Burnout Syndrome In Teachers Research Articles

Technology for teachers to overcome occupational burnout syndrome

Relevance. The activity of teachers is saturated with stressful factors, and therefore it requires from them strong resources of self-control and self-recovery. The destructive consequence of long-term stress overload is the syndrome of occupational burnout, which has a negative impact on the psycho-emotional state of both the teacher and other participants of the educational process. Purpose. The purpose of this study was to analyse the concept and manifestation of occupational burnout in secondary education teachers, to expand knowledge on counteracting it. Methodology. The study employed the methods of analysis and synthesis, systematisation, generalisation, comparison, modelling, and questionnaire survey. Results. The scientific study analysed the key definitions: occupational burnout syndrome, professional health, and its features. It was determined the structural components of professional health and factors influencing its state, leading to the development of occupational burnout syndrome. The study found an insufficient number of developed methods of educational institutions to prevent manifestations of occupational burnout syndrome. Based on the results of the survey, the level of burnout among teachers was revealed. Proceeding from this, a range of preventive techniques was recommended, including communication to analyse teachers� feelings and provide social support, conducting �time-outs�, forming the key role of friends in the team, analysing the results of pedagogical activity and achievements, etc. Conclusions. The study considered the specific features of psychological counteraction to occupational burnout of teachers, analysed the causes of pedagogical burnout, identified the key means of preventive assistance, and determined common effective technologies for overcoming professional stress states and emotional disorders. The practical significance of this study lies in the development of recommendations to counteract the development of occupational burnout syndrome in teachers and the possibility of their use in the preparation of educational plans for professional and psychological training of teaching staff. Keywords: exhaustion; stressfulness; emotional disorders; external factors; internal factors; psychological health

Emotional Burnout in School Teachers with Different Self-Attitude Indicators

This empirical study links emotional burnout with self-attitude. The contemporary pedagogical environment subjects school teachers to emotional burnout and professional deformation. On the one hand, the state and society have extremely high professional requirements for teachers, who strive to improve their psychological, pedagogical, didactic, methodological, and digital competencies. On the other hand, the social and financial insecurity forces school teachers to increase their workload at the expense of their physical and psycho-emotional recovery. The authors hypothesized that a particular self-attitude can trigger the burnout syndrome in teachers. They relied on the subject-activity approach to the emotional burnout syndrome to survey 237 secondary school teachers (169 women, 68 men; 32–40 y.o.). Their self-attitudes were identified by the personal differential method, W. Stephenson’s Self-Image Test, and V. V. Stolin and S. R. Panteleev’s Self-Attitude Test. The level of emotional burnout was measured using V. V. Boyko’s Diagnostics of Emotional Burnout. An expert assessment served as an additional method to identify the performance indicators. The empirical research revealed that the teachers with an adequately positive self-attitude demonstrated fewer symptoms of emotional burnout, which stayed at an initial stage. They managed to maintain high standards of working capacity and professional motivation, as well as effective vertical and horizontal social communication. The teachers with a less positive self-attitude experienced severe symptoms of burnout and professional deformation, which affected their professional activities. They were confrontational and complained about low motivation, poor performance, procrastination, etc. The data obtained may help to improve psychological support programs and psychological counseling in schools.

Preventive measures of stress and Burnout syndrome in teachers: a bibliographic review

Stress is a major occupational problem for teachers worldwide. Consequently, prevention is also of paramount importance for teachers' quality of life. The research was carried out in the PUBMED database, and the descriptors used were: Occupational stress prevention teachers and Burnout prevention teachers. Stress was shown to be more prevalent than Burnout Syndrome. More frequently, there are more research that apply measures for its prevention. There are several therapies in the prevention of occupational stress in teachers, where most of them are efficient.

Burnout Syndrome in Teachers of Health Sciences in Chachapoyas

The research sought to determine the prevalence of Burnout Syndrome in health teachers at a university in north-eastern Peru. The universe was made up of 69 teachers, and 41 responded to the self-administered instrument called Maslach Burnout Inventory. The results show that 14.6% present this syndrome. The highest indicator was personal fulfillment, while depersonalization and emotional exhaustion were low. According to gender, in both it was similar. According to age group, it had a greater effect in ages between 36 and 51 years. Marital status was more prevalent in singles. We conclude that the prevalence of Burnout Syndrome was low.

