Personal and contextual factors related to teachers’ experience with stress and burnout

Richards, K. Andrew R.; Hemphill, Michael A.; Templin, Thomas J.

doi:10.1080/13540602.2018.1476337

Cited by 114 publications

(86 citation statements)

References 39 publications

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“…There is strong body of evidence showing that social interrelations can promote teachers' wellbeing (e.g., Berkovich and Eyal 2018;Hakanen et al 2006). For instance, positive relationships with colleagues have been shown to buffer teacher stress (e.g., Richards et al 2018). However, social interaction within the professional community and with pupils does not automatically increase teacher wellbeing.…”

Section: Teachers' Socio-contextual Burnoutmentioning

confidence: 99%

“…Extensive previous research on teacher burnout has identified several individual and environmental antecedents for teacher burnout, such as workload and years of teaching experience (Brewer and Shapard 2004;Gavish and Friedman 2010;van Droogenbroeck et al 2014). Also, the importance of social interrelations to teachers' wellbeing has been emphasized (Hakanen et al 2006;Richards et al 2018). However, we still know surprisingly little about individual variations in burnout risk experienced by in-service teachers (Bianchi et al 2015;Brudnik 2004;Hultell et al 2013), especially in terms of primary social interactions of teachers' work, i.e., with pupils and the professional community.…”

Section: Introductionmentioning

confidence: 99%

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Teacher burnout profiles and proactive strategies

et al. 2020

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Teacher burnout has been identified as a significant occupational hazard. However, our understanding about individual variations in burnout risk among in-service teachers is still less than sufficient. This study explored socio-contextual burnout risk profiles and their association with the reported use of proactive strategies among in-service teachers by using a person-oriented approach. The survey data were collected from 2310 Finnish in-service primary and lower secondary school teachers using a probability sampling method. In the latent profile analysis, five socio-contextual burnout profiles were identified. The profiles differed from each other in terms of burnout symptoms and proactive strategy use. Results suggested that there is individual variation in teachers' risk of burnout. In addition, the results imply that well-developed proactive strategies, both in terms of self-and co-regulative strategies, are related to lower risk of experiencing sociocontextual burnout. The utilization of strong co-regulative strategies was related to lower risk of experiencing exhaustion and inadequacy during teacher-pupil interactions. However, strong self-regulation combined with low levels of co-regulation was related to an increased risk of experiencing cynicism. This implies that learning proactive strategies may be useful in preventing teacher burnout.

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Section: Teachers' Socio-contextual Burnoutmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teacher burnout profiles and proactive strategies

et al. 2020

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“…Various contextual factors can influence teacher stress such as increased job demands, interpersonal difficulties, and challenging student behaviour (Kokkinos, 2007;Richards, Hemphill, & Templin, 2018;Stoeber, & Rennert, 2008). Research suggests that teachers are more susceptible to work-related stressors and psychological distress compared to other occupations (Johnson et al, 2005;Van Droogenbroeck & Spruty, 2015).…”

Section: Teaching Stressors and Psychological Distressmentioning

confidence: 99%

Psychological distress and coping styles in teachers: A preliminary study

Stapleton

Garby

Sabot

2020

Australian Journal of Education

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Teaching professionals report higher levels of work-related stress and symptoms of psychological health problems than the general population. This study examined psychological distress, coping styles and wellbeing in 166 Australian teachers (aged 22–65 years; M = 37.74 years, SD = 10.84 years). Participants completed an online survey comprising demographic items and four empirical measures (The Satisfaction with Life Scale, Subjective Happiness Scale, The Brief COPE Inventory and The Patient Health Questionnaire). Work, workload and finances were identified as leading sources of stress. Moreover, above-average clinical symptoms of anxiety, depression and physical concerns were reported, and 17% of respondents met criteria for probable alcohol dependence. Results suggested that maladaptive coping strategies employed by teachers may contribute to their risk of increased psychological distress, and decreased life satisfaction and happiness. These findings indicate the need for work-based programmes to enhance teachers’ coping strategies in an effort to reduce psychological distress and improve overall wellbeing in teaching professionals.

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“…Estos hallazgos sugieren que, además de existir una relación directa entre inteligencia emocional y engagement docente, el afrontamiento resiliente podría ser una estrategia adicional que emplearían los Tabla 1 Estadísticos descriptivos y correlaciones de las variables objeto de estudio docentes emocionalmente inteligentes (Zeidner y Matthews, 2018). Así, estos resultados apoyan el argumento de que los docentes con mayor habilidad auto-percibida para percibir, comprender y regular sus estados emocionales y los de su alumnado desarrollan estrategias más resilientes para afrontar los contratiempos y adversidades que pueden surgir en el contexto educativo (Richards, Hemphill y Templin, 2018), utilizando formas creativas, optimistas y de desarrollo personal para afrontarlos, lo cual podría redundar en mayores niveles de ilusión en su trabajo. Por el contrario, es posible que los docentes con bajos niveles de inteligencia emocional no sepan desarrollar estrategias resilientes ante las adversidades educativas a las que se enfrentan diariamente en el aula y, por ello, empiecen a experimentar niveles más bajos de ilusión hacia la enseñanza, menor energía, más baja dedicación hacia sus alumnos y menos momentos de absorción en clase.…”

Section: Discussionunclassified

Sentir ilusión por el trabajo docente: inteligencia emocional y el papel del afrontamiento resiliente en un estudio con profesorado de secundaria

Mérida-López¹,

Extremera²,

Quintana-Orts³

et al. 2020

Rev. Psicol. Educ

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El propósito de esta investigación es analizar las asociaciones entre inteligencia emocional, afrontamiento resiliente y dimensiones de engagement (vigor, dedicación y absorción) en una muestra de 312 docentes de educación secundaria. Además, se examina el papel mediador del afrontamiento resiliente en la relación entre inteligencia emocional y dimensiones de engagement. Los resultados apoyaron las hipótesis propuestas sobre el papel de la inteligencia emocional y el afrontamiento en la predicción de los niveles de engagement del profesorado. Estos hallazgos apuntan a la necesidad de incluir el desarrollo de las habilidades emocionales y el afrontamiento resiliente en la formación del profesorado.

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Personal and contextual factors related to teachers’ experience with stress and burnout

Cited by 114 publications

References 39 publications

Teacher burnout profiles and proactive strategies

Teacher burnout profiles and proactive strategies

Psychological distress and coping styles in teachers: A preliminary study

Sentir ilusión por el trabajo docente: inteligencia emocional y el papel del afrontamiento resiliente en un estudio con profesorado de secundaria

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