A Meta-analysis of the Impact of Social and Emotional Learning Interventions on Teachers’ Burnout Symptoms

Oliveira, Sofia; Roberto, Magda Sofia; Simão, Ana Margarida Veiga; Pinto, Alexandra Marqués

doi:10.1007/s10648-021-09612-x

Cited by 53 publications

(53 citation statements)

References 55 publications

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“…However, scholars are in disagreement about the relationship between job burnout and turnover intention [ 63 ]. Yang and Zhang (2015) [ 64 ] found that the relationship between emotional exhaustion, depersonalization, and turnover intention was significant, while the relationship between low personal accomplishment and turnover intention was not significant, which was different from the conclusion of this study.…”

Section: Discussionmentioning

confidence: 99%

Exploring the Relationships between Resilience and Turnover Intention in Chinese High School Teachers: Considering the Moderating Role of Job Burnout

Liu

Chen

et al. 2021

IJERPH

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Background: With the outbreak and spread of the COVID-19 epidemic, online teaching time has been extended continuously. The changes in teaching methods, teaching conditions, and teaching environment have brought great pressure and difficulties in adjustment to teachers, which have led to a series of physical and mental problems such as negativity, lack of confidence, and depression. The long-term accumulation of these problems makes teachers’ turnover intention increasingly serious. Methods: Based on these premises, this study took 449 high school teachers in China as research objects and investigated the relationship between high school teachers’ resilience, job burnout, and turnover intention in the context of the COVID-19 epidemic. Results: The resilience of high school teachers had a significant negative predictive effect on job burnout and turnover intention (r = −0.473, p < 0.05; r = −0.283, p < 0.05), while job burnout had a significant positive predictive effect on turnover intention (r = 0.485, p < 0.05). At the same time, job burnout played a moderating role between resilience and turnover intention (λ = −0.019, p < 0.001). Discussion: This study suggests that society, schools, families, and individuals should adopt various strategies to improve teachers’ adaptability and relieve teachers’ job burnout, so as to solve the practical problem of teachers’ high turnover intention and ensure continuous improvement and healthy development of online teaching.

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Section: Discussionmentioning

confidence: 99%

Exploring the Relationships between Resilience and Turnover Intention in Chinese High School Teachers: Considering the Moderating Role of Job Burnout

Liu

Chen

et al. 2021

IJERPH

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“…It would also be important to develop strategic training programs backed by governmental institutions and parents’ associations based on social and emotional learning strategies ( Oliveira et al, 2021a ) to minimize the potential impact of observing cyberbullying on teachers’ productivity loss due to presenteeism and burnout. These programs could take on a whole-institution systemic approach and could include specific and tailored strategies involving social and emotional learning core areas, such as self-awareness, self-management, social awareness, relationship skills, and responsible decision making ( Durlak et al, 2015 ; Oliveira et al, 2021b ).…”

Section: Discussionmentioning

confidence: 99%

How Presenteeism Shaped Teacher Burnout in Cyberbullying Among Students During the COVID-19 Pandemic

et al. 2021

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The pandemic caused by SARS-CoV2 has had an impact on the education sector, and its stakeholders, such as teachers who had to do remote work from their home, despite many constraints. These professionals tried to perform their teaching functions, despite having to deal with adverse situations, such as cyberbullying among their students, as well as their difficulties related to presenteeism and burnout. In this context, this study aimed to understand whether observing cyberbullying among students can be associated with teachers’ productivity loss due to presenteeism and burnout. This study also proposed to examine the role of productivity loss due to presenteeism in the relationship between observing cyberbullying situations among students and teacher burnout. A random sample of 1,044 (Mage=51.05, SD=7.35; 76.6% female) middle school and high school teachers answered an inventory about their experience working at home during the COVID-19 pandemic, specifically with regards to cyberbullying incidents they observed among their students, their productivity loss due to presenteeism, and their burnout levels. Results from structural equation modeling revealed that observing students engaging in cyberbullying situations was positively associated with productivity loss due to presenteeism and teacher burnout. Also, teacher’s productivity loss due to presenteeism mediated the relationship between observing cyberbullying incidents among their students and their burnout levels. Specifically, the effect of productivity loss due to presenteeism explained the effect of observing cyberbullying incidents on teachers’ burnout levels. These results are innovative and shed light on the importance of teacher wellbeing at their job in the midst of a pandemic, namely, when they observe their students engaging in hostile situations, which may lead them to greater levels of burnout.

