Predicting Teacher Burnout in Primary School Teachers: The Roles of Self-Efficacy, Emotion Regulation, Mindfulness, and School-Related Factors

High rates of secondary traumatic stress and burnout have been found across nursing populations. However, few studies have focused on neonatal staff. The objectives of this article are to explore the prevalence and severity of secondary traumatic stress (STS) and burnout in neonatal staff, and identify risk factors and protective factors for STS and burnout within this population with the aim of informing future staff support. A quantitative, cross-sectional study using a survey design was conducted; 246 neonatal staff reported measures of STS, burnout, self-compassion and satisfaction with ward climate. Neonatal staff reported high rates of moderate-severe STS and burnout. STS and burnout were negatively associated with self-compassion and satisfaction with ward climate, suggesting them to be protective factors against STS and burnout. STS was found to be a risk factor for burnout and vice versa. Interventions that increase understanding of STS and burnout, nurture self-compassion, provide support and enhance stress management could help mitigate the impact of STS and burnout amongst neonatal staff.

Teacher burnout is a serious problem in education, particularly for foreign language teachers who often encounter various challenges. Personality traits can significantly exacerbate or mitigate susceptibility to burnout, while family can act as a buffer, providing emotional support to alleviate the pressures of teaching.The main aim of this study was to examine the relationship between burnout, related personality traits, and family factors. One hundred and nine teachers aged 25 to 56+ participated in the study. The instruments used included the International Personality Item Pool NEO-Five Factor Inventory-50 (IPIP-NEO-FFI-50; Goldberg, 1992) to measure personality traits and the Oldenburg Burnout Inventory (OLBI; Demerouti, 1999) to assess burnout. Participants with the highest levels of burnout were selected for detailed interviews to explore the impact of family factors on their stress levels and functioning.The results indicate that teachers with strong family support experience lower levels of burnout, while those with high neuroticism and limited family resources are more vulnerable to its effects. This study highlights the importance of raising teachers’ awareness of the impact of burnout on their personal and professional lives. The balance between work, family relationships, and interests is essential to prevent burnout and maintain personal well-being and effectiveness.

Teaching is a job marked by high levels of burnout. Teacher burnout has been extinsively studied in connection with other important psychological qualities, such as perceived self-efficacy. However, little research has examined this relationship among teachers in the English as a foreign language (EFL) context. In this light, this mixed-method study was intended to a) investigate the relationship between the degree of perceived self-efficacy by Iranian EFL teachers and their professional burnout level, and b) see whether gender could make a significant difference in the teachers’ burnout level. To these ends, 80 male and female Iranian EFL teachers from several high schools in Isfahan, selected through convenience sampling, participated in the study and responded to the Maslach Burnout Inventory-Educator’s Survey (MBI-ES) and a modified version of Teacher Sense of Efficacy Scale (TSES). To triangulate the data, a semi-structured interview was also conducted with 15 teachers. Correlational and t-test data analysis showed that there was a strong significant correlation between the participants’ perceived self-efficacy and their burnout level in a negative direction. The gender variable also had a modifying effect on the teachers’ burnout. Female teachers, in fact, had a lower burnout level. The follow-up interview further confirmed the relationship and revealed the three main themes of mental fatigue, contact avoidance, and stress in explaining teacher burnout. The implications for school administrators and teacher educators are discussed.

