Psychological Burnout in Early Childhood Teachers: Levels and Reasons

Abstract

The primary education plays an important role in the life of an individual as well as the nation as a whole. This study aims at investigating the level of psychological burnout in early childhood female teachers at public and private kindergarten schools. It also aims to prove whether these burnout levels differ according to the type of school, academic specialization, social status, and age. This study aims to identify the major causes of psychological burnouts from the teachers' perspectives. The researchers used both qualitative and quantitative approaches. In addition, the study sample consisted of 96 female teachers from all the kindergarten schools in Al-Salt educational directorate. The researchers were applied Maslach quantitative scale. Consequently, 8 female private kindergarten school teachers were interviewed. The main results showed that moderate to high levels of psychological burnouts are present. Thus, this is accompanied with statistical differences according to the type of kindergarten school and social status. No statistical differences recorded regarding academic specialization and age. The results also showed that work pressure, low income, and the management relationship with the parents are some of the main causes of psychological burnouts. The researchers recommended conducting more studies in order to reduce the reasons leading to psychological burnouts among teachers in general.

Early Childhood Teachers of Color in New York City: heightened stress, lower quality of life, declining health, and compromised sleep amidst COVID-19

“… Siekkinen and colleagues (2013) linked teacher stress and instructional quality for 6-year-olds, with effects for young children's social skill development. Al-Adwan and Al-Khayat (2017) found high levels of psychological burnout in early childhood female teachers ( N=96 ; teaching children ages 3-6), visible in their compromised sleep, anxiety, and other mental health issues, visible in tiredness, sarcasm, and emotional detachment, having negative psychological, social, emotional consequences for the children they taught. Overall, stressors have been linked to detrimental health effects for teachers, including inadequate sleep ( Fujishiro et al, 2017 ) and lowered quality of life ( Yuh & Choi, 2017 ).…”

“…Robust links have been established between early childhood teacher health, stress, sleep, and well-being—interrelated factors ( Toker & Melamed, 2017 )—and young children's learning and development across domains (e.g., Al-Adwan & Al-Khayat, 2017 ; Sandilos et al, 2018 ; Whitaker et al, 2015 ). Early childhood teacher health, stress, sleep, and well-being have been shown to affect the quality of teacher–student interactions ( Whitaker et al, 2015 ); emotional and instructional support ( Sandilos et al, 2018 ); children's social competence ( Siekkinen et al, 2013 ); and young children's psychological, social, and emotional growth ( Al-Adwan & Al-Khayat, 2017 ). Whitaker and colleagues’ (2015) study of Head Start teachers ( N= 1001) established links between teachers’ workplace stress and greater conflict in their relationships with children being key to young children's social–emotional competence and academic achievement.…”

“…While early educators of Color experienced high levels of stress, disrupted sleep, and low quality of life even prior to COVID-19 ( Al-Adwan & Al-Khayat, 2017 ; Fujishiro et al, 2017 ; Jeon et al, 2019 ; Kwon et al, 2020 ; Ouellette et al, 2018 ), survey-based research identified the prevalence of heightened stress, physical health, and emotional/mental health challenges among early childhood educators in New York during the COVID-19 pandemic ( Nagasawa & Tarrant, 2020 ; Tarrant & Nagasawa, 2020 ). These findings, combined with knowledge that communities of Color at large, particularly Latinx and Black communities, were disproportionately affected by COVID-19, informed our focus on Latinx and Black early educators.…”

Physical, Mental, and Financial Stress Impacts of COVID-19 on Early Childhood Educators

“…During the COVID-19 global pandemic early childhood educators faced an increasing shortfall for compensation due to lack of, or low, enrollment. Compensation is frequently linked with educators’ well-being (Cumming, 2016 )—low compensation increases burnout and psychological distress (Al-Adwan & Al-Khayat, 2016 ). Teaching in early learning programs is one of the lowest-paid occupations in the United States.…”

Relación entre Desgaste ocupacional y manifestaciones psicosomáticas en una muestra de docentes colombianos de la ciudad de Santa Marta.

“…En línea con los estudios de Bhatt & Ramani [34] y Cansoy, Parlar & Kılınç [35]. Adicionalmente, mencionar que se está de acuerdo con los planteamientos de Al-Adwan & Al-Khayat cuando señalan la importancia de los años de experiencia docente [36].…”