COVID-19 in School Teachers: Job Satisfaction and Burnout through the Job Demands Control Model

Martí-González, Mariacarla; Alcalá-Ibañez, María Lourdes; Castán-Esteban, Jose Luis; Martín-Bielsa, Laura; Gallardo, Laura O.

doi:10.3390/bs13010076

Cited by 11 publications

(6 citation statements)

References 43 publications

(56 reference statements)

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“…As expected, a better work environment in terms of higher work engagement, better quality of relationships among school staff, lower discrimination, and fewer interpersonal conflicts at work were all associated with lower psychological distress (anxiety and depressive symptoms) among teachers. In particular, interpersonal conflicts at work were one of the aspects of the work environment that explained more of the variance in both anxiety and depressive symptoms, confirming preliminary results that indicate that better relationships reported by teachers at school during the pandemic are among the most important protective factors for their wellbeing (Baker et al, 2021; Martí-González et al, 2023).…”

Section: Discussionsupporting

confidence: 76%

“…In the current study we focused on one specific dimension of school climate, namely the quality of relationships among school staff. Interpersonal conflicts and quality of relationships among school staff were selected in light of preliminary evidence on how the quality of relationships with colleagues and perceived support from them have been among the most helpful protective factors for teachers during the pandemic (Baker et al, 2021; Martí-González et al, 2023). Indeed, more positive relationships with colleagues and school directors have been associated with higher teachers’ well-being (Aelterman et al, 2007).…”

Section: Work-related Experiences and Psychological Distress Among Te...mentioning

confidence: 99%

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Teachers’ Psychological Distress and Work-Related Experiences During the COVID-19 Pandemic in Quebec (Canada)

Miconi,

Aigoin,

Audet

et al. 2024

Canadian Journal of School Psychology

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COVID-19 has put additional stress on teachers, whose levels of psychological distress are concerning. However, studies that look at teachers’ work experiences and their association with psychological distress during the pandemic are lacking. This study aims to draw a portrait of psychological distress (i.e., symptoms of depression and anxiety) and work-related experiences (i.e., work engagement, workplace discrimination, interpersonal conflicts at work and quality of relationships among school staff) in a sample of preschool, primary and secondary school teachers in Quebec during the pandemic across socio-demographic characteristics (age, gender, years of teaching experience, school level, region, immigrant status). In addition, we investigated whether work-related experiences were associated with psychological distress. A total of 818 teachers ( Mage = 44.5; SD = 9.04; 82.8% women) responded to an online questionnaire. Linear and logistic regression analyses were implemented. Results showed concerning levels of both anxiety and depressive symptoms in our sample. Gender, immigrant status and school level differences in the perception of the work environment emerged. Higher reported work engagement, fewer interpersonal conflicts at work and a better quality of relationships among school staff were all independently and statistically significantly associated with lower psychological distress. Promoting a cohesive school climate among school personnel can protect teachers from psychological distress in times of adversity. A socio-ecological approach to research and intervention that considers work experiences in terms of both engagement and quality of relationships is warranted to improve teachers’ well-being and contribute to a positive learning environment in schools for adults and students alike.

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Section: Discussionsupporting

confidence: 76%

Section: Work-related Experiences and Psychological Distress Among Te...mentioning

confidence: 99%

Teachers’ Psychological Distress and Work-Related Experiences During the COVID-19 Pandemic in Quebec (Canada)

Miconi,

Aigoin,

Audet

et al. 2024

Canadian Journal of School Psychology

View full text Add to dashboard Cite

show abstract

“…Some studied demographic variables such as the age of teachers (M. H. Kim & Kim, 2019), others studied psychological personality variables such as depression and anxiety (Koutsimani et al, 2019), resilience (Hao, 2023), teaching efficacy (Ding & He, 2022 ), Stress coping styles (Smetackova, 2017), well-being (Gossmann et al, 2023), and others have studied job variables such as job stress (W. Zhao, Liao, et al, 2022), turnover intention (X. Li et al, 2022), Professional Identity (Sun et al, 2022), and job satisfaction (Marti-Gonzalez et al, 2023). Organizational variables such as social support (Smetackova et al, 2019), interpersonal relationships (Tian et al, 2022), and leadership (Tsang et al, 2022) have also been studied.…”