Level of burnout syndrome in teachers of the Tecnológico Nacional de México campus Villahermosa in times of COVID-19

This research was carried out to determine the level of burnout syndrome in teachers of the Instituto Tecnologico de Villahermosa, showing the level of stress generated by the COVID-19 pandemic during virtual classes. The level of impact of the COVID-19 pandemic on mental, physical and emotional health will be analyzed using a qualitative-quantitative, exploratory and descriptive approach, as well as the method of situational analysis supported by the Maslach Burnout Inventory (MBI) questionnaire. This analysis will contribute to the reflection of the consequences of developing a high level of stress. The type of sampling was simple random, where it was guaranteed that all sample elements have a priori the same probability of being selected to be part of the sample; the total population for the study corresponds to 245 teachers, performing the calculation of the sample a confidence level of 95% and a margin of error of 6% was obtained, obtaining a total of 128 teachers as a sample. The following results were obtained for each subscale: emotional exhaustion with 56%, physical exhaustion with 57% and psychological or mental exhaustion with 69%.

The mediating role of burnout syndrome between regulatory focus/motivation and intention to leave in teachers

Teachers are exposed to various occupational stressors which, if persistent, can lead to Burnout Syndrome and to recurrent thoughts of leaving the profession and culminate in total withdrawal. Thus, the objective of the present study was to evaluate the mediating role of Burnout Syndrome between the two dimensions motivational system that is constituted by the regulatory system with a focus on prevention and promotion and the Intention to Leave the profession among teachers in Southern Brazil. A total of 781 elementary school teachers from public and private schools participated in the research. The research instruments used included the Burnout Syndrome Questionnaire, the Regulatory Focus Scale, and a single item to evaluate the Intention to Leave the profession. The results obtained by Structural Equation Modeling confirmed the hypothesis that Burnout Syndrome plays a mediating role between promotion regulatory focus and the Intention to Leave the profession. The results reveal the importance of interventions that contemplate the reduction of occupational stressors for the prevention or rehabilitation of Burnout Syndrome in teachers.

Burnout Syndrome and Sleep Quality in Basic Education Teachers in Mexico.

The aim of this study was to assess the relationships between burnout and sleep quality in elementary school teachers in Mexico. We collected data from more than 400 teachers who completed tests. Correlation analyses controlled for anxiety and depression, and Poisson logistic regression analyses were performed to examine the relationships of burnout with sleep quality, depression, and anxiety. There was a significant correlation between burnout syndrome (mainly in the dimension of emotional exhaustion) and sleep disturbances; significant correlations were also observed with other burnout, depression, and anxiety dimensions. The strength of the correlations decreased after controlling for depression and anxiety. The symptoms of burnout syndrome in teachers can overlap with sleep disorders, so it is necessary to make a differential diagnosis to differentiate burnout syndrome from depression and anxiety, among others.

The Emergence of Professional-Emotional Burnout Syndrome in Teachers of Preschool Education Institutions: Factors, Symptoms, Stages, and Prevention

The article is devoted to the problem of the syndrome of professional and emotional burnout of teachers. The authors analyzed the main factors, indicated the symptoms of professional burnout, and established methods and means of prevention of emotional burnout in the teaching profession. The article describes the content of key concepts, the essence of the categories «emotional burnout», «stress», and «emotional exhaustion», and the emergence and understanding of related concepts in the scientific research of foreign scientists (A. Griffiths, S. Jackson, T. Kox, K. Maslach, H. Selye, H. Freudenberg, etc.). The results of the analysis of scientific works proved that stress has three stages of development: anxiety, resistance, and exhaustion, which can cause professional and emotional burnout in specialists in various fields. The basic symptoms are emotional exhaustion, depersonalization, and reduction of personal achievements. T. Cox and A. Griffiths (about 150) provided a more detailed analysis of the symptoms of professional and emotional burnout and distinguished three groups of symptoms – affective, cognitive, and motivational. The peculiarities of the raised problem in our country are revealed, taking into account the specifics of the teaching profession. The factors of professional burnout of preschool teachers are singled out, namely: high responsibility, daily mental overload, the excessive number of duties, high emotional inclusion, strict control of the administration, etc. Measures to prevent emotional burnout were presented in three aspects: professional and administrative (psycho-training, role-playing, business games, mentoring, a favorable psychological climate in the team, etc.), non-professional (a rational division of work and rest, healthy nutrition, physical exercises, self-regulation, establishing short-term and long-term goals, etc.). It has been established that a comprehensive approach to the prevention of professional burnout in preschool teachers should include correction of the mental, physical, and spiritual components of the individual’s health.

