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 jobMethods: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.
Highlights
Some studies showed that the stronger the negative emotions, the more intense the burnout symptoms reported by the teachers [16 - 17] At the same time, teachers with high burnout levels differently perceive and express negative emotions, such as anger, shame and sadness, when compared to their colleagues with lower burnout [3]
We expected that burned out teachers showed lower levels of job satisfaction, self-efficacy, attitudes toward professional growth, collective efficacy, positive emotions and hedonic balance, and higher levels of negative emotions
At-risk and not-at-risk teachers significantly differ for: self-efficacy (F274,1=9.998; p=.002); positive emotions related to job role (F274,1=5.846; p=.016); relationships with students (F274,1=4.800; p=.029); and hedonic balance related to their professional role (F274,1=2.189; p=.050)
Summary
Teachers' Burnout and Risk Factors Psychological and educational research from the last twenty years have considered the role of teachers’ burnout in theirdaily job at school [1 - 4]. With specific regard to teachers’ work, it is important to note thatemotional requests are strongly involved in teaching profession and educational issues leading to consider caring-for-others the main part of their job [12 - 14]. With this regard, teachers-students relationships are significantly related with burnout risk. Teachers’ negative emotional experience occurring when students misbehave was strongly related to teachers’ burnout [1, 10, 15]. Several factors have been analyzed as stress sources enabled to menace teachers’ general well-being; protective factors mostly related to their personal resources may differently characterize teachers’ profiles
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