Section: Introductionmentioning

confidence: 99%

“…Zhao, Liao, et al, 2022), turnover intention (X. Li et al, 2022), Professional Identity (Sun et al, 2022), and job satisfaction (Marti-Gonzalez et al, 2023). Organizational variables such as social support (Smetackova et al, 2019), interpersonal relationships (Tian et al, 2022), and leadership (Tsang et al, 2022) have also been studied.…”

Section: Introductionmentioning

confidence: 99%

A Meta-Analysis of Variables Related to Burnout Among Chinese Preschool Teachers

Xu,

Jiang,

Chen

2023

SAGE Open

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There are many studies on variables related to burnout among preschool teachers, but the results of these studies are inconsistent. This study explored the variables most associated with preschool teachers’ burnout through meta-analysis. The researchers conducted an extensive search of the China Knowledge Network (CNKI), Vip journal, and Wanfang databases. A total of 59 papers were included through strict inclusion criteria, and a total of 14 variables were analyzed. The results indicate that the variables that have large effect sizes with burnout are turnover intention ( r = 0.7124), job stress ( r = 0.4744), teacher efficacy ( r = −0.4331), and job satisfaction ( r = −0.4229). This study provides a data reference for the prevention and improvement of burnout among preschool teachers in China, and will also provide directions for further research to follow.

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“…In 2022, the Job Stress Index showed that the proportion of the Swiss professionally active who feel emotionally exhausted exceeded 30% (16). Indeed, since the COVID-19 pandemic, burnout is reported at unprecedented rates in all countries (17)(18)(19).…”

Section: Introductionmentioning

confidence: 99%

Management of patients with occupational burnout in Switzerland: some insights on the heterogeneity in current practices

Canu,

Getzmann,

Shoman

et al. 2023

Preprint

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We aimed to describe the characteristics and current practices of Swiss health professionals who manage patients with occupational burnout (POB), namely the general practitioners (GP), psychiatrist-psychotherapists (PP), occupational physicians (OP) and psychologists. Among 3216 respondents, 2951 reported to consult POB, and 1130 (713 physicians and 410 psychologists) to treat them. The study showed that POB management constitutes 5 to 25% of health care professionals’ consultations, with an inequal distribution of POBs across professionals’ specialties and specializations, but also across geographic regions. The profile of POB consulted also differs across professionals. Work psychologists see more often POB at early burnout stage, GPs have most patients with moderate burnout, while PPs report the largest proportion of patients with severe burnout.The treatment practices depend on burnout severity. Psychiatrists and physicians with double specialty (GP-OPs and GP-PPs) treat patients with more severe burnout than GPs. Psychologists treating patients with severe burnout collaborate with other health professionals and contact the POB’s employer and/or health insurance. Treatment practices and burnout severity are not associated with the proportion of relapsed patients and patients who return to work. Yet, the former is associated with professionals’ age, sex, and specialty. Physicians with waiting time >3 months have a higher proportion of relapsed patients. GPs prescribe most often sick leaves, while PPs are the most frequent prescribers of pharmacological treatment. PPs collaborate significantly more often than GPs with pharmacologists and contact POB’s employer and health insurance. Among psychologists, work psychologists differ from other psychologists by a more frequent POB (psycho)education and coaching, namely on how to negotiate with employer and family, as well as on physical exercise. They also more often contact POB’s employer. Besides profession and specialization, we observed important regional variation in treatment modalities chosen by both physicians and psychologists.

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COVID-19 in School Teachers: Job Satisfaction and Burnout through the Job Demands Control Model

Cited by 11 publications

References 43 publications

Teachers’ Psychological Distress and Work-Related Experiences During the COVID-19 Pandemic in Quebec (Canada)

Teachers’ Psychological Distress and Work-Related Experiences During the COVID-19 Pandemic in Quebec (Canada)

A Meta-Analysis of Variables Related to Burnout Among Chinese Preschool Teachers

Management of patients with occupational burnout in Switzerland: some insights on the heterogeneity in current practices

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