Teacher Burnout Research Articles

Investigating fixed and growth teaching mindsets and self-efficacy as predictors of language teachers’ burnout and professional identity

Learning about the factors that play a positive or negative role in language teachers’ dissatisfaction, stress and exhaustion, and challenge their identity as a teacher might provide teaching programs with suggestions on how to prevent teacher burnout. This study investigated whether teachers’ mindsets about stability or malleability of teaching ability (fixed and growth mindsets) and self-efficacy predicted their burnout and professional identity beliefs. The participants of the present study were 166 English as a foreign language (EFL) teachers. The teachers completed self-report scales on teaching mindsets, burnout, professional identity, and self-efficacy. The results of path analysis showed that fixed teaching mindsets productively predicted emotional exhaustion and depersonalization while growth teaching mindsets and teacher self-efficacy positively predicted personal accomplishment and teacher professional identity. The implications for future research in the field are presented.

Communication Technology and Teacher-Student Relationship in the Tertiary ESL Classroom During the Pandemic: A Case Study.

The study aims to present the potential benefits and challenges of incorporating communication technology (CT), namely synchronous computer-mediated communication (SCMC) (e.g., Zoom Video Communications), computer-mediated communication (CMC) (e.g., WhatsApp), and social networking sites (SNS) (e.g., Instagram) into the tertiary classroom based on the honest account of four English as a Second Language (ESL) teachers during the pandemic. The authors intend to explore the efficacy of SCMC in lowering language anxiety and in fostering closer teacher-student relationship as suggested by the previous literature (Abraham in Comput Assist Lang Learn 21:199-226, 2008; Aristika and Juandi in Emerg Sci J 5:443-456, 2021; Darhower in Synchronous computer-mediated communication in the intermediate foreign language class: a sociocultural case study, University of Pittsburgh, 2000; Hagenauer and Volet in Oxf Rev Educ 40:370-388, 2014). Qualitative data collected from the authors' teaching reflections over a 13-week period were analyzed from a third-person perspective. The above collaborative autoethnography (CAE) approach was adopted in face of the then difficulties in data collection given factors such as social-distancing during the pandemic. The authors selected and agreed on the key observations, feelings, and anecdotes worth-examining in their first-time online teaching experience at informal group interviews facilitated by SCMC. It was identified by the authors that learners' text-based production in the target language increased possibly due to the novelty of online learning platforms, lower affective variables, and a closer teacher-student relationship fostered by teachers' increased self-disclosure and the reduced formality in communication technology. Despite the above potential benefits of CT in ESL, challenges, such as an increasingly blurred teacher-student professional distance, students' increased code-mixed production in their L1 and L2, and the resultant 'teacher burnout' due to the obscured concept of standard office hours, were observed. The incorporation of CT into English Language Teaching (ELT) is desirable for its potential benefits in the affective domain of both teachers and students. However, it is recommended that teachers should establish guidelines in the use of CMC and SNSs both inside and outside class to avoid boundary and privacy issues as well as deviation from the initial lesson objectives.

Associations between childhood trauma, perceived resilience, and teacher burnout

ABSTRACT This study investigates how teacher burnout symptoms can be explained by childhood trauma and perceived resilience. Self-assessment surveys, designed to measure adverse childhood experiences, ability to bounce back after hardship, and burnout symptoms, were completed by 146 kindergarten through 12th-grade U. S. public school teachers. Structural equation modelling analysis revealed a significant indirect relationship between burnout symptoms and childhood maltreatment mediated by perceived resilience, with 49% of the variation in self-reported burnout symptoms accounted for by the model. Results suggest that a perceived sense of resilience helps teachers diminish the negative impact of childhood trauma and lessen symptoms of burnout.

The dynamics of burnout among Slovenian primary school teachers over the school year in relation to their perceptions of various predictors of burnout in the school context.

