Teacher burnout and turnover intent

Rajendran, Natalia; Watt, Helen Margaret Gilchrist; Richardson, Paul

doi:10.1007/s13384-019-00371-x

Cited by 120 publications

(82 citation statements)

References 62 publications

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“…In effect, as the JD-R model postulates [ 38 ], suffering from work-related burnout usually occurrs in the context of high work-related demands and scarce resources to cope with them. For teachers, the need to respond to a growing number and variety of educational and bureaucratic demands, the lack of student motivation and issues of student discipline, and a lack of institutional support [ 66 , 67 ], together with a lack of psychological resources (e.g., low PsyCap, deficient skills for emotional regulation and stress management, personality with neurotic tendencies) [ 68 , 69 , 70 , 71 ], make up a breeding ground in which burnout may develop. Nevertheless, in accordance with the model, even in highly demanding situations, the availability of personal resources would significantly reduce vulnerability to stress and burnout [ 72 ].…”

Section: Discussionmentioning

confidence: 99%

Psychological Capital and Burnout in Teachers: The Mediating Role of Flourishing

Freire

García-Bértoa

Núñez

et al. 2020

IJERPH

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In keeping with the growth in the development of healthy environments in organizational contexts, in recent years, there has also been increasing interest in the identification of personal psychological resources that contribute to improved worker mental health. From this proactive approach, this study examines the mediating role of flourishing in the relationship between psychological capital (PsyCap) and burnout in teachers, a professional group that is particularly prone to suffering from this syndrome. A total of 1379 teachers from pre-school, primary, secondary, and vocational education systems participated in the study. The mediating effect of flourishing was determined via mediation analysis using the PROCESS macro. The results showed that flourishing partially mediates the negative effect of PsyCap on the three symptoms of burnout (emotional exhaustion, depersonalization, and lack of professional accomplishment). These findings indicate that both PsyCap and flourishing may be effective personal resources in reducing teacher burnout. Therefore, in order to prevent burnout, it is advisable to design interventions that combine PsyCap and flourishing.

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Section: Discussionmentioning

confidence: 99%

Psychological Capital and Burnout in Teachers: The Mediating Role of Flourishing

Freire

García-Bértoa

Núñez

et al. 2020

IJERPH

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“…Preventing teacher burnout is also essential for optimal teacher effectiveness [131][132][133][134][135][136]. Burnout syndrome appears due to chronically high levels of stress, overwhelming negative emotions, and sustained work-related exhaustion.…”

Section: Theoretical and Practical Implications Of The Studymentioning

confidence: 99%

Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

Pozo-Rico

Corbí

Izquierdo

et al. 2020

IJERPH

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Overcoming the impact of the coronavirus pandemic (COVID-19) on primary schools is an emerging need and priority in the current social welfare system. Accordingly, this study presents an empirical learning package to support teachers, who perform frontline work in schools, in coping with stress, preventing burnout, improving their information and communications technology (ICT) competency, and introducing the principles of emotional intelligence (EI) in the classroom. The participants included 141 primary school teachers (M = 38.4 years, SD = 6.84; 54.6% women). They were randomly assigned to an experimental or control group. The experimental group participated in the 14-week teacher training program, whereas the control group did not participate in the program or receive any other training during the intervention. Repeated-measures analysis of variance (time x group) was performed to identify the effects of the teacher training program. Teachers who participated in the training program evaluated it positively and showed significant differences compared to the control group in their abilities to cope with stress and avoid burnout, their ICT competency, and their introduction of EI in the classroom. Implications for supporting teachers are discussed.

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“…Separating work and private demands (e.g., workload and childcare responsibilities) would allow future studies to more precisely explicate the underlying processes connecting work, non-work, and sleep. However, beyond work demands, conflicts between the different life domains have been discussed as an important predictor of teacher's well-being as well as the intention to quit (Claflin et al, 2019;Grund et al, 2016;Rajendran et al, 2020). Future studies might want to extend this approach and examine the incremental validity of WHC beyond job demands or investigate interaction effects between WHC and other job demands.…”

Section: Strengths Limitations and Future Directionsmentioning

confidence: 99%

Yesterday’s Work–Home Conflict and Actigraphically Recorded Sleep-Onset Latency as Predictors of Today’s Cognitive Failure

et al. 2021

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Cognitive failures are errors in routine action regulation that increase with higher mental demands. In particular, in occupations where guidance such as teaching or supervision is essential, cognitive failures harm one’s performance and also negatively impact knowledge transfer. The aim of this study is to investigate yesterday’s work–home conflict (WHC) and objectively assessed sleep-onset latency as antecedents of a next-day increase in cognitive failures. Fifty-three teachers were assessed during a working week, in the morning, after work, and in the evening on each working day, as well as on Saturday morning. Sleep-onset latency was assessed with ambulatory actimetry. The multi-level analyses showed both WHC and sleep-onset latency predict cognitive failures the next working day (controlling for cognitive failures from the previous day, sleep quantity, and leisure time rumination until falling asleep). However, there was no association between yesterday’s WHCs and the nightly sleep-onset latency. Thus, nightly sleep-onset latency did not mediate the effects of yesterday’s WHCs on today’s cognitive failures. Our results highlight the importance of sleep and a good work–life balance for daily cognitive functioning. In order to promote the cognitive functioning of employees as well as occupational safety, good working conditions and recovery should both be considered.

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Teacher burnout and turnover intent

Cited by 120 publications

References 62 publications

Psychological Capital and Burnout in Teachers: The Mediating Role of Flourishing

Psychological Capital and Burnout in Teachers: The Mediating Role of Flourishing

Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

Yesterday’s Work–Home Conflict and Actigraphically Recorded Sleep-Onset Latency as Predictors of Today’s Cognitive Failure

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