Teacher Burnout Research Articles

EXISTENTIAL VALUES AS THE BASIS OF PSYCHOLOGICAL WELL-BEING OF A UNIVERSITY TEACHER: THEORETICAL AND EMPIRICAL ANALYSIS

Purpose. The article analyzes the relationship between the existential values of a university teacher and the manifestations of indicators of the emotional sphere. In this study, we consider the problem of a teacher’s psychological well-being from the perspective of an existential approach. An analysis of scientific sources on the issues of neuroticism, emotional and professional burnout of teachers, as well as directions for overcoming a stressful state to achieve psychological well-being, led us to the conclusion that most researchers see a way out exclusively through satisfying needs, regulating work and rest schedules, and mastering self-regulation methods . We agree that such areas of psychological work help to cope with situational stress, but at the same time, we have identified a gap in the study of the psychological properties of the individual, his value field, which can be the support of a stable emotional state, self-satisfaction and professional activity, significantly reducing risks of neurotic symptoms. We propose that there is a fundamental factor, namely existential values, that underlies the state of psychological well-being. Methodology of the research. During the research process, a detailed theoretical examination of various literary sources was carried out, as well as a comparison and assessment of various points of view expressed in the literary works under consideration. An empirical study was conducted on a sample of 130 Russian university teachers of both sexes, from 40 to 75 years old, with more than 18 years of experience, using psychodiagnostic techniques. Quantitative processing of the results was carried out on the basis of the statistical program STATISTICA 6.0. Results. As a result of empirical research, we received an extensive array of data proving the influence of developed existential values on the state of psychological well-being, namely, we came to such conclusions as: ignoring existential values contributes to the manifestation of such neurotic states as maladaptation, guilt, non-acceptance of oneself, non-acceptance of others, hostility, exhaustion, depersonalization, external control, control, escapism. The acceptance of existential values by a teacher entails the formation of such emotional states as adaptability, internality, self-acceptance, acceptance of others, and emotional comfort. Based on empirical data, we formulated a definition of the term “existential well-being”. Scope of the results. The results of the study will help expand the possibilities of individual and group psychological work with emotionally stressful situations to reduce the risks of neurotic manifestations and the formation of adaptive emotional states in the professional activities of a university teacher at the level of acceptance, awareness and disclosure of the individual’s existential values.

A NARRATIVE INQUIRY OF CAREER CHANGE: HOW A FORMER EFL TEACHER BECAME A VIRAL SKETCH ARTIST

This article presents the results of a study on the experience of one participant, a former teacher of English, who transformed herself into a viral sketch artist. The study was part of a larger research project that explored the factors influencing the career-change decision-making process, which collected data from a sample of 10 alumni in two years. The article reveals that further attention is paid to supporting teachers, especially the less-experienced ones, at their workplace. Some recommendations and strategies for mitigating teacher burnout are also provided. Furthermore, the findings suggest that in addition to providing professional knowledge and developing specific skill sets, tertiary education should nurture a growth mindset, life-long learning habits and skills, and resilience. In this way, a tertiary education can build a strong foundation, capable of launching students into success after graduation.

MEANINGFUL ORIENTATIONS IN THE SYSTEM OF PROFESSIONAL BURNOUT FACTORS OF HIGH SCHOOL TEACHERS

The article presents the results of a theoretical and empirical study of meaningful life orientations indicators f in the system of teacher’s of higher education institutions professional burnout factors.
 The results of the teacher’s of higher education institutions professional burnout phenomenon theoretical analysis, the system of factors of it’s occurrence are presented. Research methods and sample characteristics are described.
 The indicators of the general level and components of professional burnout of teachers of higher education institutions with different levels of meaningfulness of life are analyzed. The relationship between the level of meaningfulness of life and the characteristics of professional burnout of teachers is outlined.