This study examined the dynamics of teacher burnout over the course of the school year in relation to individual and environmental factors in the school context based on a three-wave panel design using an MBI-ES questionnaire and a self-constructed inventory to measure individual and environmental factors of burnout. The sample consisted of 718 teachers from 32 Slovenian primary schools; 163 of them participated in all measurements. The major limitation of this study is the high attrition rate. However, attrition analysis showed no significant differences between the initial sample and the panel group on background variables and burnout dimensions or on environmental and individual factors. Burnout was present but not pronounced among participating teachers: Emotional exhaustion was moderately high and depersonalization and personal accomplishment were low. Over the course of the school year, burnout did not increase consistently and gradually; we found only a statistically significant increase in personal accomplishment in the middle of the school year and a statistically significant greater sense of burnout at the end of the school year. As stress accumulates over time, we would expect burnout to increase. We hypothesize that participants reduced the effects of stress through various coping strategies and/or replenish their resources. We believe that the school year is not long enough for burnout to develop. The number of stressors perceived by teachers was significantly related to burnout rates. Teachers experience stress, especially in work not directly related to teaching, and from their own performance expectations. Multivariate regression analyses yielded three different but similar models of predictors of burnout that explained 25 to 50% of the variance in teacher burnout. Regardless of the instability of the models, the time and energy demands of working with students, teacher characteristics, and classroom management are the stable antecedents in the predictor models of teacher burnout.

Teacher Burnout and Supporting Teachers of Students with Emotional and Behavioral Disorders

This article will provide a brief reflection on Garwood’s summary of research on special education teacher burnout and fidelity of implementation in delivery of evidence-based behavioral interventions. Subsequently, we provide a conceptual and empirical summary of key issues for supporting teachers of students with emotional and behavioral disorders (EBDs) through the lens of BEST in CLASS (a Tier 2 intervention supporting teacher’s use of evidence-based practices with students with or at risk for EBD). This summary will (a) outline the theoretical structure that supports how BEST in CLASS may improve teacher–student relationships and reduce teacher burnout, (b) demonstrate the influence of BEST in CLASS on teacher burnout in a sample of elementary school teachers and discuss findings, (c) propose that researchers consider burnout within the context of dynamic classroom systems, and (d) link these suggestions to theoretical frameworks. We conclude with a discussion of Garwood’s call to action and implications for future research.

Investigation of Leadership Type of School Administrators and Burnout of Teachers According to Teacher Perceptions in the Emergency Distance Education Process

This study aims to examine the relationship between the burnout status of teachers and the type of leadership that school administrators have, according to teacher perception, in the emergency distance education process, which is seen as the only solution for the continuation of education and training activities during the covid-19 global epidemic process. In this context, data were collected from 418 teachers randomly selected from among the teachers working in schools affiliated with the Ministry of National Education in our country through the Leadership Type scale for School Administrators and the Teacher Burnout in the Emergency Distance Education Process scale developed by the researchers. Scale items were shared with teachers through online survey applications. As a result of the analysis of the collected data; According to the total burnout status, it was found that female teachers experienced more burnout than male teachers, male teachers performed more obsessive thinking, on the other hand, female teachers exhibited more professional inadequacy, the tendency to reactive personality and deterioration of health compared to male teachers. It was found that the sub-dimensions of developing obsessive thoughts, orientation to reactive personality and professional inadequacy were related to the school level, teachers' perception of inadequacy and orientation to reactive personality did not differ according to age, but the scores of developing obsessive thoughts, deterioration of health and total burnout differed according to age. The variables predicting teachers' burnout, the liberal leadership style of the school administrators, the gender of the teachers and the age of the teacher have emerged as a result of the analysis.

The Crucial Role of Administrators in Shaping Working Conditions for Teachers of Students With EBD

School administrators make decisions that directly affect the educational context in which teachers work and students learn. In this commentary, we argue that addressing the burnout of individual special educators without attending to school working conditions may do little to improve teachers’ burnout and the outcomes of students with emotional/behavioral disorders (EBD). We review the literature regarding the importance of working conditions, specifically collegial supports, workload and time pressure, professional development and in-service training, and safety, for teachers’ affect and career decisions, and literature showing how administrators’ choices are related to working conditions. Students with EBD are served within schools, not just by special educators acting independently and alone. Improving implementation of evidence-based practices for students with EBD through addressing teacher burnout requires attention to the broader school system and the ways in which administrators make choices that support or constrain the abilities of the teachers within their schools.

