Burnout among Low and High Experienced Teachers

Mousavy, Seyedehhava; Thomas, Nur Sakinah; Mukundan, Jayakaran; Nimehchisalem, Vahid

doi:10.7575/ijalel.v.1n.4p.24

Cited by 10 publications

(6 citation statements)

References 14 publications

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“…All the special school teachers in Samarinda experienced burnout. The results of this study prove that in special school teachers, incidence of burnout is higher than is the case with teachers teaching in regular schools in various countries [11,10,12,22,23,24,25,26].…”

Section: A Burnout Prevalence Of Special School Teachersmentioning

confidence: 56%

“…The estimated prevalence of burnout in teachers can be situated between 10% and 30% [9], while that both in the Western countries and in some Eastern European countries, about 10-40% of teachers suffer from burnout, while in Asian countries it may reach 50-70% [10]. Due to burnout, two-thirds of new teachers will leave the job within 4 years and over half of them will leave within 7 years, 20-30% of beginning teachers will leave the career in the first 3 years [11].…”

Section: Introductionmentioning

confidence: 99%

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Burnout and Related Factors Amongst Special School Teachers in Samarinda

Ramdan¹,

Yasinta²,

Suhatmady³

2020

Proceedings of the 2nd Educational Sciences International Conference (ESIC 2019)

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Special school teachers are vulnerable to burnout, but research of burnout on this profession has not revealed much. The purpose of this study is to investigates the burnout of special school teachers and to analyze related factors. Crosssectional studies were conducted on 90 teachers in the city of Samarinda. Determining sample size using Slovin's formula, data were assessed using the Maslach burnout inventory, a depression anxiety stress scale, and the Tennessee self-concept scale. Data analysis used chi-square and Pearson correlation. All of the teachers had experienced burnout (26.7% low level and 73.3% medium level). Marital status (p=0.034), working experience (p=0.023), hours of teaching (p=0.044), self-concept (p=0.010) and job stress (p=0.004) correlated significantly with burnout. It was concluded that burnout amongst special school teachers requires immediate treatment. The school is advised to reduce the teacher's workload, make efforts to improve teacher self-concept and provide training for beginner teachers on educating students with special needs. For further research, it is advisable to further explore the factors causing job stress on the teacher so that the appropriate alternative can be found.

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Section: A Burnout Prevalence Of Special School Teachersmentioning

confidence: 56%

Section: Introductionmentioning

confidence: 99%

Burnout and Related Factors Amongst Special School Teachers in Samarinda

Ramdan¹,

Yasinta²,

Suhatmady³

2020

Proceedings of the 2nd Educational Sciences International Conference (ESIC 2019)

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“…Burnout is a serious psychological syndrome that can affect both low and high experienced teachers [14]. Teaching is a gratifying yet very challenging profession.…”

Section: Introductionmentioning

confidence: 99%

Effects of an 8-Week Yoga-Based Physical Exercise Intervention on Teachers’ Burnout

2021

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The purpose of this quasi-experimental study was to investigate the efficacy of an 8-week yoga-based physical exercise program to improve mental and emotional well-being and consequently reduce burnout among teachers. We considered yoga because it is a discipline that enhances body awareness and encourages the contact with nature and the respect for every form of life, with a view to a more sustainable and greener global system. We recruited 40 professional educators (40–47 years), teachers in a public high school who reported perceiving signs of stress and emotional discomfort. We randomly assigned the 40 professional educators to either an experimental yoga practice (~60 min, twice a week) group (n = 20) or a control group (n = 20) that received a nonspecific training program (~60 min, twice a week). At baseline and after training we administered the Maslach Burnout Inventory: Educators Survey (MBI-ES) and the State Mindfulness Scale (SMS) to assess teachers' perceived level of awareness and professional burnout. We found a significant Time x Group interaction for the MBI-ES and SMS, reflecting a meaningful experimental group improvement (p < 0.001). No significant pre–post changes were found in the control group. The results suggest that an 8-week yoga practice could aid teachers to achieve a greater body and emotional awareness and prevent professional burnout.

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“…Nonetheless, teachers with fatalistic views of their present conditions are prone to experiencing higher levels of burnout. Another teacher characteristic which can predict burnout is the number of years in the teaching profession (Mousavy et al, 2012). While teachers may display similar levels of depersonalization and accomplishment irrespective of their number of teaching years, they tend to experience more exhaustion as the number of years in the teaching profession increases.…”

Section: Teacher Burnout In Language Educationmentioning

confidence: 99%

University Language Instructors’ Preparedness for Technology-Mediated Instruction and Burnout During the COVID-19 Pandemic

Izquierdo

Caraveo

Villegas

et al. 2021

Íkala

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This quantitative study explored the preparedness of foreign language teachers for technology-mediated instruction and the burnout conditions that characterized their transition from in-person to off-campus second/foreign language education during the covid-19 pandemic. The data were collected from 104 university instructors through a Google Forms® survey and a burnout questionnaire in a Mexican state which was severely hit by the virus in the spring of 2020. The survey elicited information about institutional conditions, teacher education and technology access and use. The burnout questionnaire explored exhaustion, depersonalization and accomplishment during off-campus technology-mediated language instruction. Both survey and questionnaire answers were subject to frequency analyses. In terms of teacher preparedness, data analyses revealed that the participants had a large number of teaching hours; they held sustained computer/Internet access but lacked technology-assisted language teaching training; thus, they independently sought out technological resources for the delivery of their lessons. With regard to burnout, data analyses indicated that many participants experienced exhaustion due to work overload, use of technology, and its proper integration in the lessons. Nonetheless, the use of technology helped them maintain interest in their learners, feel satisfaction and accomplish academic aims.

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Burnout among Low and High Experienced Teachers

Abstract: This paper is licensed under a Creative Commons Attribution 3.0 License.

Cited by 10 publications

References 14 publications

Burnout and Related Factors Amongst Special School Teachers in Samarinda

Burnout and Related Factors Amongst Special School Teachers in Samarinda

Effects of an 8-Week Yoga-Based Physical Exercise Intervention on Teachers’ Burnout

University Language Instructors’ Preparedness for Technology-Mediated Instruction and Burnout During the COVID-19 Pandemic

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