Teacher burnout in the light of workplace, organizational, and social factors

Journal of Applied Psychology, 1987

In this study we examined the effects of job-related stressful events and social support on burnout among teachers. We conducted a mail survey of a random sample of public school teachers in Iowa. Consistent with findings in previous research, teacher characteristics such as age, sex, and grade level taught were predictive of burnout. We also found that the number of stressful events experienced and social support were predictive of teacher burnout. Some evidence of the stress-moderating role of social support was also found. Teachers who reported that they had supportive supervisors and indicated that they received positive feedback concerning their skills and abilities from others were less vulnerable to burnout. We discuss the implications of these findings for programs aimed at preventing teacher bumouL Teaching has been identified as a particularly stressful occu

International Journal of Academic Research in Business and Social Sciences, 2021

This study aimed to identify the contribution of job stress and self-efficacy towards burnout among secondary school teachers. The collection of data was done using survey method. The respondents were 94 secondary school teachers from selected school within Batang Padang District, Perak. The data were collected using a set of questionnaires, which contained the Effort Reward Imbalance Scale (ERI), Teacher's Sense of Efficacy Scale (TSES) and Maslach Burnout Inventory-Educators Survey (MBI-ES). The descriptive statistics was utilized to see the levels of variables involved and multiple regression was utilized to predict the contribution of job stress and self-efficacy towards burnout. The findings revealed that both variables of job stress and self-efficacy were significantly contributed to burnout among the secondary school teachers. Thus, it was proven that both of variables been measured could affect the burnout among the educators.

Teachers and Teaching, 2018

Teaching has been characterised as a stressful profession that is prone to burnout. Less is known about the specific ways in which teachers experience and navigate stressors associated with their work. This study aimed to qualitatively understand how teachers who perceive high and low levels of burnout characterise their lived experiences in school environments. Data were collected through interviews with 28 inservice teachers (11 male, 17 female) from the US Midwest who reported high-or low-burnout on a psychometric survey. Data were analysed by two experienced qualitative researchers. Results indicated that (a) low-burnout teachers perceived nurturing teaching environments, (b) high-burnout teachers perceived combative and constraining teaching environments, and (c) all teachers had to manage workplace stress. Building from these findings, we present a model for understanding how the school environment influences teacher burnout. This model highlights the importance of developing optimal working conditions that nurture teacher development.

2021

Teachers are at increased risk of stress-related illnesses and burnout symptoms. Thus, a cross-sectional study involving 6109 full-time and 5905 part-time teachers at upper-level secondary schools examined the influence of presumed work-related and personal characteristics on burnout risk between January and April 2018. Burnout was recorded using the Maslach Burnout Inventory—General Survey (MBI-GS). Work-related characteristics were weekly working hours and work stress, operationalized with the effort-reward imbalance (ERI) model. Overcommitment and the inability to recover were determined as personal characteristics. Multiple linear regression analyses were performed, adjusted for age and gender. Overall, 47% of the teachers reported burnout symptoms and 3% had an indication of burnout. Full-time and part-time teachers did not differ in their risk of burnout. ERI, overcommitment, and inability to recover were identified as predictors of burnout risk (explained variance: 29%), wher...

International Journal of Legal and Social Order

Many teachers start their careers with a high level of energy and motivation, wanting to make their subject interesting to their students and demonstrate interest in them. However, professional disillusionment, accompanied by fear, insecurity and anxiety, replaces the joy of teaching. Teacher burnout is a multidimensional construction with three related constructions: emotional exhaustion, depersonalization, and diminishing personal achievement.

