Prevalence of burnout syndrome of Greek child care workers and kindergarten teachers

Svihrova

Slovenian Journal of Public Health

et al. 2019

Introduction Published research studies in Central Europe have been mostly oriented toward occupational stress among schoolteachers. The aim of this study is to investigate the level of occupational stress in kindergarten teachers and to specify psychosocial risks associated with their work. Methods The study was conducted by using a Meister questionnaire and a Psychosocial risk questionnaire. The data collection was obtained from kindergarten teachers in 2017. The survey link with request was sent to participants via email. A total 287 questionnaires from 67 kindergarten schools were collected. Results 192 (66.9%) teachers perceived their work as mentally burdensome. Teachers who perceived their work as mentally non-burdening were more likely to report autonomy in their work (p=0.001), fair performance evaluation (p=0.010), sufficient family time (p=0.005), a health-protected workplace (p=0.000) and absence of violence and bullying (p=0.042). Teachers with a university degree perceiving work as mentally burdensome reported that their work was not adequately assessed (p=0.034). Teachers over 45 years of age with school practice of over 20 years reported injustice in evaluating work performance against younger colleagues (p=0.000). Conclusion Kindergarten teachers reported overloading, time pressure, and high responsibility, but considered their work interesting. However, changing the way teachers work in schools can reduce teacher resignation and improve teachers’ well-being.

Section: Methodsmentioning

confidence: 99%

“…life-changing events, daily hassles) and macro level (occur at the level of social system above the individual). Therefore, exhaustion and overload in teachers predict a higher risk of burnout (3).…”

Section: Introductionmentioning

confidence: 99%

Exposure to mental load and psychosocial risks in kindergarten teachers

Svihrova

Slovenian Journal of Public Health

et al. 2019

“…It was determined that the duration of professional experience of preschool teachers causes emotional exhaustion in the teachers and they become increasingly insensitive to the teaching process. Therefore, it would not be wrong to claim that the duration of professional experience negatively affect preschool teachers' self-efficacy belief (Rentzou, 2015). However, Kotaman (2010) found that the duration of professional experience of preschool teachers also has a negative impact on classroom management, teaching strategies, student engagement areas, and this was directly related to teacher self-efficacy belief.…”

Section: Discussionmentioning

confidence: 99%

An Analysis of Preschool Teachers’ Sense of Efficacy: A Case of TRNC

Toran

2017

JETS

Determining the factors that affect teachers' competences has a decisive role in revealing the quality of teaching process. In this context, it is important to identify professional variables affecting the self-efficacy of preschool teachers. For this reason, it is aimed to investigate which professional variables influence preschool teachers' sense of efficacy. In the research, a descriptive research model was adopted. The working group of the study is composed of 191 preschool teachers participating in public nurseries and kindergartens in the TRNC, and also those participating to the research as a volunteer. The Professional Information Form and the Teacher's Sense of Efficacy Scale were used as data collection tools in the study. Statistical analyses suitable for the analysis of the data were applied by applying the normality tests to the collected data. According to the findings obtained from the analysis made, except for the school type the preschool teachers graduated and the number of children, factors such as the graduated department, the place of residence, the duration of professional experience, the economic competence, and the educational environment were found to affect the self-efficacy of preschool teachers. As a result, it can be said that preschool teachers' self-efficacy is influenced by professional variables.

“…In this context, demands are largely constant because although children are “forever young” (i.e., between birth and 3 years old), preschool teachers are aging. Preschool teachers are often professionally satisfied because they are a significant part of the growth of very young children [ 28 , 29 ], nevertheless, several studies demonstrate that working with young children requires responsibility and demands total availability of energy, attention, vigilance, sensitivity, and empathy [ 30 , 31 , 32 , 33 ], and therefore high stress levels and burnout may occur [ 34 , 35 ].…”

Section: Introductionmentioning

confidence: 99%

We cannot be “forever young,” but our children are: A multilevel intervention to sustain nursery school teachers’ resources and well-being during their long work life cycle

et al. 2018

IntroductionThe aging of workers generally implies an increased number of workers with health problems or psychological diseases because of the growing distance between personal resources and job demands; the first may decrease, while the second are stable. In the preschool setting, the demands remain constant because children are always aged 0–3 years, while the preschool teacher’s personal resources decrease with age. It is, therefore, necessary to propose multilevel interventions aimed at supporting work sustainability and workers’ resources.MethodThis study involved twenty-seven preschools (324 teachers with an average age of 48.7 years): the control group included seventeen schools (190 teachers with an average age of 48.5 years), five schools were assigned to experimental group one (69 teachers with an average age of 48.8), and five schools were assigned to experimental group two (65 teachers with an average age of 49.1). In this context, we proposed two protocols of multilevel intervention comprising three solutions; two of these were common to both experimental groups: psychological counseling and psychosocial intervention. The third solution differed between groups: environmental redefinition (for group one); gymnastic and vocal hygiene (for group two). We hypothesized that the interventions improve teachers’ work abilities, increase well-being, and decrease stress and burnout. Furthermore we hypothesized that there would be an improvement in the organizational climate of trust and in social job resources.ResultsData analysis showed that the interventions were effective. In particular, the experimental groups reported significant decreases in psychological exhaustion (EG2: ß = -1.48; p = .00), indolence (EG1: ß = -1.36; p = .00), and stress (EG2: ß = -0.94; p = .00). Furthermore, the experimental groups significantly increased their enthusiasm towards work (EG2: ß = 1.21; p = .01), vertical trust (EG1: ß = 0.54; p = .01), and the perception of coworker social support (EG2: ß = 0.54; p = .01). The protocol that involved the GC2 was particularly effective.ConclusionsThese results demonstrate the effectiveness of the intervention in a particular job setting (preschool classroom), emphasizing the need for implementing solutions aimed at supporting workers’ well-being, especially in light of an aging workforce.