Stress in teaching professionals across Europe

Redín, Concha Iriarte; Erro‐Garcés, Amaya

doi:10.1016/j.ijer.2020.101623

Cited by 49 publications

(37 citation statements)

References 61 publications

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“…The teaching profession is characterised by a diverse range of tasks under complex working conditions, in which high work demands and psychosocial interactions with students, parents and colleagues dominate as potential stressors [1][2][3][4]. Compared to other professional groups, teachers are more affected by work stress, anxiety, fatigue and sleep problems [5][6][7]. In addition, there is an increased risk of stress-related mental and psychosomatic illnesses and burnout [8,9].…”

Section: Introductionmentioning

confidence: 99%

Influence of Work-Related and Personal Characteristics on the Burnout Risk among Full- and Part-Time Teachers

Seibt

Kreuzfeld

2021

IJERPH

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Teachers are at increased risk of stress-related illnesses and burnout symptoms. Thus, a cross-sectional study involving 6109 full-time and 5905 part-time teachers at upper-level secondary schools examined the influence of presumed work-related and personal characteristics on burnout risk between January and April 2018. Burnout was recorded using the Maslach Burnout Inventory—General Survey (MBI-GS). Work-related characteristics were weekly working hours and work stress, operationalized with the effort-reward imbalance (ERI) model. Overcommitment and the inability to recover were determined as personal characteristics. Multiple linear regression analyses were performed, adjusted for age and gender. Overall, 47% of the teachers reported burnout symptoms and 3% had an indication of burnout. Full-time and part-time teachers did not differ in their risk of burnout. ERI, overcommitment, and inability to recover were identified as predictors of burnout risk (explained variance: 29%), whereby the inability to recover was the strongest predictor. In contrast, weekly working hours, extent of employment, gender and age were not related to the burnout risk. ERI was found in 33%, inability to recover in 36% and overcommitment in 39% of all the teachers studied. In particular, the inability to recover should be taken into account as an early indicator of burnout.

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Section: Introductionmentioning

confidence: 99%

Influence of Work-Related and Personal Characteristics on the Burnout Risk among Full- and Part-Time Teachers

Seibt

Kreuzfeld

2021

IJERPH

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“…Current findings underline the value of developing future programs focusing on teachers' positive emotions, as well as on their emotional skills, in order to improve job attitudes (Tugade and Fredrickson, 2002 ). For instance, these interventions may focus on positive emotions at work, as well as on the development of emotional skills, thus, fostering teachers' communication skills, their understanding of emotional dynamics and their ability to anticipate the emotional reactions of others, and to manage emotions more effectively during tense encounters in the classroom or with parents (Vacharkulksemsuk and Fredrickson, 2013 ; Iriarte Redín and Erro-Garcés, 2020 ). Therefore, empirically based programs focused on the training of socioemotional competences (Vesely-Maillefer and Saklofske, 2018 ) and on teachers' well-being (Fernandes et al, 2019 ) are recommended as direct and systemic elements of teachers' professional development that enable them to feel better equipped to meet the challenges of their work.…”

Section: Discussionmentioning

confidence: 99%

“…Second, our sample only included primary and secondary education teachers. Further studies should explore these relationships, providing data on the potential differences across teaching levels (Iriarte Redín and Erro-Garcés, 2020 ). Likewise, future studies should examine integrative models, testing the interplay of subjective well-being indicators, such as happiness, and personal resources, such as EI, with relevant organizational-level predictors of job attitudes (Granziera et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

“…Teaching is one of the most emotionally demanding jobs available (Travers, 2017 ; Iriarte Redín and Erro-Garcés, 2020 ). Teachers are required to strive to meet rules concerning which emotions to display in each of the diverse social interaction scenarios that arise in their workplace, many of which are characterized by highly emotionally demanding tasks.…”

Section: Introductionmentioning

confidence: 99%

“…In the teaching context, the promotion of emotional competences and well-being would be of relevance to improve their coping skills and job satisfaction, as well as the quality of learning processes and the emotional development of the students (Jennings and Greenberg, 2009 ; Iriarte Redín and Erro-Garcés, 2020 ). There is evidence showing that high positive affectivity and subjective well-being buffers the impact of strain, stress, and boredom at work, leading to positive work outcomes (Benevene et al, 2019 ; De Stasio et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

