Teacher burnout and physical health: A systematic review

Madigan, Daniel J.; Kim, Lisa; Glandorf, Hanna L.; Kavanagh, Owen

doi:10.1016/j.ijer.2023.102173

Cited by 26 publications

(8 citation statements)

References 60 publications

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“…Depersonalization manifests as a detached attitude toward students and colleagues, potentially diminishing the recognition of students’ distinct needs and emotions. Diminished personal accomplishment reflects a reduced sense of efficacy and achievement in the teaching role, posing a risk to professional self-worth ( Madigan et al, 2023 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Psychological capital, mindfulness, and teacher burnout: insights from Chinese EFL educators through structural equation modeling

Liu,

2024

Front. Psychol.

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ObjectiveThis cross-sectional study employs Structural Equation Modeling (SEM) to examine the relationships among psychological capital, mindfulness, and teacher burnout in a sample of 387 Chinese English as a Foreign Language (EFL) educators.MethodsSelf-reported data were analyzed to investigate the direct and indirect effects of psychological capital on teacher burnout, with mindfulness serving as a potential mediator.ResultsOur SEM analysis reveals a significant direct negative association between psychological capital and teacher burnout. Moreover, mindfulness significantly mediates the relationship between psychological capital and burnout, indicating that higher psychological capital leads to increased mindfulness, which subsequently reduces burnout.ConclusionThis study underscores the importance of psychological capital and mindfulness in mitigating teacher burnout among Chinese EFL educators. The findings suggest that interventions targeting both psychological capital and mindfulness practices could bolster teacher well-being and foster a more positive educational environment.

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Section: Literature Reviewmentioning

confidence: 99%

Psychological capital, mindfulness, and teacher burnout: insights from Chinese EFL educators through structural equation modeling

Liu,

2024

Front. Psychol.

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“…Burnout describes an occupational syndrome deriving from chronically unmanaged work stress and is characterised by three key components: overwhelming exhaustion; increased cynicism and reduced work efficacy (1). It has been previously documented across a range of occupations, including healthcare workers, teachers and other care-giving professions (2)(3)(4). The prevalence of burnout among veterinarians, as indicated by studies published in the last 5 years, ranges from 23.0% to 56.9% (5)(6)(7)(8)(9)(10)(11).…”

Section: Abstract Burnout Veterinary Mental Health Workplace Risk-fac...mentioning

confidence: 99%

A comparison between veterinary small animal general practitioners and emergency practitioners in Australia. Part 2: client-related, work-related, and personal burnout

Li,

Mooney,

McArthur

et al. 2024

Front. Vet. Sci.

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Burnout is reported to be common among veterinarians. However, there is limited research investigating the relationship between specific types of veterinary practice and burnout. A previous study found significant differences in work exposures between veterinary general practitioners (GPs) and emergency practitioners (EPs). The primary aim of this study was to investigate whether Australian veterinary EPs suffer from a higher level of burnout compared to veterinary GPs. The secondary aim of this study was to explore if the previously reported differences between GP and EP groups were positively associated with burnout. An anonymous, online survey incorporating the Copenhagen Burnout Inventory (CBI) was administered to veterinary GPs and EPs practicing in metropolitan regions of Australia. In total, 320 responses were analysed (n = 237, 74.2% GPs and n = 83, 25.9% EPs). Both groups suffered from moderate levels of burnout, but there were no significant differences in the severity of CBI burnout scores between the two groups. From the multivariable analysis four investigated factors were found to be significantly associated (p < 0.05) with the work-related CBI subscale: frequency of finishing work on time; adequate staffing; work satisfaction and seriously considering leaving their principal area of practice. Five factors were significantly associated (p < 0.05) with the client-related CBI subscale: position in practice; frequency of client adherence; work satisfaction; frequency of interacting with emotionally distressed clients and seriously considering leaving their principal area of practice. Four factors were significantly associated (p < 0.05) with the personal burnout CBI subscale: gender; seriously considering leaving their principal area of practice; frequency of interacting with emotionally distressed clients and the workplace environment. The total burnout score was also significantly associated (p < 0.05) with four factors: position in practice, workplace environment, appropriate staffing in the past week and client adherence. Future studies should focus on investigating effective strategies to mitigate these risk factors for both GPs and EPs, to reduce career attrition.

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“…It can also impact both their physical and mental health, leading to various symptoms (Lyndon et al, 2017). Examples include chronic illness, sleep disturbances, changes in appetite, anxiety and depression (Edú-Valsania et al, 2022;Madigan, et al, 2023).…”

Section: Teachers' Burnoutmentioning

confidence: 99%

Teachers’ Burnout – The Role of Social Support, Gratitude, Hope, Entitlement and Loneliness

Einav,

Confino,

Geva

et al. 2024

Int J Appl Posit Psychol

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Psychological burnout is strongly associated with negative effects on people’s life, including their emotional well-being and physical health. Due to prolonged periods of stress, heavy workloads, limited resources and time constraints, teachers are prone to burnout, leading to aversive, prolonged consequences. While previous studies have investigated various factors associated with their burnout, we explored the association between teachers’ relational and personal variables, applying a cross-sectional method. The sample consisted of 248 Israeli teachers (85.1% worked in educational settings for typically developing children, 52.4% were employed in high schools), who completed the following questionnaires: Teachers’ burnout, Perceived social support, Gratitude, Hope, Active entitlement and Loneliness. Results demonstrated negative links between burnout and social support, gratitude and hope as well as a positive link with loneliness. A serial multiple mediation revealed that, whereas social support and hope were associated with lower levels of burnout, feelings of loneliness and a sense of entitlement were related to higher levels of it. Furthermore, gratitude, hope, a sense of entitlement, and loneliness linked social support with burnout. We concluded with a discussion of the implications for future research, theory, and interventions.

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Teacher burnout and physical health: A systematic review

Cited by 26 publications

References 60 publications

Psychological capital, mindfulness, and teacher burnout: insights from Chinese EFL educators through structural equation modeling

Psychological capital, mindfulness, and teacher burnout: insights from Chinese EFL educators through structural equation modeling

A comparison between veterinary small animal general practitioners and emergency practitioners in Australia. Part 2: client-related, work-related, and personal burnout

Teachers’ Burnout – The Role of Social Support, Gratitude, Hope, Entitlement and Loneliness

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