Healthcare professionals, especially in the context of military conflict, are exposed to significant stressful factors of professional burnout. Rehabilitation specialists have one of the highest risks of developing professional burnout. Assessing the professional burnout of Ukrainian physical therapists (PTs) in the circumstances of war is necessary for the further development of strategies to prevent professional burnout and maintain their health. The aim of the research is to find out the level of professional burnout among physical therapists and to investigate the relationship between professional burnout and such unmodified factors as gender, work experience, type and region of the health care facility. The survey was conducted on a voluntary basis, employing the Google form of the Maslach Professional Burnout Questionnaire, which contains three scales: emotional exhaustion (EE), depersonalisation (DP), and professional achievement (PA). The study involved 67 physical therapists, including 31 men and 36 women. Statistical analysis was conducted using STATISTICA 6.0 software. The analysis of the average values of the questionnaire scales shows that their values correspond to a moderate level of burnout. However, 53.73% of the study participants have a high level of EE, 19.40% have a moderate level, and 26.87% have a low level. A high level of depersonalisation is typical for 52.24%, moderate – for 26.87% and low – for 20.90% of physical therapists. According to the PА scale – 20.90%, 28.36% and 50.75%, respectively. Thus, the majority of the subjects (52-54%) have high values of professional burnout according to the EE and DP scales, and only one fifth of the total number of subjects – according to the PА scale. According to the results of the cluster analysis, which enabled the evaluation of individual profiles of professional burnout, all the subjects were grouped into three groups: with high (16.42%), moderate (31.34%) and low (52.24%) levels of professional burnout. No significant correlations were found with any of the factors studied. However, we can talk about the identified trends. Among physical therapists working in public institutions, there is the highest number of people with a high level of burnout according to all three scales of the questionnaire. The largest proportion of physical therapists with high levels of burnout on the EE and DP scales was found among those with 2 to 5 years of experience (59.09%), and professional achievement – among physical therapists with more than 15 years of experience (45.05%). In the frontline regions, physical therapists have a higher number of people with a high level of burnout according to the EE scale. Also, among male physical therapists, there is a higher level of burnout according to the EE and DP scales compared to women. Our average data show that during military operations, physical therapists have a moderate level of burnout according to all three scales. Such unmodified factors as gender, work experience, type and region of the health care facility do not significantly affect the indicators of emotional exhaustion, depersonalisation and professional achievement. The analysis of individual characteristics of professional burnout enabled the identification of groups with high and moderate values. It is revealed that almost 50% of Ukrainian PTs in the conditions of military conflict have a high risk of professional burnout according to their individual profile, which requires the development of strategies for the prevention of professional burnout.

Physicians working in palliative care have a greater risk of burnout. Burnout has three dimensions: emotional exhaustion, depersonalization and reduction of personal accomplishments. Burnout is associated with different consequences for the professionals like less professional satisfaction and increase of overall levels of exhaustion. Burnout in healthcare professionals has an impact in the patients with increased probability of clinical erros. In order to monitor the quality of the care it is mandatory to assess overall levels of burnout. This study aimed to determine burnout levels and associated variables of physicians working in the Portuguese national network of palliative care. A cross-sectional, exploratory and quantitative design was employed and participants were sampled using convenience and snowball technique. The Copenhagen Burnout Inventory was used to determine burnout levels of physicians working in the Portuguese National Network of Palliative Care. The contributions of personal, work and COVID-19 variables were evaluated in three subclasses: work, personal and patient-related burnout. The results obtained enabled the identification of healthcare professionals at risk, comparison with previous results published and to assess the impact of COVID-19 in their non COVID-19 activity. Seventy-five physicians participated. Socio-demographic characterization was conducted and the levels of burnout and determinants were explored. High levels of personal, work and patient-related burnout were present in 32 (43%), 39 (52%) and 16 (21%) physicians, respectively. The majority agreed that COVID-19 had an impact on their activities. Exclusive dedication to palliative care and type of palliative care unit were associated with lower levels of patient and work-related burnout. Weekly physical activity was associated with lower levels of work and personal burnout. Self-perceived health status was associated with lower levels of burnout for all subclasses. There was a high level of burnout among physicians working in the Portuguese National Network of Palliative Care. Measures to identify and prevent burnout are necessary in order to protect these professionals.

This study investigates the relationship between emotion regulation (ER) difficulties, empathy, and burnout among teachers from different educational levels. The sample comprised 131 Portuguese teachers (72.5% women; M age = 50.54, SD = 9.15) from various levels of education. The findings revealed that ER difficulties were significantly associated with higher levels of personal, work-related, and student-relationship burnout, with empathic distress partially mediating these relationships. The level of education taught moderated the association between ER difficulties and cognitive empathy, with this association being significant only for teachers from secondary education. Teachers who struggled with regulating their emotions exhibited higher levels of empathic concern (regardless of educational level taught) and lower levels of cognitive empathy (only for secondary teachers), which in turn contributed to higher levels of burnout (especially work-related and student-relationship levels of burnout). These results suggest that teachers from secondary education may face complex emotional and cognitive challenges, likely due to the increased demands posed by adolescent students.

