional center (12,43 %), which was mainly accompanied by the formed resistance symptom-complex (39,45 %, р<0,01). According to the correlation analysis, significant physiological-hygienic and psychological factors of occupational burnout formation were determined. They include: workload (r=-0,32, р<0,05), lessons duration (r=-0,32, р<0,05), using computer at work (r=0,36, р<0,05), workbook checking (r=0,41, р<0,05), extracurricular work (r=0,35, р<0,05), time spent on household chores on Sunday (r=0,36, р<0,05), time spent on conversations with parents (r=0,36, р<0,05), emotional state (r=-0,35, р<0,05). Physiological markers are: sympathovagal balance (r=0,34, р<0,05), relative sympathetic activity (r=0,27, р<0,05), relative parasympathetic activity (r=-0,32, р<0,05). Conclusions: It has been found out that investigated physiological and socio-hygienic factors have “threshold” levels, the excess of which significantly affects teachers’ occupational burnout. Predictably adverse effects have: workload for persons under 42 years, non-contact (more than 4 points) and hyper-reflective communication model (more than 5 points), time spent on household chores on Sunday (more than 3 hours), emotional state (less than 5 points), relative parasympathetic activity above 50 %, sympathovagal balance above 1,3 relative units, autonomic regulation index below 6 %.

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

“…Regarding the workload, many studies have shown that workload (expressed in our study as long hours spent for preparation of materials to be delivered to the students and teaching preparatory students, who are at the beginning of the teen age and need more time to understand and do better job in studying) was closely related to burnout in the form of emotional exhaustion and depersonalization among teachers, including Saudi teachers (Santana et al, 2012;Chalghaf et al, 2019;Amri et al, 2020;Salvagioni et al, 2020;Cobo-Vazquez et al, 2021;Kalynychenko et al, 2021;Li et al, 2021;Melanda et al, 2021;Ribeiro et al, 2021). Moreover, the notion of burnout as a response to job demands has been supported by both selfreports of experienced stress and more objective assessments of demands, such as the number of students and number of working hours (Maslach, 2001;Perry et al, 2014;Peterson et al, 2019;Hart et al, 2020;Ndongo et al, 2020;Shah et al, 2021).…”

Assessment of educators’ physical activity in conditions of social isolation

“…Several main areas of PA research can be identified: 1) study of functional changes in the body under the influence of PA; 2) determination of PA norms for different age and gender groups; 3) studying the energy characteristics of PA. Today, the direction of development of the methods of quantitative and qualitative assessment of PA remains relevant. The most widespread are: the method of pedometry, registration of energy expenditure, determination of the time spent during the day, week, month, year on all forms of physical activity, the ratio of dynamic and static components of muscle activity during the day, timing, pulsometry, the method of determining the sum of movements in linear indicators of locomotion, self-control (Polka et al, 2011;Kalynychenko et al, 2021).…”

“…Analysis of teachers' professional PA indicates a predominantly sedentary lifestyle at the expense of direct professional activity (Bogaert et al, 2014;Kalynychenko, 2021). A study of teachers' PA before the COVID-19 pandemic proves its dependence on the profession.…”

“…Based on the analysis of approaches to the study of the "professional burnout" syndrome, this syndrome was defined as a stress reaction that occurs as a result of the long-term professional stresses of medium intensity (Latina, 2020;Kalynychenko et al, 2021).…”

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

“…As a result of exposure to such long-term professional stresses of medium intensity, professional burnout (PB) occurs among pedagogical workers (Prokopenko, 2019;Teles et al, 2020). Scientists analysed the factors leading to the development of professional burnout, studying social, personal, organizational factors and physiological, hygienic correlates of the development of PB (Kalynychenko et al, 2021).…”