Burnout académico y desempeño de los docentes clínicos en los médicos residentes de una universidad chilena

IntroductionAmong physicians, residents seem to be especially at risk of burnout, because, in addition to the job demands that all physicians face, residents also face high educational demands. Studies of burnout in this population group have used instruments that do not consider their educational demands, even though there are validated adaptations for the academic context that allow to evaluate "Academic burnout". The objective of this study is to describe the relationship between academic burnout and performance of clinical teachers in medical residents of a Chilean university during the first semester of 2022. MethodsQuantitative study with a non-experimental cross-sectional design and relational analytical scope. 87 participants were chosen by non-probabilistic and convenience sampling. The participants answered the questionnaires "Maslach Burnout Inventory Human Services" version for university students and "Survey of evaluation of postgraduate clinical teachers", with prior informed consent. ResultsStatistically significant correlations were found between all the factors of the academic burnout questionnaire and all the factors of the performance questionnaire of clinical teachers in medical residents, being the inverse correlation in all cases. ConclusionAs a conclusion of this study, we can state that it is pertinent to generate strategies to improve teaching performance in medical specialty programs, considering its relationship with academic burnout.

The Relation Between Web 2.0 Rapid Content Development Self-Efficiency and Professional Burnout of Special Education Teachers

This research was carried out specifically to address the question of the relation between Web 2.0 rapid content development self-efficacy belief (W2RCDSB) level and professional burnout level of special education teachers. 90 special education teachers participated in the research. "Web 2.0 Rapid Content Development Self-Efficacy Belief Scale" and "Maslach Burnout Inventory" were used to obtain the data. Descriptive statistics, t-test, ANOVA and Pearson correlation analyzes were used in the interpretation of this research, which was designed in the correlational model. The results of the research show that special education teachers have a moderate level of W2RCDSB and they feel professional burnout at a normal level. However, the characteristics of teachers such as gender, age, graduated program and professional seniority do not make a significant difference on the dependent variables. Also it is realized that level of professional burnout decreases as the W2RCDSB level of teachers increases.

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.

What About Me? The Importance of Teacher Social and Emotional Learning and Well-Being in the Classroom

Today’s teachers experience high levels of stress and fatigue that can negatively affect their well-being. Teacher burnout is not a new educational phenomenon, but it has been exacerbated by the COVID-19 pandemic. In this article, we discuss the prevalence of teacher stress and its impact on teacher well-being and student achievement. We call for more attention to the social and emotional learning of special education teachers of students with emotional and behavioral disorders. After addressing myths and misconceptions regarding current expectations for educators, we propose a new framework for establishing individual and systemic interventions to support teacher well-being.

Psychological capital moderates the effect of emotional labor strategies on job burnout in college teachers

I explored the correlations of psychological capital, job burnout, and emotional labor strategies. Participants were 434 teachers at two universities in China, who completed scales to measure the three variables. Results showed that both deep acting and expression of natural emotion were negatively correlated with college teachers' job burnout, and surface acting was positively correlated with job burnout. Additionally, psychological capital significantly moderated these effects: For teachers with high psychological capital, expression of natural emotion and deep acting were both significantly correlated with job burnout, but the correlation between surface acting and burnout was not significant; however, for teachers with low psychological capital, surface acting and burnout were significantly correlated, but the correlations between expression of natural emotion and burnout, and between deep acting and burnout were not significant. The results shed light on how to reduce and prevent job burnout among college teachers.

Special Education Teachers of Color Burnout, Working Conditions, and Recommendations for EBD Research

This article is in direct response to Garwood’s call to action about burnout and the special education teacher workforce. While Garwood’s call to action is critically needed, we contend that the call is incomplete as it lacks emphasis on factors linking sociocultural identity and burnout. Therefore, in this article, we discuss the significance of elevating sociocultural identity, specifically race and ethnicity, into research about special education teacher burnout. We argue that any research on special education teacher burnout that does not include race and ethnicity is overlooking the racialization of special education teachers’ working conditions, and ultimately is incapable of addressing one of the most pressing issues in the special education field—retaining teachers of color. Recommendations for researchers to address sociocultural identities (i.e., race and ethnicity) in their research, specifically about special education teachers of color teaching students with emotional and behavioral disorders, are addressed.