IntroductionBurnout is a serious phenomenon that negatively affects teachers’ professional performance. The current study aims to determine the level of burnout among special education teachers in inclusive education schools in the Kingdom of Saudi Arabia.MethodsIt used a descriptive survey approach by employing an online questionnaire to collect data from 137 special education teachers in inclusive education schools.Results and discussionThe study found that the level of burnout among special education teachers was average, with an arithmetic mean of 2.907 and a relative weight of 48.40%. Male teachers had higher levels of burnout than female teachers. Moreover, teachers specialising in deafness and hearing loss had higher levels of burnout than teachers in other subspecialties. The other variables, such as educational level and experience, had no significant effect on the dimensions of burnout or overall level of burnout. This study recommends the provision of intervention programmes to help reduce teachers’ burnout levels. In addition, there is a need to reduce the workload and tasks assigned to special education teachers in inclusive education schools.

Health workers are jobs that have a heavy burden. Long and uncertainty of working hours, patients with various characteristics with various diseases causing health workers to tend to have high levels of burnout. The purpose of this study is to aim to see the role of job control and coping strategies as a moderator in the relationship between emotional work demands and burnout. This research is a cross-sectional quantitative study which has a sample of 142 health workers. This study uses instruments from Oldenburg Burnout Inventory, Copenhagen Psychosocial Questionnaire II (COPSOQ II), Copenhagen Psychosocial Questionnaire and Brief COPE Inventory (Coping Orientation to Problems Experienced). Data processing uses process macro moderation analysis by Andrew F. Hayes through the SPSS Program. The results of the study show there are moderation effects of job control and coping strategies on emotional job demands and different dimensions of burnout. Job control as job resources moderates emotional job demands and the exhaustion dimension of burnout. While coping strategies as personal resources between emotional job demands and the burnout dimension of disengagement. Health workers can use their job control to overcome the emotional work demands experienced by health workers. Other than that, health workers can also be given activities or programs that can improve their coping skills, either those that focus on behavior or those that focus on emotions. This study might be implicating on health workers’s well-being from the findings, that job resources and personal resources could decrease the burnout level on health workers.

Midwives in the United Kingdom: Levels of burnout, depression, anxiety and stress and associated predictors

This paper examines the use of the Burnout Assessment Tool (BAT) and Artificial Intelligence (AI) technologies to diagnose teachers' emotional burnout. Due to high professional load, teachers often face emotional burnout manifested in exhaustion, detachment and cognitive impairment. The study involved 200 teachers on the basis of JSC “National Professional Development Center ‘Orleu’, Almaty, distributed by gender and age groups, and applied AI technologies, including diagnostic chatbots that monitor the level of burnout in real time.The results of the study confirm that age significantly affects the level of burnout, especially among men, and that higher levels of exhaustion are observed in older age groups. Differences between age groups were statistically insignificant, a trend towards higher levels of burnout among educators with increasing age was revealed.The application of AI has demonstrated its effectiveness in diagnostics, simplifying data collection and providing instant feedback. Integration of AI-methods allows diagnostics to be conducted more accurately and promptly, facilitating the process of monitoring burnout among teachers.Practical significance of the study lies in the development of recommendations for educational institutions on the implementation of AI-methods for diagnosing emotional burnout. The obtained data can be used to create burnout prevention programs aimed at improving the psycho-emotional state of teachers, increasing their professional stability and the quality of the educational process. Implementation of such programs helps to reduce stress level among teachers and create a more favorable working environment in educational organizations. Keywords: Emotional burnout, Burnout Assessment Tool (BAT), artificial intelligence, teacher well-being, educational psychology.

Una intervención centrada en prácticas de atención plena (mindfulness) promueve la regulación emocional y la reducción del estrés en profesores

This research aimed to explore the relationships among teacher self-efficacy, teacher resilience, emotion regulation, and teacher burnout within the context of Chinese English as a foreign language (EFL) teachers. A sample of 638 Chinese EFL teachers participated in this study. They completed self-report assessments for teacher self-efficacy, teacher resilience, emotion regulation, and teacher burnout. Confirmatory factor analysis was conducted to establish the construct validity of the measurement tools. Subsequently, structural equation modeling was utilized to assess the proposed structural model. The results of the study revealed significant insights. Teacher self-efficacy and resilience exhibited direct and negative associations with teacher burnout. Additionally, an interesting finding emerged where teacher emotion regulation indirectly affected teacher burnout, mediated by teacher resilience. The analysis supported the suitability of the partial mediation model as the best-fit representation of the relationships. The findings of this study provide valuable implications for EFL teaching programs. The negative connections between teacher self-efficacy, resilience, and burnout highlight the importance of nurturing these factors to mitigate burnout risk. The discovered mediation effect of teacher resilience emphasizes the role of emotion regulation in promoting teachers' overall well-being. These outcomes collectively contribute to the understanding of teacher dynamics and suggest potential avenues for targeted interventions.