SÍNDROME DE BURNOUT EM PROFESSORES: um olhar para literatura com ênfase na necessidade de intervenção

Work considered as a source of survival is also linked to the formation of identity and the individual is related not only to pleasure but also to illness. The wear and tear related to working conditions can generate stress that is prolonged, originating the Burnout Syndrome in professionals. The teaching professional is one of the categories that is most exposed to the occurrence of this syndrome and this fact can harm both the professional and the school community they serve. Faced with this reality, the present study sought to briefly describe aspects of the relationship between health and work; discuss the risk factors associated with stress in the teaching profession; reporting on the Burnout Syndrome in teachers began its consequences and the need for actions aimed at the prevention and treatment of those affected. It is characterized as a narrative review of the literature that used the Google Scholar platform as a database, the search being carried out using the following words: “burnout” and “teachers”. Works in the Portuguese language were used preferably in the period from 2002 to 2022, counting for the composition of the corpus of this review a total of 56 works that include articles, books, TCCs, dissertations and theses. The study showed that work according to its organization and demands can have consequences for both physical and mental health. In the second case, one of the conditions that has been highlighted is Burnout. In the specific case of teachers, the profession is considered a complex task with many demands, often double shifts and direct contact not only with students but also with parents and other social actors in the school, which can lead to physical and mental exhaustion. , behavioral changes in the relationship with colleagues, low appreciation of their profession and consequently brought numerous consequences preventing the well-being of teachers. The investigated literature indicated some paths that can help to change this situation and alert to the urgency of rethinking working conditions through urgent actions to be adopted.

Relationship between mentalizing and teacher burnout: A cross sectional study.

Teaching is considered a high-risk profession due to the high impact of occupational risk factors which can endanger educators' mental health and lead to burnout syndrome. This study aimed to examine whether the capacity for mentalizing in teachers explains the degree of their burnout syndrome. The expectation was that a low capacity for mentalizing increases the degree of burnout. A cross-sectional study was conducted on a sample of 823 teachers. The Maslach Burnout Inventory-Educators Survey was used to examine the burnout syndrome. The capacity for mentalizing was examined using hypomentalizing and hypermentalizing scales from the Reflective Functioning Questionnaire. The expectation that a low capacity for mentalizing increases teachers' burnout confirms the finding that hypomentalizing is a positive predictor of their emotional exhaustion as a dimension of burnout (ß = 0.09; p < 0.01). Unexpectedly, hypomentalizing proved to be a positive predictor of personal accomplishment (ß = 0.09; p < 0.05), which indicates that with a lower capacity for mentalizing, teachers experience greater personal accomplishment. Also, hypermantalizing was a negative predictor of emotional exhaustion (ß = -0.17; p < 0.01) and depersonalization (ß = -0.31; p < 0.01), and a positive predictor of personal accomplishment (ß = 0.30; p < 0.01). The findings showed that with higher socioeconomic status, with marriage and having children, the burnout of teachers is lower, as expected. Capacity for mentalizing and burnout syndrome in teachers are interrelated phenomena. With a good capacity for mentalizing, emotional exhaustion and burnout in teachers are reduced. Knowledge and skills that enable a good capacity for mentalizing should be included in educational and teacher training programs.

