Gender Differences in Turkish Early Childhood Teachers’ Job Satisfaction, Job Burnout and Organizational Cynicism

Sak, Ramazan

doi:10.1007/s10643-018-0895-9

Cited by 46 publications

(26 citation statements)

References 50 publications

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“…Hierarchical regression analysis was used to investigate the moderating role of psychological support and psychological support in the relationship between teaching research conflict and job burnout. Sak (2018) compared 233 preschool teachers’ job satisfaction, job burnout, and organizational cynicism levels, paying special attention to gender differences [ 48 ]. The results showed that male and female teachers had higher organizational cynicism and lower average job satisfaction.…”

Section: Literature Reviewmentioning

confidence: 99%

Are You Tired of Working amid the Pandemic? The Role of Professional Identity and Job Satisfaction against Job Burnout

Chen

Liu

Pang

et al. 2020

IJERPH

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With the outbreak of novel coronavirus in 2019, most universities changed from traditional offline teaching to online teaching, which brought about a large amount of problems, including teachers’ physical and mental problems. Because of teaching on the computer screen for a long period of time, the teacher lacks communication and can act casually. With long-term accumulation, the problem of teachers’ job burnout has become increasingly serious. The main purpose of this study was to examine the influence of professional identity on job burnout during the period of the novel coronavirus. At the same time, this study also discussed the moderating effect of job satisfaction on professional identity and job burnout, and its relationship between job satisfaction and job burnout. During the peak period of the COVID-19 epidemic, we conducted an online survey—483 Chinese university teachers with online teaching experience completed the Teacher Professional Identity Scale, Job Satisfaction Scale, and Job Burnout Scale. The results of this study found professional identity and job satisfaction of university teachers to be significantly negative predictors of job burnout, with job satisfaction playing a moderating role between professional identity and job burnout. This study also confirmed that professional identity and job satisfaction are important factors affecting job burnout of university teachers. Therefore, this study proposed that schools should adopt more effective strategies to improve university teachers’ professional identity and job satisfaction in order to reduce the practical problems of job burnout, ensure the effectiveness of online teaching, and maintain the sustainable development during the epidemic.

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Section: Literature Reviewmentioning

confidence: 99%

Are You Tired of Working amid the Pandemic? The Role of Professional Identity and Job Satisfaction against Job Burnout

Chen

Liu

Pang

et al. 2020

IJERPH

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show abstract

“…We have chosen to statistically control the effect of gender, educational stage, and teacher experience in our study because, as previous research has shown, these sociodemographic variables seem to differentially influence teachers’ experience of burnout. In terms of gender, some studies have indicated that burnout is more pronounced in women [ 45 ], whereas others have reported the opposite [ 46 ]. It is possible that men and women display themselves differently in their vulnerability to the various burnout symptoms.…”

Section: Introductionmentioning

confidence: 99%

Psychological Capital and Burnout in Teachers: The Mediating Role of Flourishing

Freire

García-Bértoa

Núñez

et al. 2020

IJERPH

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In keeping with the growth in the development of healthy environments in organizational contexts, in recent years, there has also been increasing interest in the identification of personal psychological resources that contribute to improved worker mental health. From this proactive approach, this study examines the mediating role of flourishing in the relationship between psychological capital (PsyCap) and burnout in teachers, a professional group that is particularly prone to suffering from this syndrome. A total of 1379 teachers from pre-school, primary, secondary, and vocational education systems participated in the study. The mediating effect of flourishing was determined via mediation analysis using the PROCESS macro. The results showed that flourishing partially mediates the negative effect of PsyCap on the three symptoms of burnout (emotional exhaustion, depersonalization, and lack of professional accomplishment). These findings indicate that both PsyCap and flourishing may be effective personal resources in reducing teacher burnout. Therefore, in order to prevent burnout, it is advisable to design interventions that combine PsyCap and flourishing.

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“…Such issues are the second main cause of unemployment, absence from work, early retirement, and even hospitalization of those afflicted. This has further negative implications with regard to public health, socialization, and economic repercussions [1], such as social isolation, accelerated heart rate, shortness of breath, high blood pressure, sleep disorders, impaired memory, feelings of intense guilt, or unpredictable mood [2,3,4,5].…”

Section: Introductionmentioning

confidence: 99%

An Explanatory Model of Emotional Intelligence and Its Association with Stress, Burnout Syndrome, and Non-Verbal Communication in the University Teachers

Puertas-Molero

Zurita-Ortega

Cuberos

et al. 2018

JCM

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The present study set out to define and contrast an explanatory model of perception of stress, the dimensions of burnout syndrome, emotional intelligence, and non-verbal communication in a sample of university teachers. A total of 1316 teachers from Spain, aged between 24 and 70 years (M = 45.64, SD = 10.33) and evenly distributed between both sexes, participated. The measurement instruments employed were the Perceived Stress Scale (PSS), the Maslach Burnout Inventory (MBI), the Trait Meta-Mood Scale (TMMS-24), and the Nonverbal Immediacy Scale (NIS) A structural equation model was produced that demonstrated adequate fit to the empirical data (130,259; df = 9; p < 0.001; CFI = 0.907; NIF = 0.914; IFI = 0.923; RMSEA = 0.077). Results revealed that stress relates positively with emotional exhaustion and negatively with personal fulfilment. Emotional exhaustion was associated directly with emotional attention and inversely with emotional clarity and emotional repair, with these being linked to personal fulfilment. Both emotional clarity and repair related positively with non-verbal communication. Conclusions from the present study are that emotional intelligence and body language are two relevant factors in the prevention of burnout syndrome, and as a result can help to ensure the mental wellbeing of university teachers.

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Gender Differences in Turkish Early Childhood Teachers’ Job Satisfaction, Job Burnout and Organizational Cynicism

Cited by 46 publications

References 50 publications

Are You Tired of Working amid the Pandemic? The Role of Professional Identity and Job Satisfaction against Job Burnout

Are You Tired of Working amid the Pandemic? The Role of Professional Identity and Job Satisfaction against Job Burnout

Psychological Capital and Burnout in Teachers: The Mediating Role of Flourishing

An Explanatory Model of Emotional Intelligence and Its Association with Stress, Burnout Syndrome, and Non-Verbal Communication in the University Teachers

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