Program support matters: A systematic review on teacher- and school related contextual factors facilitating the implementation of social-emotional learning programs

School- and teacher-related contextual factors are those that often influence the quality of social-emotional learning (SEL) program implementation, which in turn has an impact on student outcomes. The current paper was interested in (1) Which teacher- and school-related contextual factors have been operationalized in articles that focus on the relationship between implementation quality indicators 200 and contextual factors in SEL program implementation in schools? (2) Which contextual factors would demonstrate the highest frequency of statistically significant relationships with SEL program implementation quality indicators and could therefore be more essential for ensuring the program outcomes? Determining the more significant contextual factors would allow for more focused and better-informed teacher professional development for supporting students’ social and emotional skills, it can also be useful for hypothesis development for quasi- experimental research designs of SEL program implementation on the school level. A systematic literature search was conducted in seven electronic databases and resulted in an initial sample of 1,281 records and additional journal and citation sampling of 19 additional records. 20 articles met the final inclusion criteria for the study (19 quantitative and one mixed methods). Inductive content analysis and quantitative analysis were employed to map the variables and estimate the relative frequency of statistically significant relationships across studies. Four categories of contextual factors were revealed: program support, school, teacher, and student categories. The results of the study reveal the diversity in contextual factors studied across SEL program implantation quality and bolster the relevance of program support factors (modeling activities during coaching and teacher–coach working relationship) for ensuring implementation quality. A link between teacher burnout and program dosage was revealed. Student factors emerged as a separate contextual level in school, with special attention to student baseline self-regulation that may influence SEL program implementation quality.

Assessing Internal Communication and Teacher Burnout: An Empirical Study of School Administrators in Select Public High Schools in Kakamega County, Kenya

Extant literature suggests that burnout is one of the major factors contributing to declining teacher productivity. Studies have exposed a prevalence of burnout among the teaching fraternity, with administrators recording higher levels of burnout. This research study investigated the association that exists between internal communication and teacher burnout, among public high school administrators employed by the Teachers Service Commission (TSC) in Kakamega County as the target population. The research questions were: a) What is the perceived effectiveness of the internal communication in place based on official channels used by TSC to communicate with the administrators? b) What are the administrator burnout levels in select public high schools in the county? and, c) What is the association between internal communication and teacher burnout among the select public high school administrators? The study which utilized a correlation research design, revealed that all the respondents experienced burnout. The findings further established that there was a weak negative correlation of -.231 between internal communication and corporate burnout, with a statistical significance level of 0.016. This suggests a statistically significant relationship between internal communication and burnout characterized by a weak negative correlation. The study recommends that institutions endeavour to ascertain their employees’ communication interests in order to establish their internal communication system. Similar studies should be conducted in the different Kenyan counties so as to make comparisons as well as among administrators in private and international schools in Kenya, to provide more insight into the association between internal communication and teacher burnout.

Teacher burnout and physical health: A systematic review

Teachers are at risk of many negative physical health consequences. The high levels of burnout in the teaching profession may be one of the reasons why this is the case. We tested this idea by providing the first systematic review of the association between teacher burnout and physical health. We found 21 relevant studies including 5267 teachers. The findings showed that teacher burnout was consistently associated with somatic complaints (e.g., headaches), illnesses (e.g., gastroenteritis), voice disorders, and biomarkers of hypothalamic-pituitary-adrenal-axis dysregulation (cortisol) and inflammation (cytokines). Future work in this area would benefit from a greater focus on integrating and testing theory. Nevertheless, the findings suggest that burnout may be a factor underpinning the development of physical ill-health in teachers.