Marital satisfaction and Burnout syndrome in teachers of Private Educational Units in the cities of La Paz and Cochabamba, Bolivia, 2020

El objetivo de la presente investigación fue determinar si existe relación significativa entre satisfacción marital y el síndrome de burnout en docentes de Unidades Educativas privadas de las ciudades de La Paz y Cochabamba, Bolivia, 2020. La muestra estuvo conformada por 115 docentes que pertenecían a las Instituciones Educativas Privadas de las ciudades de La Paz y Cochabamba, Bolivia y cuyas edades oscilan entre 25 a 60 años de ambos sexos. Los instrumentos empleados para la medición de las variables fueron la Escala de Satisfacción Marital (ESM): Pick y Andrade (1988a) y el cuestionario de Maslach Burnout Inventory (MBI): Maslach y Jackson en (1986). Finalmente, se obtuvo como resultado que existe relación significativa entre satisfacción marital y el grado de realización personal. Sin embargo, existe una relación altamente significativa moderada y negativa entre satisfacción marital y el grado de agotamiento emocional; así como también, existe una realización significativa leve y negativa entre satisfacción marital y el grado de despersonalización.

Could the complying with WHO physical activity recommendations improve stress, burnout syndrome, and resilience? A cross-sectional study with physical education teachers

PurposeTeachers are exposed to inherent psychosocial risks in the workplace such as chronic stress, psychological distress, exhaustion, and burnout syndrome. To compare the values in psychosocial variables based on compliance with the recommendations for physical activity by the World Health Organization (WHO) and the type of physical activity performed.MethodsThe study had a non-experimental and comparative design, with measurements in a single group. The sample was composed of 415 physical education teachers from Spain, with an age range of 21–53 years (28.78 ± 6.15) and a heterogeneous distribution of gender (69.4% male; 30.6% women). The Perceived Stress Scale, the Maslach Burnout Inventory, the Connor–Davidson Resilience Scale, and an Ad-Hoc questionnaire were used to record the sociodemographic aspects and physical-sports practice.ResultsMost of the teachers complied with the recommendations for physical activity practice (n = 335; 80.7%). Physical activity was associated with lower signs of burnout and a greater ability to overcome. Although, teachers who did not comply with WHO recommendations, showed greater stress and emotional exhaustion. In conclusion, enough practice of physical activity based on WHO was shown as a preventive factor of stress and signs of burnout.ConclusionsThe findings suggest that perform physical activity based on the WHO recommendations helps for work stress prevention and burnout syndrome in teachers, as well as to overcome work adversities.

Occupational violence and burnout among teachers: a narrative review.

Occupational violence may favor the development of burnout syndrome. The objective of this study was to identify which characteristics are associated with burnout syndrome in teachers exposed to occupational violence and discuss measures aimed at reducing this type of violence. A narrative review with a theoretical-reflective approach was conducted on SciELO library and on PubMed, Web of Science, and Scopus databases. The violence experienced by teachers causes health-related problems and illnesses, especially in mental health, favoring the development of burnout syndrome. Occupational violence has affected teachers and influenced the onset of burnout syndrome. Thus, plans and actions involving teachers, students and their parents/legal guardians, employees, and especially managers are essential to promote safe and healthy work environments.

Burnout Syndrome In Teachers In The Pandemic For Covid-19

We know how stress is a reaction generated by the body with psychological, mental, physical, behavioral and hormonal agents, which are responsible for the changes necessary to adapt to an event of intense distress. The teacher is a professional who can be affected by events that require adjustments, and such events can be stressful. In December 2019 the China Centers for Disease Control and Prevention reported a new coronavirus called SARS-CoV-2 and reported a first stage of an outbreak, which the World Health Organization named COVID-19. Knowledge of these conditions can be used to develop planning strategies for developing alternative teaching methods, needing adaptations of new methodological tools in the art of teaching by teachers. This research has as main objective to verify the stress level in teachers during the pandemic caused by Covid-19. The risks will be minimal, as this is a cross-sectional study through data collection in electronic format, avoiding direct contact between researchers and interviewees. The data included in the research will be kept confidential, with no identification of the participants by the researcher, with minimal risks, and the expected result is to better understand the reality of teachers facing the challenge of teaching in times of social isolation caused by the Covid pandemic. 19. The present study concluded that teachers with higher weekly working hours, who increased their body mass and who had difficulties in adapting to the new tele-work methodology (Home Office) were associated with all dimensions of Burnout.

