Abstract
Burnout syndrome is has been associated with mental health problems such as depression, anxiety, and stress. Given this fact, some teachers implement various coping strategies for emotional control that are not always functional to mitigate such difficulties. Accordingly, this study aimed to identify different burnout profiles that vary in the levels of the three underlying dimensions: depersonalization (DE), emotional exhaustion (EE), and personal accomplishment (PA). Further, this study aimed to examine whether there are significant differences in depressive symptomatology, coping strategies, and the quality of interpersonal relationships at school between teachers with varying burnout profiles. The Maslach Burnout Inventory (MBI), Zung Self-Rating Depression Scale (SDS), Coping with Stress Questionnaire, and a questionnaire that measured sociodemographic characteristics were administered to 215 teachers (men: 42.8%) who were recruited from various secondary schools. Cluster analysis identified three different burnout profiles: groups of teachers with a predominance of (a) low levels of EE and high levels of PA, (b) high levels of EE and DE, and (c) low levels of DE and PA. The results revealed that there were significant differences in coping strategies, depressive symptomatology, and the quality of interpersonal relationships at school between teachers with different burnout profiles. These results have important implications for educational professionals. Specifically, the findings underscore the need for prevention and intervention programs that enhance teachers’ emotional skills, especially their ability to cope with exhaustion. These skills will alleviate their depression and consequently offer both teachers and students a conducive learning environment.
Highlights
A negative work environment can cause physical, psychological, and occupational problems
The post hoc comparisons of the quality of the relationships that teachers shared with the management team revealed that group 1 scored significantly lower than group 2, and the effect size was moderate (p < 0.001; d = 0.77)
The post hoc comparisons revealed that group 1 obtained significantly lower scores on the overt emotional expression subscale than group 2, and the effect size was small (p < 0.05; d = 0.40)
Summary
A negative work environment can cause physical, psychological, and occupational problems. Work exhaustion, occupational stress, and job burnout can have significant negative effects. Burnout emerged as a significant predictor of several physical (e.g., hypercholesterolemia, type 2 diabetes, coronary heart disease, hospitalization for Burnout, Coping Strategies and Depressive cardiovascular disorders, musculoskeletal pain, prolonged fatigue, headaches, gastrointestinal issues, respiratory problems), psychological (e.g., insomnia, depressive symptoms, hospitalization for mental disorders, psychological ill-health symptoms), and occupational (e.g., job dissatisfaction, absenteeism, new disability pension, job demands) problems. According to Maslach and Jackson (1986), this syndrome consists of three characteristic dimensions: emotional exhaustion (EE) (i.e., tiredness and fatigue, which can be manifested physically and psychologically), depersonalization (DE) (i.e., negative, cold, and distant attitudes toward the beneficiaries of work), and low levels of personal accomplishment (PA) (i.e., negative perceptions of oneself and one’s work and poor work performance, which result from avoiding personal and professional relationships)
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