Teacher Stress and Mental Health During the COVID-19 Pandemic: Differences by Teaching Modality

This study examines stress, mental health, and well-being in K-12 teachers during the COVID-19 pandemic Fall 2020 school restart and assesses differences in mental health and well-being by mode of instruction: online, in-person, or a hybrid. K-12 teachers (n = 5856) across three states completed an online survey with questions pertaining to teacher’s experiences surrounding COVID during the Fall 2020 school restart. Using OLS regression, we found that teachers who engaged in dual modalities (both online and in-person and online and in the school building on a regular basis) reported greater levels of perceived stress, anxiety and depression, and lower levels of well-being than those who engaged in “single” modalities (online but not in the building and in-person). This study highlights the additional demands and challenges of balancing two modes of instruction during the pandemic and the toll it took on teacher’s mental health and well-being. Impact Statement Teachers commonly report high levels of occupational stress, and the challenges and demands that resulted from the COVID-19 pandemic have only increased. Results from this study found that teachers who juggle both in-person and online instruction had significantly higher levels of stress, greater levels of depression and anxiety symptoms, and worse psychological well-being than teachers who taught only in-person or online. Examining factors that contribute to high levels of stress and mental health challenges in teachers is necessary for creating school contexts that foster both teachers’ and students’ health and well-being as well as academic performance. The development of robust support systems designed to reduce teacher stress and workload will be of paramount importance to combat teacher burnout and attrition in the face of continuing and future challenges.

Noticing the unnoticed: Teacher self-efficacy as a mediator between school context and teacher burnout in developing regions

Teacher burnout is a phenomenon permeating the education sector. Teachers in developing regions are more likely to experience burnout due to specific school contexts, which may be mediated by teacher self-efficacy. Yet the burnout experiences of high school teachers teaching English as a foreign language (EFL) in developing regions remain under-researched. This study examined the mediating effect of teacher self-efficacy on the relationships between school context variables (supervisory support, relations with colleagues, and time pressure) and teacher burnout. Questionnaire data were collected from 802 high school EFL teachers in China and analyzed using structural equation modeling. The results showed that supervisory support directly predicted personal accomplishment, and relations with colleagues and time pressure directly predicted the three dimensions of burnout. Self-efficacy significantly mediated the effects of the contextual variables on emotional exhaustion and personal accomplishment. Theoretical and practical implications for reducing high school teachers’ burnout for the sake of promoting educational equality in developing regions are finally addressed.

THE RELATIONSHIP OF BIG FIVE PERSONALITY WITH BURNOUT IN MTsN HONORARY TEACHER

Jobs that are vulnerable to burnout are jobs that provide services directly to people. One of the jobs in the field of community service is teacher. Burnout is a state of tiredness and frustration caused by the pressure of work and hampered desires which results in a decline in physical condition, emotional exhaustion and prolonged mental fatigue. Research was conducted to determine the relationship between personality types, especially using the big five personality theory, with burnout in MTsN honorary teachers. The approach in this research uses a quantitative approach with two scales, namely the mask burnout inventory (MBI) scale and the big five inventory (BFI) scale. The sample in the research was 127 honorary teachers with a sampling technique using total sampling. Data was collected using questionnaires directly and online (Google from). This research was analyzed using multiple linear regression analysis. The results of this research are that there is a joint relationship between the big five personalities and burnout in honorary teachers based on the results of the F test with a significance level of <0.05, namely 0.000 with a fairly strong correlation of 0.570.

THE RELATIONSHIP OF BIG FIVE PERSONALITY WITH BURNOUT IN MTsN HONORARY TEACHER

Jobs that are vulnerable to burnout are jobs that provide services directly to people. One of the jobs in the field of community service is teacher. Burnout is a state of tiredness and frustration caused by the pressure of work and hampered desires which results in a decline in physical condition, emotional exhaustion and prolonged mental fatigue. Research was conducted to determine the relationship between personality types, especially using the big five personality theory, with burnout in MTsN honorary teachers. The approach in this research uses a quantitative approach with two scales, namely the mask burnout inventory (MBI) scale and the big five inventory (BFI) scale. The sample in the research was 127 honorary teachers with a sampling technique using total sampling. Data was collected using questionnaires directly and online (Google from). This research was analyzed using multiple linear regression analysis. The results of this research are that there is a joint relationship between the big five personalities and burnout in honorary teachers based on the results of the F test with a significance level of <0.05, namely 0.000 with a fairly strong correlation of 0.570.

