Abstract
Teachers’ well-being, including burnout, impacts the stress and well-being of students. Understanding the development of burnout requires not only an examination of stressors, but also a consideration of personality factors. While teachers are subject to many pressures in their profession, they have personalities that make them more or less vulnerable. Our research with 470 secondary school teachers reveals four distinct negative affectivity profiles. Our results show that negative affectivity (tendency to feel depression, anxiety, or stress) plays a role in the development of burnout. However, while teachers with a more anxious profile experience greater emotional exhaustion, those with a depressive profile have more difficulty developing a strong sense of personal accomplishment. The findings highlight the need to take into account the various facets of negative affectivity, particularly in order to be able to propose prevention and intervention approaches adapted to these specific profiles.
Highlights
Burnout is defined as the response to chronic interpersonal stressors and is generally structured with three main components: emotional exhaustion, feelings of cynicism and detachment, and a lack of personal accomplishment [1] and is often assessed through the Maslach Burnout Inventory (MBI) [2,3]
Among the four profiles that emerge from our analyses, we note that two clusters correspond to personalities marked by a low, respectively, high, negative affectivity, which is linked to the three dimensions of burnout
The two intermediate profiles make it possible to make a distinction that can help us better understand the forms of burnout
Summary
Burnout is defined as the response to chronic interpersonal stressors and is generally structured with three main components: emotional exhaustion, feelings of cynicism and detachment (depersonalization), and a lack of personal accomplishment [1] and is often assessed through the Maslach Burnout Inventory (MBI) [2,3]. It is characterized by feeling that one’s emotional resources are depleted and that one has no energy left. Regarding depersonalization, they speak of the attitudinal component. Diminished personal accomplishment is the cognitive component of the model. It is a self-representation as someone who cannot face work pressures, which is accompanied by guilt
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