DISTANCE LEARNING AS A CAUSE OF PROFESSIONAL BURNOUT OF PHYSICAL EDUCATION TEACHERS

Introduction. Modern challenges concern all pedagogical staff due to the new realities of organizing the educational process, but physical culture teachers deserve special attention. Their work, despite the general problems of mastering a new type of remote communication, consists in the need to create new forms of presenting knowledge, abilities and skills, to find opportunities to concentrate the attention of schoolchildren for the effectiveness of education during distance learning. It is also associated with additional responsibility for their health and satisfactory physical condition and physical development corresponding to age characteristics. It is the totality of the mentioned problems during distance learning that can cause physical culture teachers psychological, emotional, and physical stress, which requires studying the possibilities of their avoidance and finding solutions to prevent further professional burnout. The aim is to justify the problem of emergence and determine the level of professional burnout of qualified physical education teachers during the distance educational process in the conditions of crisis phenomena. Material and methods: analysis and generalization of data from scientific and methodological literary sources and the Internet, questionnaires using a modified questionnaire, methods of mathematical statistics. Results. 12 PE teachers with significant professional experience and a high category from diffrents institutions participated in the survey. The level of professional burnout of qualified physical education teachers was determined with questions of a modified questionnaire, interpreted according to the direction of work during distance learning, taking into account the specifics of practical work. Conclusion. It is possible to state that there is a problem of professional burnout in the pedagogical area. It was found that it is burdened by the challenges of the distance educational process for PE teachers due to the need for practical teaching of the subject in the conditions of crisis phenomena. The summary of the obtained results: 50% of the interviewed PE teachers are beyond the low level of occurrence of the "professional burnout" syndrome (5 people - medium level + 1 person - high level). We see the issue of getting out of such a state as difficult and in need of further qualitative study, which is extremely difficult without the help of specialists of the relevant profile.

EXPERIMENTAL STUDY OF EMOTIONAL BURNOUT OF SECONDARY SCHOOL TEACHERS

The article is dedicated to an experimental study of the burnout of secondary school teachers. The authors conducted a study based on the concept of experimental testing of the program of correctional and developmental work with secondary school teachers to prevent burnout. The article shows the study results of the extent of professional burnout of secondary school teachers and it substantiates the need to establish a systematic approach to the prevention of burnout syndrome among school teachers, since the majority of teachers, as indicated by statistical data of the Republic of Kazakhstan, are women, who are exposed to chores and a shortage of time required for family and personal life in addition to their occupation stressors. The article explores the potential for secondary school teachers to nurture and refine their professional skills. It also describes the development of new teaching methods and technologies, participation in professional trainings and courses, reading special literature and following current trends in education. The paper underlines that mitigating burnout is not only vital but also paves the way for the development of a teacher's personal brand, which hinges on continuous self-reflection, feedback from both students and peers, and a commitment to ongoing professional growth.

Distance Under Pandemic Conditions (COVID-19): Professional Burnout of Primary and Secondary Grade Teachers.

This study elaborates on the possibility that distant education via online platforms increased the levels of burnout among teachers of primary and secondary general education during the school year 2020-2021. The main goal was to identify the factors that cause additional stress and intensify burnout. Data was collected with Google Forms by simple random sampling method. A standardized questionnaire was used as a research tool which includes demographic data in the first part of the research and the scale of stress levels, the scale of professional burnout of teachers, as well as the teaching scale self-efficacy.The final sample consisted of 169 primary and secondary education teachers during the school year 2020-2021 both in live and distant teaching. The results showed that mostly women who were permanently employed in special education or language teachers with 6-15 or more years of experience suffered from depression, anxiety, stress, and burnout. In conclusion, live teaching is considered much more effective, regardless of teacher gender or age, with the exception of teachers experienced in distance education programs. Teachers do not feel ready and sufficient to implement distant learning regarding classroom management and student involvement.

The role of self-efficacy beliefs and inclusive education beliefs on teacher burnout

The present study investigated whether teachers’ beliefs about teaching & learning and their beliefs about their own teaching self-efficacy predicted occupational burnout. Sixty-two elementary teachers completed three questionnaires: the Teacher Efficacy for Inclusive Practice Questionnaire (Sharma et al., 2012), the Beliefs about Learning and Teaching Questionnaire-Revised (Glenn, 2018) and the Teacher Burnout Scale (Richmond et al., 2001). Results revealed that while self-efficacy was associated with lower burnout, greater teacher-controlled beliefs, emphasizing grades and holding entity views (i.e., beliefs that learning ability is fixed) were associated with higher burnout scores. Additionally, teachers who had both higher self-efficacy and endorsed student-centered approaches reported experiencing less burnout. This study is the first to identify teacher belief profiles that are associated with level of burnout. Results are discussed with respect to how supporting the development of inclusive beliefs and building self-efficacy may support teacher well-being.