심리적으로 소진된 중등교사의 생활지도 역량 향상을 위한 집단상담 프로그램 개발

Purpose: This study aimed to develop a group counseling program to improve competencies of
 guidance for psychologically burnt-out secondary school teachers and verify the effect of the program
 through its implementation.
 Methods: The research participants were twenty teachers selected from 310 secondary school teachers
 who had answered a Teacher Burnout Inventory(TBI). The participants were those with results of
 a T-score higher than 55 on the “psychological burnout” scale combined with a T-score higher than
 55 on either the “sense of incompetency” scale or the “frustration” scale. They were divided into
 two groups: ten teachers in the experimental group and the other ten in the control group. After
 implementing the program, the quantitative data were statistically processed using Mixed ANOVA
 and the qualitative data such as reflective reports written by the participants in each session and
 observations of the group leader were utilized as well.
 Results: First, the program has a significant effect on an improvement of the competencies of guidance
 of psychologically burnt-out secondary school teachers. Second, the participants responded positively
 to the program according to the reflective reports and observations of the group leader. Third, there
 was a significant difference between the change in the competency of student counseling, empathy
 for students and managing students’ behavior.
 Conclusion: The group counseling program developed in this study was shown to be effective in
 improving the competencies of guidance of psychologically burnt-out secondary school teachers.

Professional burnout of university teachers and strategies to overcome it in Russian universities

Professional burnout of university teachers and strategies to overcome it in Russian universities

Physiologic stress in the classroom: Does teacher's cortisol expression influence children's afternoon rise in cortisol at childcare?

AbstractExtant literature has demonstrated that children's diurnal stress physiology often looks different on childcare versus home days. Specifically, children experience a rise in cortisol, rather than a decline, over the day while in full‐time care. Additionally, temperamental fit within classroom environment may influence both child and teacher cortisol and outcomes. The current study investigated whether teachers' cortisol levels (n = 11) were associated with child cortisol levels (n = 71, mean age = 4.18 ± 0.81, 51% female) in the classroom while taking into account temperament, child sex assigned at birth, and classroom quality. Cortisol samples were collected on consecutive days at home and childcare for children, and at childcare for teachers. We hypothesized that (1) teacher cortisol will predict child afternoon cortisol, (2) that a portion of the variance in this relationship will be accounted for by classroom quality. Using a cross‐sectional design, children in this sample had higher cortisol values in the afternoon while at childcare than at similar times of day at home. Teachers demonstrated a typical diurnal decline across the day but variation in total cortisol output at childcare. Two distinct predictors of afternoon cortisol levels were identified in children attending childcare: child age and mean teacher cortisol levels across the day, while negative affect and classroom quality were not significant. Younger children and children whose teachers had higher mean cortisol levels were more likely to have high afternoon cortisol at childcare. Higher diurnal cortisol values for teachers may indicate a higher stress environment for both teachers and children. These preliminary findings suggest that teacher stress may not only have implications for children in terms of teacher burnout, high staff turnover, and learning, but possibly also for children's health and well‐being. Implications for research and policy, as well as limitations and strengths, are discussed.

Retracted: The Effect of Fine-Grained Control of Workflow on Informal Learning: The Mediating Effect of Teacher Burnout.

[This retracts the article DOI: 10.1155/2022/3479295.].

Streaking and self-care planning: the influence of integrating a well-being initiative in one teacher education program

ABSTRACT Concerns about teacher burnout, compassion fatigue, and retaining early career professionals have prompted teacher education programs to seek out ways to promote mental and emotional health during pre-service teacher training. This two-year, educational design study explored pre-service teachers’ experiences with the implementation of two school-based mental health interventions: the intentional introduction of self-care planning during field experience practicums, and the promotion of ‘streaking’, a health promotion event, to encourage pre-service teachers to implement a daily individual mental health intervention. Data were collected at several different points over a two-year period through surveys and individual interviews. The data analysis indicated that this two-tiered approach holds promise as a health promotion activity, however other intentional and educational actions were needed to ensure that pre-service teachers had the resources and tools required to support their mental and emotional health during their practicum courses. A further finding suggested that the term ‘self-care’ was widely misunderstood by study participants and work is needed to help pre-service teachers understand the importance of self-care during their practicum as a prevention strategy for well-being once they begin their teaching career.

