Assessment of burnout among primary teachers in confinement during the COVID-19 period in Morocco: case of the Kenitra

Abstract

Introduction Confinement, because of the COVID-19 pandemic, could have problems on the mental health of the population. Teachers responsible for giving distance courses during this period could be psychologically stressed. The aim is to assess the magnitude results of burnout and associated factors among primary school teachers in Kenitra in Morocco during this confinement period. Methods This is a cross-sectional study, which was conducted during the two months of April and May 2020. Burnout was evaluated by the Maslach Burnout Inventory MBI with 16 items, specific to the context of Moroccan teachers and the factors of stress were assessed using a questionnaire developed by the research team. We used the Chi-square test to determine the association between two qualitative variables anda logistic regression for an overall statistical analysis. Results The average age was 38.6 ± 9.9 years. The MBI revealed that 68 teachers (54%) were victims of burnout, of which 47 (38%) had a low level; 15 (12%) had a moderate level and six (5%) had a severe burnout. Logistic regression analysis has shown that the risk factors for burnout during this confinement period are: the use and development of skills in new information and communication technologies (p<0,05); work/family conflict (p<0,05); social support (p<0,05); and the workload related to distance education (p≤0,05). Conclusion In light of these results, interventions aimed at promoting mental well-being teachers during and after confinement should be implemented immediately.

The Effect of Ramadan and COVID-19 on the Relationship between Physical Activity and Burnout among Teachers

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Health care worker burnout after the first wave of the coronavirus disease 2019 (COVID-19) pandemic in Japan

“… 24 , 25 These studies suggested that the prevalence of burnout is increasing as a result of the pandemic. Previous studies have also reported burnout as a serious problem in the COVID‐19 pandemic among non‐HCWs, such as teachers, 26 security forces, 27 and managers. Although HCWs are often reported to have a higher psychological burden than non‐HCWs, 28 , 29 the number of patients with COVD‐19 in each region, the timing of the survey, and the type of the questionnaire and cut‐off point of the scale differ among studies.…”

Burnout Among School Teachers During the COVID-19 Pandemic in Jazan Region, Saudi Arabia

“…Regarding the workload, many studies have shown that workload (expressed in our study as long hours spent for preparation of materials to be delivered to the students and teaching preparatory students, who are at the beginning of the teen age and need more time to understand and do better job in studying) was closely related to burnout in the form of emotional exhaustion and depersonalization among teachers, including Saudi teachers (Santana et al, 2012;Chalghaf et al, 2019;Amri et al, 2020;Salvagioni et al, 2020;Cobo-Vazquez et al, 2021;Kalynychenko et al, 2021;Li et al, 2021;Melanda et al, 2021;Ribeiro et al, 2021). Moreover, the notion of burnout as a response to job demands has been supported by both selfreports of experienced stress and more objective assessments of demands, such as the number of students and number of working hours (Maslach, 2001;Perry et al, 2014;Peterson et al, 2019;Hart et al, 2020;Ndongo et al, 2020;Shah et al, 2021).…”