Teachers at risk: Depressive symptoms, emotional intelligence, and burnout during COVID-19

Sánchez-Pujalte, Laura; Yepes, Talía Gómez; Etchezahar, Edgardo; Mateu, Diego Navarro

doi:10.3389/fpubh.2023.1092839

Cited by 8 publications

References 82 publications

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The Variables Associated with Burnout Among Korean Early Childhood Teachers: A Meta-Analysis

Xu,

Jiang,

Chen

et al. 2024

Sage Open

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Researchers have done a great deal of research on the variables associated with early childhood teacher burnout, but the findings are numerous and inconsistent. Therefore, this study explored the variables most associated with burnout among early childhood teachers through meta-analysis. The National Assembly Electronic Library in Korea, Riss, the National Electronic Library, and DBpia databases were all thoroughly searched by researchers. Strict inclusion criteria resulted in the inclusion of 201 studies, and 35 variables total—divided into 5 variable groups—were analyzed. The results showed that the most correlated variable group with burnout was the psychological personality protective variable, and the largest effect size variables among the variable groups were age ( r = −.3052), resilience ( r = −.5415), calling ( r = −.526), turnover intention ( r = .5021), and interpersonal relationships ( r = −.4552). However, the variables in the psychological personality risk variable were not statistically significant. Although more thorough validation by follow-up studies is still required, these findings offer a more scientific data reference for the prevention and improvement of burnout among early childhood teachers in Korea and suggest a direction for future research.

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The Variables Associated with Burnout Among Korean Early Childhood Teachers: A Meta-Analysis

Xu,

Jiang,

Chen

et al. 2024

Sage Open

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Educator perspectives on stressors and health: a qualitative study of U.S. K-12 educators in February 2022

Cavallari,

Trudel,

Charamut

et al. 2024

BMC Public Health

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Background Teachers experienced increased stressors and stress during the initial onset of the COVID-19 pandemic. While many educators returned to in-person instruction in the 2021–2022 school year, they faced changing job demands and stressors which has important implications for educator well-being. We sought to understand the stressors and health impacts faced by U.S. educators in the 2021–2022 school year, two years following the acute phase of the pandemic. Methods Thirty-four certified educators based in Connecticut, USA participated in four virtual focus groups in February 2022. A semi-structured focus group script, designed by the research team and guided by the job demands-resources model, was administered to understand stressors and stress impacts. Data were transcribed and analyzed using the constant comparative method to identify themes and sub-themes. Themes were summarized based on how many participants mentioned them. Results Analysis of the qualitative data yielded three themes concerning the well-being impacts of stress: physical health and health behaviors, psychological health, and relationships and social well-being behaviors. The majority of educators indicated impacts in these domains with 76% indicating impacts on physical health and health behaviors (e.g. poor sleep, physical exhaustion, lack of exercise, unhealthy eating), 62% indicating impacts on psychological health (e.g. emotional exhaustion, anxiety, negative self-evaluation); and 68% indicating impacts on relationships social well-being behaviors (e.g. connections with family or friends, connections with others, relationships with coworkers). The majority (94%) of educators indicated that stressors from the school or district with the majority (91%) citing stressors related to protocols/expectations (e.g. excessive or increased demands, insufficient or decreased resources) and some (38%) administrators. Over half (62%) indicated personal stressors including personal/home life (41%), high personal expectations (18%), and income (18%). Some (35%) indicated either the pandemic (26%) or safety concerns (9%) were stressors. Some (24%) cited students’ parents as a stressor and a few indicated community (12%), students (12%), and state or national level (9%) stressors. Conclusion Educator well-being continued to be impacted in the post-pandemic era. Targeted interventions are needed to reduce school and district-related demands and to address stress-related educator well-being. Supplementary Information The online version contains supplementary material available at 10.1186/s12889-024-20167-8.

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The Relationship between Various Dimensions of Occupational Stress and Occupational Depression in Health Care Workers: The Mediating Role of Occupational Anxiety

罗

2024

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Teachers at risk: Depressive symptoms, emotional intelligence, and burnout during COVID-19

Cited by 8 publications

References 82 publications

The Variables Associated with Burnout Among Korean Early Childhood Teachers: A Meta-Analysis

The Variables Associated with Burnout Among Korean Early Childhood Teachers: A Meta-Analysis

Educator perspectives on stressors and health: a qualitative study of U.S. K-12 educators in February 2022

The Relationship between Various Dimensions of Occupational Stress and Occupational Depression in Health Care Workers: The Mediating Role of Occupational Anxiety

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