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Managing Teachers' Job Attitudes: The Potential Benefits of Being a Happy and Emotional Intelligent Teacher

et al. 2021

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According to the broaden-and-build theory of positive emotions, the frequency of positive emotions is associated with the development of positive attitudes, cognitions, and behaviors in organizational contexts. However, positive and negative attitudes at work might also be influenced by different personal and job resources. While emotional intelligence has been significantly associated with positive job attitudes and personal well-being, no studies have yet examined the joint role of teacher happiness and emotional intelligence in key teacher job attitudes. The present study assesses whether emotional intelligence interacts with levels of teacher happiness to jointly explain important teacher job attitudes (i.e., job satisfaction and turnover intention). A total sample of 685 teaching professionals (431 female) filled out a battery of scales including subjective happiness, emotional intelligence, job satisfaction, and turnover intention. Our results revealed that subjective happiness was significantly associated with both higher job satisfaction and lower turnover intention. Likewise, emotional intelligence was positively related to happiness and job satisfaction, and negatively related to turnover intention. Finally, interaction analysis showed the main effects of happiness and emotional intelligence in explaining teacher job attitudes. Beyond the main effects, the interaction effects of happiness and emotional intelligence were significant in predicting all teachers' job attitude indicators, even controlling for the effects of their sociodemographic variables. This work expands our knowledge about the role of teachers' positive emotions in the development of positive work attitudes, and also supports the inclusion of emotional skills in future teacher preparation programs as resources to facilitate work-related well-being.

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Emotionale Erschöpfung und Berufszufriedenheit von Lehrpersonal während der COVID-19-Pandemie

Hansen

Klusmann

Hanewinkel

2022

Bundesgesundheitsbl

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Hintergrund und Ziel Die COVID-19-Pandemie hat den beruflichen Alltag von Lehrpersonal erheblich verändert. Das Ziel dieser Arbeit ist es, die Auswirkungen der Pandemie auf die emotionale Erschöpfung und die Berufszufriedenheit von Lehrpersonal zu untersuchen. Methoden Eine Gelegenheitsstichprobe von 2531 Schulleitungen und Lehrkräften aus Nordrhein-Westfalen wurde im Oktober 2020 rekrutiert. Veränderungen der emotionalen Erschöpfung während der Pandemie wurden mit 9 Items des Maslach-Burnout-Inventars gemessen, Veränderungen der Berufszufriedenheit wurden mit 6 Items direkt gemessen. Adjustierte Regressionsmodelle wurden gerechnet, um Risiko- und Schutzfaktoren zu bestimmen, die mit der Veränderung der emotionalen Erschöpfung und der Berufszufriedenheit assoziiert sind. Ergebnisse Risikofaktoren, die sowohl mit häufiger wahrgenommenen Erschöpfungssymptomen als auch mit einer verringerten Berufszufriedenheit in Zusammenhang standen, waren: die zusätzliche Arbeitsbelastung während der Pandemie, die Belastung durch Unsicherheit, die wahrgenommene Belastungsänderung, Sorgen um die Schüler:innen sowie die Tätigkeit an einer Grundschule. Ein unterstützendes Schulumfeld war sowohl mit seltener wahrgenommenen Erschöpfungssymptomen als auch mit einer stabilen Berufszufriedenheit assoziiert. Diskussion Aus Sicht des Lehrpersonals ging die Coronavirus-Krankheit-2019 (COVID-19)-Pandemie mit subjektiven Veränderungen der emotionalen Erschöpfung und der Berufszufriedenheit einher. Bei über der Hälfte des Lehrpersonals war sie mit einer höheren emotionalen Erschöpfung sowie bei jeder fünften Lehrkraft mit einer verringerten Berufszufriedenheit assoziiert. Aufgrund der Studienanlage sind kausale Schlussfolgerungen nicht möglich. Zusatzmaterial online Zusätzliche Informationen sind in der Online-Version dieses Artikels (10.1007/s00103-022-03554-7) enthalten.

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Stress in teaching professionals across Europe

Cited by 49 publications

References 61 publications

Influence of Work-Related and Personal Characteristics on the Burnout Risk among Full- and Part-Time Teachers

Influence of Work-Related and Personal Characteristics on the Burnout Risk among Full- and Part-Time Teachers

Managing Teachers' Job Attitudes: The Potential Benefits of Being a Happy and Emotional Intelligent Teacher

Emotionale Erschöpfung und Berufszufriedenheit von Lehrpersonal während der COVID-19-Pandemie

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