Correlates of burnout symptoms among child care teachers. A multilevel modeling approach

Abstract

Burnout is a widespread occupational stress outcome among child care teachers, jeopardizing the quality of care and children's development. This study aimed at exploring the relationships between individual and organizational level characteristics (representing the six work-life areas control, reward, workload, community, fairness, and values) and burnout levels because these nested associations are an overlooked area. We applied a mixed-effects model with data at the individual level (level 1) and child care center level (level 2) using assessments of 220 child care teachers and their 59 directors of 59 child care centers in a Swiss community. We found that the child care center mattered for the experienced burnout levels and that lower control and reward on level 1 and higher workload on level 2 were associated with higher burnout levels among child care teachers. These results suggest the need to target the individual and the organizational levels to tackle burnout symptoms. AbstractBurnout is a widespread occupational stress outcome among child care teachers jeopardizing care quality and hence children's development. This study aimed at exploring the relationships between individual and organizational level characteristics and burnout levels because these nested associations are one overlooked question in child care workforce research. The included characteristics reflect the six work-life areas: control, reward, workload, community, fairness, and values. We applied a mixed effects model with data at the individual level (level 1) and child care center level (level 2) using assessments of 220 child care teachers and their 59 directors working in 59 child care centers in a Swiss community. We found that 19% of variability of burnout symptoms was at the child care center level. Further, the analysis yielded that lower job control and reward on level 1 and higher workload on level 2 were associated with higher burnout levels among child care teachers. KeywordsBurnout symptoms -child care teachers -six work-life areas -two-level design -individual level -child care center level

Find your tribe! Early childhood educators defining and identifying key factors that support their workplace wellbeing

“…Previous research has identified collegial relationships (positive and supporting) as a buffer against stress and burnout (Blöchliger & Bauer, 2018; Hur et al, 2016) as well as directly contributing to wellbeing (Løvgren, 2016; Nislin et al, 2015). Moreover, Nilsin and colleagues found an association between salivary alpha-amylase measures and teamwork.…”

Dangerous time: a critical qualitative inquiry into early childhood educators' perspectives on planning time in southern Ontario

“…The literature identifies that educators experience a lot of stress (Curbow, Spratt, Ungaretti, McDonnell, & Breckler, 2000;Faulkner, Gerstenblatt, Lee, Vallejo, & Travis, 2016: Wagner et al 2013Boyd, 2013) and that an increase in expectations with few resources and support are linked to symptoms of burnout and depression (Blöchliger & Bauer, 2018;Roberts, Gallagher, Daro, Iruka, & Sarver, 2017). While the participants in this study do not specifically discuss burnout and depression, they do talk about stress related to increased workloads and less time, which offers more insight into the specific issues that are causing educators' stress.…”

“…Advocates and activists, internationally and provincially call on governments to enact policies that provide professional pay and decent work, including paid planning time, for educators (AECEO, 2017;OECD, 2017;Urban, Vandenbroeck, Laere, Lazzari & Peeters, 2012). Furthermore, a lack of paid planning time for educators, as an indicator of poor working conditions, contributes to stress (Boyd, 2013;Curbow, Spratt, Ungaretti, McDonnell, & Breckler, 2000;Faulkner, Gerstenblatt, Lee, Vallejo, & Travis, 2016;Wagner, Forer, Cepeda, Goelman, Maggi, D'Angiulli & Grunau, 2013), depression and burnout (AECEO, 2017;Blöchliger & Bauer, 2018;Phillips, Lea, Austin, and Whitebook, 2016;Roberts, Gallagher, Daro, Iruka, & Sarver, 2017) which eventually leads to higher staff turnover rates (Totenhagen, Hawkins, Casper, Bosch, Hawkey & Borden, 2016). Advocates and researchers argue that the steady increase of demands without an increase of supports is unsustainable and dangerous for the health and well-being of early childhood educators.…”

Dangerous time: a critical qualitative inquiry into early childhood educators' perspectives on planning time in southern Ontario

“…Advocates and activists, internationally and provincially call on governments to enact policies that provide professional pay and decent work, including paid planning time, for educators (AECEO, 2017;OECD, 2017;Urban, Vandenbroeck, Laere, Lazzari & Peeters, 2012). Furthermore, a lack of paid planning time for educators, as an indicator of poor working conditions, contributes to stress (Boyd, 2013;Curbow, Spratt, Ungaretti, McDonnell, & Breckler, 2000;Faulkner, Gerstenblatt, Lee, Vallejo, & Travis, 2016;Wagner, Forer, Cepeda, Goelman, Maggi, D'Angiulli & Grunau, 2013), depression and burnout (AECEO, 2017;Blöchliger & Bauer, 2018;Phillips, Lea, Austin, and Whitebook, 2016;Roberts, Gallagher, Daro, Iruka, & Sarver, 2017) which eventually leads to higher staff turnover rates (Totenhagen, Hawkins, Casper, Bosch, Hawkey & Borden, 2016). Advocates and researchers argue that the steady increase of demands without an increase of supports is unsustainable and dangerous for the health and well-being of early childhood educators.…”

“…In the study by Wagner et al (2013), findings indicated that feelings of exhaustion and frustration were related to greater perceived stress in early childhood educators. Burnout symptoms and depression were found to be associated with workload and increased job demands with fewer resources to support the work required (AECEO Decent Work Task Force, 2017;Blöchliger & Bauer, 2018;Roberts, Gallagher, Daro, Iruka, & Sarver, 2017). Phillips, Lea, Austin, & Whitebook (2016) cite a number of studies that show a correlation between teacher stress and depression and negative interactions with children.…”