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“…La percepción docente se ha estudiado desde diferentes ámbitos de interés, por ejemplo, en torno a las actividades y el burnout (Oliveira et al, 2021), la gestión (Changanaqui & Huapaya, 2017), el uso de herramientas como las Tecnologías de la Información y la Comunicación (TIC), siendo este último un tema destacado (Álvarez, 2020;Garita-González, Gutierrez-Durán & Godoy-Sandoval, 2019). Con motivo de la pandemia por la COVID-19, las actividades educativas tuvieron una transformación radical, la cual alteró la percepción docente en cuanto a su labor (Santos et al, 2020), manifestando las dificultades presentes en la educación a distancia, además de la preocupación por la poca formación adquirida.…”

Section: Revisión De La Literaturaunclassified

Percepción del ejercicio docente universitario

Morales

Espinoza

Escobedo

et al. 2022

RELEP

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El presente trabajo busca analizar la estructura factorial con la que está compuesta la percepción del ejercicio docente universitario desde la perspectiva de los alumnos. Esta investigación es de tipo correlacional y transversal. Se realizó la aplicación de un cestioario mediante un formulario en linea a un total de 375 estudiantes universitarios en Saltillo los cuales contestaron por invitación. Para la verificación de la hipótesis se aplicó un análisis de componentes principales con enfoque descriptivo y exploratorio, donde se observan tres unidades relevantes en el quehacer del docente universitario denominados como: Compromiso docente (F1) el cual explica el 61.8% de la varianza, Emociones en el aula (F2) explica el 8.9% y Evaluación justa (F3) el cual explica el 3.9% de la varianza de la docencia universitaria; que en su totalidad, la observación con las dos dependencias educativas explica la variabilidad del fenómeno en un 74.6%. (Ver Tabla 2 Principales componentes). Por lo que se concluye que el compromiso docente es primordial para la enseñanza universitaria, así como el propiciar el diálogo en los ambientes educativos favorece la democracia. Abstract This research seeks to analyze the factorial structure which consists of students’ perception of university teaching practices. This research is correlational and cross-sectional; and emerges as part of the Teaching Sustainability Project in university students. An online questionnaire was applied to a total of 375 university students from two educational institutes in Saltillo, who were invited to answer it. To verify the hypothesis, a principal component analysis was applied with a descriptive and exploratory approach where three relevant units were observed within tasks university teachers performed and were labelled as: Teaching commitment (F1), which explains 61.8% of variance; , Emotions within the classroom (F2), which explains 8.9%, and Fair assessment (F3), which explains 3.9% of the variance of university teaching; which, as a whole, explains the variability of the phenomenon in 74.6% in two universities. (Table 2: Main components). Therefore, we conclude that a teacher’s commitment is essential for university education, just as promoting dialogue in an educational environment encourages democracy.

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A Meta-analysis of the Impact of Social and Emotional Learning Interventions on Teachers’ Burnout Symptoms

Cited by 53 publications

References 55 publications

Exploring the Relationships between Resilience and Turnover Intention in Chinese High School Teachers: Considering the Moderating Role of Job Burnout

Exploring the Relationships between Resilience and Turnover Intention in Chinese High School Teachers: Considering the Moderating Role of Job Burnout

How Presenteeism Shaped Teacher Burnout in Cyberbullying Among Students During the COVID-19 Pandemic

Percepción del ejercicio docente universitario

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