JOB BURNOUT AND SATISFACTION AMONG SECONDARY TEACHERS: REGRESSION AND K-MEANS CLUSTERING ANALYSIS

Burnout on a teaching job refers to exhaustion that leads to depression which can affect the teacher’s well-being and satisfaction. This article looks into the level of job burnout and satisfaction of high school teachers during modular distance learning and determines its association at different levels. Cross-sectional primary data were gathered from a random sample of secondary teachers in Ormoc City, Leyte, Philippines. The gathered data were job burnout and satisfaction scores and described using standard statistical metrics. Moreover, correlation and regression analysis were employed to analyze its association, and K-means clustering was used to identify homogeneous categories of job burnout and satisfaction scores with similar characteristics. On average, results showed that the high school teachers were still “satisfied” despite the “high burnout” they were facing during the modular distance learning amid the pandemic. Using the correlation analysis, it is revealed that teachers’ satisfaction and burnout are significantly and inversely correlated to each other. This implies that the burnout level adversely affects the satisfaction in teaching. Based on regression analysis, there is a decrease of 0.653 units in the satisfaction perception score for every 1 unit increase in the burnout perception score and it is significant at a 1% level. It is depicted in K-means clustering that teachers’ satisfaction and burnout levels are compact and converge to the interpretation that they were highly burnout yet satisfied in modular distance learning. Hence, the study suggests that teachers' tasks during distance education must be lessened to increase their well-being as educators.

Teachers during COVID-19: Examining burnout levels and their work-life.

In March 2020, with the scope to reduce the spread of COVID-19, most national governments around the world canceled in-person education and moved to online learning. Therefore, teachers and students had to adapt a new way of teaching. Most of Italian teachers never had such an experience before and encountered difficulties in effectively carrying out this process on their own. Difficulties that can naturally increase anxiety and stress, leading, in situations perceived as extreme, to burnout syndrome. This paper endeavored to verify levels of job stress and burnout of Italian teachers caused by the COVID-19 pandemic using the validated Maslach Burnout Inventory-General. This study aimed to measure the association among the three main dimensions of burnout and the variables of teachers' personal and working lives that changed due to COVID-19. The aim of this paper was to verify burnout state and to measure the association among the three dimensions of burnout and the personal and working lives of Italian teachers using structural equation model analysis. The analysis was conducted in December 2021 and considered the situation in which the Italian teachers (from primary to middle and upper school) are working since March 2020. The results showed that teachers were emotionally exhausted; they did not feel able to fully fulfill their task towards the students. This involved a high absenteeism, a lower quality of work performance and the impossibility of making an objective evaluation of the students with an inevitable flattening of the class level. In contrast, the study shows that teachers who experienced few problems had relatively low levels of burnout. The findings brought out some proposals to reduce the risk of burnout and increase the individual well-being of schoolwork organization with positive effects on the lives of students: to strengthen social identity, to avoid a full-time online connection, to promote a psychological support service and to promote resilience training.

Unravelling of moderating effect of progressive education between job demand and burnout

PurposeThis study aims to provide a causal framework for teacher burnout (BO) and work engagement (WE) by examining the factors that contribute to it and evaluating how progressive education (PE) affects teachers' performance in Higher education institutions (HEIs).Design/methodology/approachThis study uses a multi-stage sampling technique with the help of computer random generation data from a selected list of teachers. The survey has two sections; the first consisted of a questionnaire of PE, BO, WE and organizational outcomes and the second contained four items to measure the demographic variables. The researcher contacted 745 teachers and asked them to fill up the questionnaire but the authors received only 498 useable responses.FindingsThe results of the study confirmed that moderating role PE reduces the BO of the teachers of HEIs and increases WE. The job demand-resource (JD-R) model was also validated in the Indian context and the model was found suitable for the Indian sample.Research limitations/implicationsThe study has been conducted to manage BO and teachers' engagement in HEIs and the result suggests that the Management of HEIs should value PE characteristics as a crucial component of the educational process. PE encourages academic engagement among professors and students in HEIs.Originality/valueThe study tests the moderating role of PE with the JD-R and the JD-R model in the higher education system in India, which is rarely tested. The study's integrated approach to BO and WE, which provide insight into both viewpoints and aids in employees' poor health.