BMC Public Health

Background: Teachers are at high risk of stress-related disorders. This longitudinal study aimed to (a) identify which occupational, sociodemographic and lifestyle factors and self-efficacy at baseline that were of importance for burnout, (b) explore associations between changes in the studied factors versus changes in burnout, and (c) by interviews increase the understanding of perceived job demands among teachers. Methods: A cohort of 310 Swedish teachers in school-years 4-9 responded to a questionnaire of occupational, sociodemographic and lifestyle factors, self-efficacy and burnout, at baseline and at follow-up (mean 30 months later). A combined measure with four levels of burnout was crafted, based on exhaustion, cynicism and professional efficacy (Maslach Burnout Inventory-General Survey). Quantitative data were analysed with multiple ordinal regression, and qualitative data were analysed with content analysis of interview responses from a subgroup of the teachers (n = 81). Results: The occurrence of high burnout (level 2 and 3 combined) were similar at baseline and follow-up (14% vs. 15%). However, many teachers fluctuated between the levels of burnout (28% increased and 24% decreased). Burnout at baseline was of importance for change of work or being off duty at follow up. In the multi-exposure model, low self-efficacy [OR 0.42; CI 0.26-0.68] and high job demands [OR 1.97; CI 1.02-3.8] were the strongest explanatory variables. Low self-efficacy remained as the strongest explanatory factor after adjustment for burnout at baseline. Increased job demands during follow-up was associated with an increased level of burnout [OR 3.41; CI 1.73-6.69], whereas increased decision latitude was associated with a decreased level of burnout [OR 0.51; CI 0.30-0.87]. Two major categories of demands emerged in the qualitative analysis; i.e. too high workload and a sense of inadequacy. Conclusions: A substantial proportion of teachers showed signs of burnout at both occasions. Low self-efficacy and high job demands was of importance for burnout, and changes in burnout was further associated with changes in decision latitude. The results points to the need of actions on individual, organizational and a societal levels.

In this research, which was conducted to determine burnout experienced by teachers working at public schools in Kütahya, Turkey data collected from 386 teachers were analyzed. Results indicate that almost half of teachers experience burnout. Great number of teachers feel tired at least occasionally. Female teachers feel tired more than their male counterparts. Male teachers feel trapped, worthless and unsuccessful more than their female colleagues. Teachers working at technical high schools experience burnout more than other teachers. Reduction of teacher workload, exploration of why teachers experience burnout and generating preventive measures from research findings were suggested.

European Online Journal of Natural and Social Sciences, 2013

This study had two major objectives: (1) to examine the relationship between self-efficacy, selfesteem, school climate, and teacher burnout in an Iranian sample and (2) to examine to what extend self-efficacy, self-esteem, and school climate predict burnout among secondary school teachers. Participants of this study were 280 (147 female, 143 male) teachers.

1999

A nonrecursive model with relationships between perceived lack of social support, perceived self-efficacy in eliciting support at the workplace. and the 3 successive burnout dimensions-emotional exhaustion. depersonalization, and personal accomplishmentwas tested ;

Technium Social Sciences Journal, 2022

In recent years, burnout has been one of the most discussed mental health issues in modern societies. In a world facing major socioeconomic challenges, people face increasing pressure in their daily lives, especially at work. As a result, managers, employees and workers in a variety of industries and sectors around the world suffer from work-related stress, fatigue and burnout, the most prominent signs of which are often referred to as burnout syndrome. However, burnout is not exclusively work-related, as findings have shown that private life and social support also play a key role (Maslach & Jackson, 1984; Sprang, Clark, Whitt-Woosley, 2007). Professionals working in the public sector have also been found to be at greater risk of burnout than those in the private sector (Sprang, et al., 2007). Exposure factors such as long hours, assignment duration, caseloads, coupled with organizational factors such as lack of autonomy, low peer support, lack of training provide conditions where burnout will permeate inevitably at work in some capacity. The results will affect not only the professional but also the effectiveness of the job and the levels of care and support for the client (Boscarino, Figley, & Adams, 2004; Sprang, et al., 2007).

