Protective Factors and Teachers’ Risk to Burnout during the Covid-19 Pandemic. Do Kolb’s Educator Roles Matter? - A Cluster Analysis

Răducu, Camelia-Mădălina; Stănculescu, Elena

doi:10.20944/preprints202108.0053.v1

Cited by 3 publications

(3 citation statements)

References 61 publications

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“…Most of the studies in the educational field have focused on the inverse relationship between emotional intelligence and teachers’ burnout 69 . In a previous study, we even identified positive emotionality, well-being and self-control, basic traits of emotional intelligence, as the main protective factors against experiencing burnout 70 . However, the experience of burnout symptoms also depends on other internal factors besides teachers’ emotional intelligence 26 .…”

Section: Discussionmentioning

confidence: 91%

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: Discussionmentioning

confidence: 91%

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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“…First, when interpreting results, it is important to consider the high-stress context for this study, which occurred in the aftermath of the sudden transition to virtual instruction during the COVID-19 pandemic. During this time, school staff faced a drastic and sudden re-configuration of their job demands and were called on to translate instructional content to online platforms, and coordinate adequate resources for individual students ( García-Carmona et al, 2019 ; Rǎducu and Stǎnculescu, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

School staff wellbeing: A network-based assessment of burnout

et al. 2022

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Burnout is commonly associated with professions that entail a high rate of close relationships with other individuals or groups. This paper explores the association between burnout and interpersonal relationships using a relational, social network framework. We collected data on advice-seeking relationships among 102 teachers and administrative staff from a secondary school in Melbourne, Australia. Burnout was measured using the Burnout Assessment Tool and we focused on four core subscales: (1) exhaustion; (2) mental distance; (3) emotional impairment; and (4) cognitive impairment. We applied a particular class of statistical model for social networks called Exponential Random Graph Models (ERGMs) to shed new light on how level of burnout relates to formation of advice relations among school staff. Results indicated that high levels of overall burnout were linked to a higher number of advice-seeking ties among school staff. Additionally, teachers who scored high in cognitive impairment (i.e., difficulties in thinking clearly and learn new things at work) tended to seek and to provide advice to a greater number of others. Finally, school staff who scored high in exhaustion (i.e., a severe loss of energy that results in feelings of both physical and mental exhaustion) tended to be sought out less as advisors to others, while those high in mental distance (i.e., psychologically distancing oneself from others) were generally less likely to seek advice from other school staff. We discuss these findings drawing on Conservation of Resource theory. Notably, our results show that burnout is not only an individual-level problem, but that burnout is associated with reduced social connectivity in specific ways that may impact on how other school staff collaborate, culminating in a staff-wide overall impact that affects how schools function.

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“…It has been stated that the fear of losing employment or income, losing loved ones, or experiencing serious and even life threatening health problems are among the most intense negative emotions seen during the pandemic [ 24 ]. On the other hand, Răducu and Stănculescu [ 25 ] stated that teachers’ feelings of burnout are among the most common negative emotional states reported during the pandemic period.…”

Section: Literature Reviewmentioning

confidence: 99%

Examining the Associations between COVID-19-Related Psychological Distress, Social Media Addiction, COVID-19-Related Burnout, and Depression among School Principals and Teachers through Structural Equation Modeling

Karaköse

Yirci

Papadakis

2022

IJERPH

102

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This study aims to investigate the relationships between COVID-19-related psychological distress, social media addiction, COVID-19-related burnout, and depression. The research, which was designed according to the relational survey model, was conducted with the participation of 332 school principals and teachers who received graduate education in the field of educational administration. Research data were collected through online surveys and then structural equation modeling (SEM) was used to test and analyze the proposed hypotheses. The study’s findings revealed that COVID-19-related psychological distress strongly predicted COVID-19-related burnout. In this context, as the psychological distress associated with COVID-19 increased, the sense of burnout associated with COVID-19 also increased. However, it was found that burnout associated with COVID-19 significantly and positively predicted depression. SEM results revealed that COVID-19-related psychological distress directly affected COVID-19-related burnout, depression, and social media addiction. In addition, it was determined that an indirect effect of COVID-19-related burnout and social media addiction exists in the relationship between COVID-19-related psychological distress and depression.

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Protective Factors and Teachers’ Risk to Burnout during the Covid-19 Pandemic. Do Kolb’s Educator Roles Matter? - A Cluster Analysis

Cited by 3 publications

References 61 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

School staff wellbeing: A network-based assessment of burnout

Examining the Associations between COVID-19-Related Psychological Distress, Social Media Addiction, COVID-19-Related Burnout, and Depression among School Principals and Teachers through Structural Equation Modeling

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