Abstract
Psychosocial risks at work are an important occupational problem since they can have an impact on workers' health, productivity, absenteeism, and company profits. Among their consequences, burnout stands out for its prevalence and associated consequences. This problem is particularly noteworthy in the case of teachers. The aim of the study was to analyze the influence of some psychosocial factors (demand and resource variables) and risks in burnout development, taking into consideration the levels of burnout according to the Spanish Burnout Inventory (SBI). This paper contributes to advancing knowledge on this issue by analyzing the influence of work characteristics and personal characteristics on the progress of burnout. The sample consisted of 8,235 non-university teachers (2,268 men 27.5% and 5,967 women 72.5%), aged 22 to 70 (M = 45.16, SD = 9.18). For this purpose, statistical modeling by logistic regression was used. The results of this study showed that No burnout level was positively related with resources variables and negatively with demand variables. In the Medium-High levels and the higher levels of burnout (i.e., Profile 1 and Profile 2), there is a positive relation with demand variables and a negative one with resource variables. In conclusion, demand variables cause an increase in the burnout levels, influencing positively the movements between the levels of No burnout to Medium-High levels of burnout and Medium-High levels to Profile 1. At the same time, resource variables had a negative influence on burnout. However, the results in the movement between Profile 1 and Profile 2 were not expected. The variable Imbalance had a negative relationship with the movement between Profile 1 to Profile 2, and Social support and Autonomy at work had a positive relationship with this movement. Therefore, when professionals feel higher levels of burnout, lack of imbalance together with social support and autonomy could contribute to increased feelings of guilt and risk of higher burnout.
Highlights
In the last few years, working conditions have fundamentally changed, such as how production is organized, high levels of quantitative and qualitative demands, preference on multifunction workers, or instability in the working relationship (Mero, 2018)
The resource variables were added and the results showed that the demand variables Emotional labor (B = −0.23), Interpersonal conflict (B = −0.72), Imbalance (B = −0.43), Role conflict (B = −0.23), Role ambiguity (B = −0.52), and Workload (B = −0.77) predicted in a negative sense, while the resource variables Autonomy (B = 0.52) and Social support (B = 0.12) predicted in a positive sense belonging to that level of burnout
Resource variables were added to the analyses, and the results showed that the demand variables Imbalance (B = 0.19), Role ambiguity (B = 0.20), and Workload (B = 0.22) predicted in a positive sense, except Role conflict (B = −0.13) that predicted in a negative sense, while the resource variable Autonomy (B = −0.21) predicted in a negative sense the belonging to this level of burnout
Summary
In the last few years, working conditions have fundamentally changed, such as how production is organized, high levels of quantitative and qualitative demands, preference on multifunction workers, or instability in the working relationship (Mero, 2018). These changes and other factors have caused some consequences that have a negative effect on work demands, EL & Burnout in Teachers such as emotional work (Junne et al, 2018), which has been gaining importance in recent years (Bhave and Glomb, 2016; Maxwell and Riley, 2017). The costs to business and society are estimated to be in the billions of euros (European Agency for Safety Health at Work Eurofound, 2014)
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