Teachers' Burnout Profile: Risk and Protective Factors

Abstract

Background:Burnout syndrome represents a factual risk for school teachers during their career. Several factors have been analyzed as stress sources enabled to menace teachers' general well-being; nevertheless, protective factors mostly related to their personal resources may differently characterize teachers' profiles. Objectives:The current study aimed to define different teachers' profiles based on their burnout levels and attitudes towards job (i.e., job satisfaction, self-efficacy, attitudes toward professional growth, collective efficacy, positive and negative emotions, and hedonic balance). attitudes towards job Methods:Participants were 266 school teachers (F=69.1%) ranging from 26 to 65 years old (M=48.95; SD=8.31), with teaching experience ranged from 1 to 41 years (M=21.72; SD=10.36). Data were collected by three self-report questionnaires: Copenhagen Burnout Inventory, Attitudes towards job questionnaires, School Collective efficacy. Results:Cluster analysis approach showed two distinct teacher's profiles named at-risk and non at-risk teachers. Main differences were due to burnout levels, attitudes toward job and extra-mansions at work. No differences were found related to teachers' socio-demographic characteristics and their years of experience. Conclusions:The two teachers' profiles resulting from the cluster analysis show several similarities, including collective efficacy and job satisfaction levels. Results are discussed in relation as to how teachers' positive emotions towards their job can work as protective factors against the risk of burnout.

A Cross-National Comparison on Subjective Well-Being of Kindergarten Teachers: Hong Kong and Italy

“…In fact Italian teachers have a lower annual base salary compared to other European countries and are more limited in the career advancement paths open to them (Organisation for Economic Co-operation and Development [OECD], 2013). This suggests that pay and promotion may play a role in determining the global level of job satisfaction, even though these may be counterbalanced by the effects of other job-satisfaction dimensions, as the Italian teachers’ scores suggest (Borrelli et al, 2014; McInerney et al, 2015; Buonomo et al, 2017; Fiorilli et al, 2017).…”

Unravelling Teacher Job Satisfaction: The Contribution of Collective Efficacy and Emotions Towards Professional Role

“…Consistently, when teachers perceive themselves as able to properly manage their emotions, they perform and feel better about their job [8,58,59]. Teachers with good levels of emotional regulation better manage relationships (with students, colleagues, and principals), as well as daily stressors [60][61][62][63]. Diener and colleagues [64,65] claimed the regulation of positive and negative emotions could be synthesized in a construct called hedonic balance.…”

Positive Psychological Interventions for Teachers: a Randomised Placebo-Controlled Field Experiment Investigating the Effects of Workplace-Related Positive Activities

“…Almost two decades later, this advice does not appear to have lost any of its value. In fact, the results of several recent studies repeatedly point to a positive attitude as an important protective factor against teachers' daily stress and strain, and their alleged effects (e.g., Andrew et al 2018;Buonomo et al 2017;Haydon et al 2018;Janssen et al 2008). Although the need has repeatedly been stated (e.g., Gibbs and Miller 2014;McCullough 2015), it has not led to evidence-based and fully evaluated programmes or interventions fostering positive attitudes among either student teachers or in-service teachers (Hwang et al 2017;McCullough 2015;Necsoi 2018).…”