Cross-sectional and longitudinal relationships between psychological violence and teacher burnout

Melanda, Francine Nesello; Salvagioni, Denise Albieri Jodas; Mesas, Arthur Eumann; González, Alberto Durán; Cerqueira, Pedro Henrique Ramos; Alencar, Gizelton Pereira; Andrade, Selma Maffei de

doi:10.1007/s00420-020-01633-3

Cited by 6 publications

(3 citation statements)

References 41 publications

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“…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).…”

Section: Discussionmentioning

confidence: 72%

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

et al. 2022

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BackgroundBurnout is a syndrome that results from stressors in the work environment that have not been successfully managed. The prevalence of burnout among schoolteachers was always controversial. COVID-19 pandemic added more stressors to teachers since they had to change their working styles in response to the pandemic lockdowns or curfews. In Saudi Arabia, the prevalence and determinants of burnout among school teachers were not measured by any other group during the COVID-19 pandemic stressors.MethodsA cross-sectional survey was conducted among 879 teachers in the Jazan region, Saudi Arabia, using the Maslach Burnout Inventory (MBI), during April 2021. Multistage cluster random sampling was used.ResultsThe mean age of the participants was 41.4 (±6.9) years. Male teachers represented 52.6% of the participants while females represented 47.4%. Most teachers showed burnout symptoms (69.6%). Consequences of burnout were observed, such as using psychotropic medications (4.6%), absenteeism (45.6%), lack of job satisfaction (7.7%), and changing schools (15.8%). Using the MBI scale, most teachers showed medium or high emotional exhaustion (57.6%), low depersonalization (62.2%), and low personal accomplishment (51.4%).ConclusionMost teachers showed symptoms of burnout during the COVID-19 pandemic. Being an expert and ability to adapt to technology during the COVID-19 pandemic proved to effectively reduce burnout symptoms. Increasing incentives, early detection, and improving the work environment is recommended to diminish burnout consequences.

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Section: Discussionmentioning

confidence: 72%

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

et al. 2022

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“…Although the media focus more on violence of teachers against pupils, a significant proportion of teachers report suffering various forms of violence by pupils [ 47 ] and parents [ 48 ]. This is an international problem [ 47 ] which affects teachers’ emotional and physical well-being, which in turn elevates the risk of burnout and turnover [ 49 ]. In a meta-analysis, Badenes-Ribera et al [ 48 ] showed that teachers were more likely to experience non-physical than physical violence.…”

Section: Discussionmentioning

confidence: 99%

Stress, Coping and Considerations of Leaving the Profession—A Cross-Sectional Online Survey of Teachers and School Principals after Two Years of the Pandemic

Lücker

Kästner

Hannich

et al. 2022

IJERPH

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Teaching is amongst the six professions with the highest stress levels and lowest job satisfaction, leading to a high turnover rate and teacher shortages. During the pandemic, teachers and school principals were confronted with new regulations and teaching methods. This study aims to examine post-pandemic stress levels, as well as resilience factors to proactively cope with stress and thoughts of leaving the profession among teachers and school principals. We used a cross-sectional online survey. The validated instruments Perceived Stress Scale (PSS-10) and Proactive Coping Subscale (PCI) were used. We included 471 teachers and 113 school principals in the analysis. Overall, respondents had a moderate stress level. During the pandemic, every fourth teacher (27.2%) and every third principal (32.7%) had serious thoughts of leaving the profession. More perceived helplessness (OR = 1.2, p < 0.001), less self-efficacy (OR = 0.8, p = 0.002), and poorer coping skills (OR = 0.96, p = 0.044) were associated with a higher likelihood of thoughts of leaving the profession for teachers, whereas for school principals, only higher perceived helplessness (OR = 1.2, p = 0.008) contributed significantly. To prevent further teacher attrition, teachers and school principals need support to decrease stress and increase their ability to cope.

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“…We did not find a similar study that would address seasonal differences in occupational burnout among teachers, but some studies in athletes point to significantly reduced sense of accomplishment by the end of the sporting season and to the burnout syndrome as a chronic process ( 28 ). Other studies show that exposure of social educators to violence or bullying at the workplace increases occupational burnout within 12 months ( 29 ) or even shorter intervals, with long-term cumulative effects ( 30 ).…”

Section: Discussionmentioning

confidence: 99%

Occupational burnout among teachers: is it seasonal?

Marić¹,

Mandić‐Rajčević

Maksimović

et al. 2022

Archives of Industrial Hygiene and Toxicology

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The aim of this cross-sectional study was to compare occupational burnout in two groups of teachers from the district of Bijeljina (Bosnia and Herzegovina) measured with the Serbian version of the Maslach Burnout Inventory survey for workers in human services (MBI-HSS) at the beginning (group 1) and the end of the school year 2018/2019 (group 2) to see if there are seasonal differences. The questionnaire also included standard sociodemographic data and job description (primary and/or secondary school position, length of service, and overtime work). The prevalence of emotional exhaustion and depersonalisation was low in both groups. However, emotional exhaustion and depersonalisation scores significantly shifted to higher values between the beginning and the end of the school year. We also found a statistically significant association between emotional exhaustion and overtime and between depersonalisation and work in a secondary school (p<0.05). These findings invite further research of occupational burnout seasonality in schoolteachers, preferably by following up cohorts which would be controlled for sociodemographic and work-related variables.

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Cross-sectional and longitudinal relationships between psychological violence and teacher burnout

Cited by 6 publications

References 41 publications

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

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

Stress, Coping and Considerations of Leaving the Profession—A Cross-Sectional Online Survey of Teachers and School Principals after Two Years of the Pandemic

Occupational burnout among teachers: is it seasonal?

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