Teacher burnout in the light of workplace, organizational, and social factors

Abstract

Background and aims We studied teacher burnout and its relationship with job demands and resources, collective self-efficacy, and social support. Previous studies indicate that the factors of burnout (depersonalization, emotional exhaustion, and reduced personal accomplishment) develop in work environment where demands exceed resources, and where social support and collective self-efficacy are both perceived to be low. Methods Online survey method was used (N = 664) in this study. Organizational and social context was measured using the job demands and resources model, and measuring perceived collective self-efficacy of the workplace and social support of the coworkers. Results Based on the results of correlation analysis, different types of job demands are associated positively with burnout, while job resources, collective self-efficacy, and social support prove to have negative relationship with burnout. The ratio of demands and resources (workload index) also has a strong link to burnout scores. Using linear regression analysis to build a model revealed professional social support, possibility of personal development and job demands as significant predictors of burnout. Discussion These findings emphasize the importance of professional social support in the prevention of burnout. The results indicate that training programs which strengthen social support between coworkers are much needed, and that school psychologists can help teachers to develop more supportive communities.

„Én már hamu vagyok?” Kiégéskörkép – fókuszban a tanárok helyzetével

“…: a merev tantárgyi követelmények) és leginkább a szociális támogatás mértéke (Heus & Diekstra, 1999). A társas támogatás fontosságát számos más kutatás eredménye is megerősíti (Fiorilli és mtsai, 2019;Russell, Altmaier & Van Velzen, 1987;Sarros & Sarros, 1992), és a magyar tanárok körében is kimagasló szerepe van: azok a tanárok, akik több szociális támogatást éreznek kollégáik részéről, kevésbé vannak kitéve a kiégés veszélyének (Szabó & Jagodics, 2019).…”

Working with Students with Special Educational Needs and Predictors of Burnout. The Role of ICTs.

“…Finally, many researchers have found that reduced financial provision and the lack of appropriate curricula that could support their work play a key role in the prevalence of the burnout syndrome among S.E. teachers [21][22][23][24].…”

Kepuasan Kerja dan Burnout Guru Pendidikan Jasmani di Daerah Langkawi

“…Kajian lepas berkaitan burnout dalam kalangan guru menunjukkan dapatan negatif yang boleh menganggu proses pengajaran dan pembelajaran. Szabo & Jagodics (2019) www.msocialsciences.com mendapati guru mengalami tahap burnout sederhana secara keseluruhannya kerana mencatatkan skor sederhana tinggi bagi dimensi keletihan emosi dan tahap sederhana pada dimensi depersonalisasi dan pencapaian peribadi. Kerjaya guru yang terpaksa berhadapan dengan pelbagai ragam pelanggan seperti murid, ibu bapa dan pihak atasan menyebabkan guru rasa terbeban sekali gus mengganggu emosi guru.…”