Abstract
Background and aims We studied teacher burnout and its relationship with job demands and resources, collective self-efficacy, and social support. Previous studies indicate that the factors of burnout (depersonalization, emotional exhaustion, and reduced personal accomplishment) develop in work environment where demands exceed resources, and where social support and collective self-efficacy are both perceived to be low. Methods Online survey method was used (N = 664) in this study. Organizational and social context was measured using the job demands and resources model, and measuring perceived collective self-efficacy of the workplace and social support of the coworkers. Results Based on the results of correlation analysis, different types of job demands are associated positively with burnout, while job resources, collective self-efficacy, and social support prove to have negative relationship with burnout. The ratio of demands and resources (workload index) also has a strong link to burnout scores. Using linear regression analysis to build a model revealed professional social support, possibility of personal development and job demands as significant predictors of burnout. Discussion These findings emphasize the importance of professional social support in the prevention of burnout. The results indicate that training programs which strengthen social support between coworkers are much needed, and that school psychologists can help teachers to develop more supportive communities.
Highlights
Education is an important part of raising successful generations
Burnout is a dynamic state in which everyday job overload results in emotional exhaustion, reduced personal accomplishment, and depersonalization (Maslach, 1982)
Our research focuses on teacher burnout, we have to take into account those results, which draw attention to the necessity of comparative studies between different jobs
Summary
Education is an important part of raising successful generations. well-prepared and motivated teachers are much needed in the schools. Burnout is associated with biological stress indicators such as increased hair cortisol level, which is a sign of chronic stress (Penz et al, 2018). We studied teacher burnout and its relationship with job demands and resources, collective self-efficacy, and social support. Previous studies indicate that the factors of burnout (depersonalization, emotional exhaustion, and reduced personal accomplishment) develop in work environment where demands exceed resources, and where social support and collective self-efficacy are both perceived to be low. Organizational and social context was measured using the job demands and resources model, and measuring perceived collective self-efficacy of the workplace and social support of the coworkers. Using linear regression analysis to build a model revealed professional social support, possibility of personal development and job demands as significant predictors of burnout. The results indicate that training programs which strengthen social support between coworkers are much needed, and that school psychologists can help teachers to develop more supportive communities
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