ПРОГНОЗИРОВАНИЕ РИСКА РАЗВИТИЯ ЭМОЦИОНАЛЬНОГО ВЫГОРАНИЯ У ПЕДАГОГОВ ОБЩЕОБРАЗОВАТЕЛЬНЫХ ШКОЛ

The present study aims to identify the informative clinical and psychological variables for assessing the risk of emotional burnout syndrome among secondary school teachers. The relevance of the discussed issues is justified by statistical data of burnout among teachers and its consequences. Eighty-two teachers of secondary schools in Moscow, Chekhov and Saratov aged 21 to 66 years (average age of the group 46.81 ± 10.19) took part in the study. The diagnostic complex included methods for assessing the degree of emotional burnout; revealing the manifestations of stress; determining the features of emotional intelligence; analysis of empathic tendencies; self-assessment of the level of ontogenetic reflection; as well as determining indicators of a symptomatic response to stressful situations. The prognostic value of the indicators of the following questionnaires was revealed: Test for occupational stress, Symptomatic questionnaire SCL-90-R, Comprehensive assessment of manifestations of stress Yu.V. Shcherbatykh, D.V. Lyusin Emotional Intelligence Test, Self-assessment of the level of ontogenetic reflection. It was concluded that when assessing the psychological state of the teacher, it is necessary to pay attention to the indicators reflecting the symptomatology and intensity of experienced distress; emotional experiences corresponding to negative affective states. It is also necessary to take into account indicators reflecting the level of professional stress and the ability to analyze one’s past experience in terms of its success/failure. The combination of high scores on the scales “general index of severity of symptoms” and “self-assessment of the level of ontogenetic reflection” indicate the risk of developing burnout syndrome in teachers. In addition, the risk of emotional burnout can be talked about when, according to the results of psychodiagnostic examination, high scores are found on the scales “general index of severity of symptoms”, “occupational stress” and low scores on the scale “hostility”.

Temporomandibular disorder symptoms, sleep quality, and burnout syndrome in teachers

ABSTRACT Objective The aim of this study was to assess the association between the symptoms of temporomandibular disorder (TMD), sleep quality, and indicators of burnout syndrome in teachers. Methods This cross-sectional study included 330 teachers with an average age of 43 years. The Diagnostic Criteria for Temporomandibular Disorders, Pittsburgh Sleep Quality Index, and the questionnaire to assess burnout syndrome - teachers’ version were used for data collection. Simple and multiple logistic regression models were applied to analyze the independent variables at a 5% significance level. Results Teachers with poor sleep quality, indicators of burnout syndrome, female sex, and impact on the domains of psychological exhaustion and guilt were, respectively, 1.91,1.92, 2.66, 1.97, and 2.60 times more likely to present at least one TMD symptom (p < 0.05). Conclusion Teachers with indicators of burnout syndrome and impaired sleep quality were more likely to present with at least one TMD symptom.

Diagnosis and Intervention Program for Burnout Syndrome in Primary and Secondary Teachers at a School in Pereira

The aim objective of this research was to develop and measure the effectiveness of a cognitive behavioral program developed by the authors based on a cognitive behavioral model, in order to counter burnout syndrome in teachers dedicated to the primary and secondary education sector of the city of Pereira, which consists of eight sessions that took place over a period of two months (8 weeks) lasting two hours for each session and applied in a population of eighty primary and secondary teachers from a private school in the city of Pereira, Colombia, during the second half of 2019. The study consisted of a quantitative methodology and quasi-experimental model, with pretest and postest measurements. With a control group of 36 teachers an experimental group consisting of 44 teachers, a sociodemographic labor questionnaire and the Maslach Burnout Inventory were used. The formation of the experimental and control groups was carried out in a homogeneous way with teachers presenting high, medium and low level of burnout. The realization of the statistics was done through the SPSS25 program in its version for Windows and effectiveness results were found for the intervention with demonstrative significance greater than 50% in its three components, Emotional Exhaustion, Low Personal Realization and Depersonalization.