Being Well and Striving Steady at Work – The Relationship of Social Support and Self-Concordant Goal Selection with Teacher Burnout

Being Well and Striving Steady at Work – The Relationship of Social Support and Self-Concordant Goal Selection with Teacher Burnout

Mental Health of Emerging Private Primary School Teachers: An Exploratory Case Study in Gaborone, Botswana

The development of any nation is premised on the nature and level of education of its citizens. It is in this regard that education is viewed as the most powerful weapon to end poverty and craft a desirable path for a sustainable future. Consequently, the health and well-being of teachers become apparent to deliver quality education. The purpose of this study was to explore the mental health of emerging private primary school teachers in Gaborone, Botswana. A qualitative research approach of the interpretive paradigm was used to guide this study. The study was couched within social constructionism theoretical framework. Population of the study comprised all teachers, school principals and members of Parents Teachers Association (PTA) of emerging private primary schools. Non-probability purposive sampling was used to select rich informants regarding mental health knowledge of teachers in schools under study. Face-to-face semi-structured interviews were conducted with 3 principals and 5 teachers. Focus group interview (FGI) was managed with 3 parents that were members of the PTA in the selected private schools. The study established that work overload, teacher burnout, job insecurity and unstable work relations fuelled mental health problems. The study recommends the establishment of strong social welfare networks among staff members, settlement grant for newly employed teachers and expeditious processing of documentations for professional practice.

Predictors of burnout of preschool teachers working in the warzone Ukraine

Research on predictors of burnout among preschool teachers is a crucial topic, particularly in the context of those working in warzones. This study aimed to investigate the predictors of burnout among 562 preschool teachers employed in 183 preschools located in the war-torn region of Ukraine. The study was conducted as an online survey and key constructs were captured by using well established measures. Path analyses were conducted to investigate the predictors of preschool teacher burnout. The results showed that trauma symptoms and work experience positively predicted burnout, whereas resilience and social support had a negative association with burnout. Additionally, exploratory analyses revealed indirect effects of preschool location, war-related stressors, resilience, social support, and age on burnout. These findings highlight the need for targeted support services for preschool teachers in Ukraine's warzone to enhance available resources and alleviate burnout symptoms.

Burnout and engagement in Brazilian public high school teachers

Resumo O trabalho docente é avaliado como um dos mais estressantes, com atividades que repercutem na saúde física e mental de trabalhadores, sendo caracterizado como uma ocupação de risco. Os conceitos de burnout e engagement no trabalho têm sido estudados como elementos para entender a percepção de saúde mental de professores sobre o seu contexto de trabalho. O objetivo da pesquisa foi compreender, a partir da perspectiva de professores do ensino médio, quais são os fatores de mal-estar e de bem-estar presentes no contexto escolar. Trata-se de um estudo de método quantitativo, com coleta on-line. A amostra foi composta por oitenta docentes de escolas públicas brasileiras. Destacamos como principal contribuição do estudo os resultados inesperados referentes às variáveis “possuir alguma crença” e “zona onde reside”. Professoras que possuíam alguma crença apresentaram escores de bem-estar significativamente maiores em comparação às que não possuíam nenhuma crença. Professoras que residem e atuam na zona rural apresentaram escores de bem-estar significativamente maiores em comparação com às que residem e atuam em zona urbana. Em relação à pontuação das escalas utilizadas, as médias obtidas para avaliar mal-estar foram consideradas altas enquanto as de bem-estar foram consideradas medianas. Considera-se que as variáveis reportadas são de interesse da comunidade científica devido ao baixo número ou à inexistência de estudos que as investiguem. Espera-se que os resultados possam contribuir para criação de programas, intervenções e estratégias de enfrentamento em prevenção e promoção de saúde, bem como de formações continuadas.

A Review of Research on Elementary and Middle School Teacher Burnout

A Review of Research on Elementary and Middle School Teacher Burnout