Social Psychology of Education, 2017

The purpose of this study was to analyze how four potential stressors in the school environment (discipline problems, time pressure, low student motivation, and value dissonance) were related to dimensions of teacher burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment). Participants were 1145 teachers from grade 1 to 13. Data were analyzed by means of confirmatory factor analysis and SEM analysis. A confirmatory factor analysis including the four stressors and the three dimensions of burnout had good fit to the data and the correlations between the factors were moderate. Although all the potential stressors were significantly related to emotional exhaustion, time pressure was the far strongest predictor. In comparison, depersonalization and personal accomplishment was not significantly related to time pressure but was significantly predicted by discipline problems, low student motivation, and value dissonance. Teachers at the lowest grade levels reported more discipline problems and higher time pressure than teachers at higher grade levels, whereas teachers at the highest grade levels experienced low student motivation as a greater problem than teachers at lower grade levels.

The present study addresses the globally acknowledged problems of burnout among teachers, especially as this affects private professional institutions. The study included two phases. The first phase of study uses MBI i.e. Maslach Burnout Inventory to observe the levels of burnout. In second phase of the study an attempt has been made to observe the differences in 3 factors of job burnout i.e. emotional exhaustion, depersonalization, and personal accomplishment on the basis of 4 Demographic variables i.e. age, education, gender, and marital status. Results from the present study confirmed that teachers working in private professional institutions report high level of burnout. Their observed level of emotional exhaustion was more than the standard level. Besides this their depersonalization level was more and personal accomplishment was low. But no noticeable differences were found in the dimensions of job burnout on the basis of age, gender, marital status, and education, but overall job burnout was higher than the standard level. It is recommended that teacher burnout should not be seen only as individual problem, but also an organizational problem and effective strategies on administrative part must be put in place in order to keep healthy, low burnout environment.

International Journal of Psychology and Educational Studies

Burnout can be defined as a distressing psychological state that an individual experiences from extreme and prolonged job stress. The present study explores the work climate factors contributing to teacher burnout at secondary schools in Bangladesh. A cross-sectional online survey was used to collect data from 300 teachers. Maslach Burnout Inventory- Educators Survey MBI-ES and Perceived Work Climate Survey (PWCS) survey were used to measure burnout and perception of work climate. The results from the multiple regression analysis revealed 3 three work climate factors: Innovation, Professional growth, and Recreation, which significantly influence at least one of the three components of teacher burnout and the overall burnout score. The study has implications for understanding the burnout-inducing factors and ensuring a better work climate for teachers in Bangladeshi schools.

Europe’s Journal of Psychology, 2011

The aim of the present study, which involved 311 Physical Education (PE) teachers in Dutch schools, was to examine the relationships between job demands, job control, social support and perceived self-efficacy on the one hand and teacher burnout on the other. Based on Karasek's Demands-Control-Support model (1990), it was expected that perceived stringent job demands in combination with perceived lack of control on the job and perceived lack of social support from colleagues, principals and managers could so affect teachers' health that they were likely to suffer from enhanced levels of burnout. Our study partly confirmed results based on the Karasek model. It was also expected that the number of domain-determined self-efficacy beliefs concerning the influence teachers had on job demands would affect their level of burnout. However, this supposition was not supported. Perceived job control was found to have a moderating effect on the relationship between perceived job demands on the one hand and the emotional exhaustion and depersonalization dimensions of burnout on the other. Colleague support had a moderating effect on the relationship between job demands and the personal accomplishment dimension of burnout, whereas managerial support had a moderating effect on self-efficacy beliefs concerning teachers' influence on job demands and personal accomplishment. The study further revealed that PE teachers run a greater risk of falling victim to burnout as they grow older. Implications for future studies are discussed.

Pedagogika, 2019

The study was oriented to identify the main risk and safety factors for the professional burnout among university teachers in Lithuania. 257 participants filled up a self-administered questionnaire in a cross-sectional survey. 42.8 percent of university teachers in Lithuania indicated that are often or permanently suffering from professional burnout. Quantitative and emotional demands alongside with perceived social support from a supervisor acted as risk factors, and personal resources and social support from colleagues-assafety factors for the professional burnout.