Psychological and pedagogical prevention of emotional burnout in teachers

The article is devoted to studying the problem of emotional burnout syndrome in teachers. The development of burnout syndrome in teachers is influenced by organizational and individual factors. Organizational factors include the conditions of the material environment, the content of work, and socio-psychological conditions of activity. The group of individual factors that affect the development of emotional burnout syndrome in teachers includes socio-demographic (age, experience, gender) and personal characteristics. According to the authors, emotional burnout is a link between a person and the environment. And the task of participants in the educational process is timely work to prevent the impact of potential “provocateurs” of burnout syndrome.

Professional stress and burnout syndrome in teachers: Are there differences among the Republic of Srpska regions?

Introduction: Burnout syndrome occurs as a result of prolonged exposure to emotional and interpersonal stressors in the workplace and is characterised by three dimensions: emotional exhaustion, depersonalization and personal achievements. Research and prevention of this phenomenon are of public health importance due to numerous consequences it leaves on the health of the working population and work organisation, and among teachers, on children as direct users of their services. The research aims to examine the presence of the stress and burnout syndrome at work in teachers in the regions of the Republic of Srpska, as well as to determine the existence of differences between regions. Methods: The research was conducted as a cross-sectional study in the period August-September 2018, in the territory of the Republic of Srpska. The target population was represented by teachers of primary and secondary schools. The response rate in all regions was 75 % or above it. For this research, a special questionnaire was constructed, consisting of sociodemographic data, data on economic characteristics of the respondents, characteristics of the work environment, as well as data on satisfaction with equipment and resources at work, support from family and friends and presence of work-life conflict. In addition to the general questionnaire, the Maslach Burnout Inventory-Human Services Study (MBI-HSS) questionnaire for the assessment of the burnout syndrome at work, and Karasek's questionnaire (Job Content Questionnaire) for the assessment of stress at work were used. Results: A statistically significant difference in the prevalence of occupational stress among teachers between RS regions was found. Also, a statistically significant difference was found between the regions of the Republic of Srpska related to the dimensions of burnout syndrome at work. A high level of emotional exhaustion was more often reported by teachers from the territory of the region of East Sarajevo and Prijedor (8.0 % and 7.7 %) comparing to teachers from other regions. Teachers from the territory of Prijedor more often showed moderate and high levels of depersonalization, as well as a low level of personal achievements comparing to teachers from other regions. Conclusion: This research shows the presence of burnout syndrome in teachers of all the Republic of Srpska regions at the beginning of the school year, as well as statistically significant differences between the regions. This indicates the need for additional research on risk factors by regions to form targeted and thus more effective prevention measures.

Uticaj stepena rezilijentnosti na Sindrom sagorevanja kod nastavnika zdravstvene nege u srednjim medicinskim školama

Introduction: Burnout syndrome is a condition caused by chronic stress at the workplace. Resilience is the ability to cope with the negative situations in life. Purpose: To evaluate the extent of burnout syndrome in nursing teachers at medical high schools and the effect of the level of resilience on burnout syndrome. Material and methods: This cross-sectional study interviewed 101 nursing teachers at four medical schools. Teacher Burnout Scale, The Connor-Davidson Resilience Scale and socio-demographic questionnaire have been used as instruments of the study. Results: The majority of nursing teachers had moderate symptom of burnout syndrome. The average result on the burnout scale was 56.1. Statistical analyzes showed that there is no statistically significant difference in the manifestation of burnout syndrome in teachers in relation to demographic characteristics (sex, marital status, years of work experience and subjects at medical school). By analysing the results of the two scales, it has been established that there is no statistically significant association between the burnout intensity and the degree of resilience in nursing teachers. Conclusion: The results of the study showed moderate level of burnout in nursing teachers. This may help as an encouragement to develop a strategy for preventing emergence of the burnout syndrome. The results will be useful for further research of burnout syndrome in nursing teachers.