The relevant literature suggests that all branches of the nursing profession are subject to high levels of stress and burnout. Forensic psychiatric nursing has been considered as an area of high risk, despite a paucity of literature in this area, particularly in Australia. This paper presents the findings of a research study undertaken with forensic nurses (n = 51) and designed to measure their level of stress and burnout. The Maslach Burnout Inventory (MBI) and the Nursing Stress Scale (NSS) were the instruments used. The findings indicated that relatively few forensic nurses suffered from ‘high’ levels of burnout with considerably more forensic nurses recording ‘low’ levels of burnout. On the personal accomplishment subscale, only 17 per cent recorded a ‘high’ score. Interestingly the least reported stressor was lack of staff support for nursing activities which suggests that the amount of support received may account for lower than expected levels of stress. Copyright © 2003 John Wiley & Sons, Ltd.

Occupational burnout is a hot research topic in the field of education.This study targets physical education teachers, surveying 226 physical education teachers from 10 universities in Guangxi Province, China, to assess levels of occupational burnout, professional identity, and self-efficacy, drawing the following conclusions:(1) The overall level of occupational burnout among physical education teachers is "Evident", with dimension indicators ranked from highest to lowest as follows: Personal Accomplishment, Emotional Exhaustion, and Deindividualization. This indicates that occupational burnout is a significant and concerning issue among respondents, with emotional fatigue and moderate personal achievement being the main factors.(2) The analysis of the respondents' demographic characteristics indicates that there are significant differences in occupational burnout among physical education teachers of different professional titles.(3) The overall level of professional identity among physical education teachers is "Evident", with dimension indicators ranked from highest to lowest as follows: Norm identity, Continuous identity, and Emotional identity. This indicates that their professional roles significantly influence their self-perception and identity.(4) The analysis of the respondents' demographic characteristics indicates significant differences in professional identity among physical education teachers of different Ages, Educational backgrounds, Teaching experiences, Professional titles, and Marital statuses.(5) The overall level of self-efficacy among physical education teachers is "Evident", with dimension indicators ranked from highest to lowest as follows: Personal efficacy, Teaching efficacy. This indicates that respondents generally have a high level of self-efficacy, showing confidence in their personal and professional abilities.(6) The analysis of the respondents' demographic characteristics indicates significant differences in self-efficacy among physical education teachers of different Ages, Educational backgrounds, and Teaching experiences.(7) There is a significant positive correlation between the overall occupational burnout of physical education teachers and both personal efficacy and overall self-efficacy, indicating that higher levels of burnout are correlated with higher levels of self-efficacy in these dimensions.(8) There is a positive correlation between the overall occupational burnout of physical education teachers and all dimensions of professional identity, indicating that higher levels of burnout are associated with stronger professional identity in these areas.

Health workers have jobs that have a heavy burden. Long and uncertain working hours and patients with various characteristics and diseases cause health workers to have high burnout levels. This study aims to see the role of job control and coping strategies as a moderator in the effect of emotional job demands on burnout. This research is a cross-sectional quantitative study with a sample of 142 health workers. This study uses instruments from the Oldenburg Burnout Inventory, Copenhagen Psychosocial Questionnaire II (COPSOQ II), Copenhagen Psychosocial Questionnaire, and Brief COPE Inventory (Coping Orientation to Problems Experienced). Data processing uses process macro moderation analysis by Andrew F. Hayes through the SPSS Program. The study results show that job control moderates emotional job demands and the exhaustion dimension of burnout. Meanwhile, coping strategies, problem-focused or emotion-focused coping moderates between emotional job demands and the burnout dimension of disengagement. The workplace of health workers can provide job control by the position and work of the workers, which are still within the limits of their authority and responsibility. Health workers can also be given activities or programs that can improve their coping skills, either those that focus on behavior or those that focus on emotions.