The relationship between teacher burnout and student motivation

Shen, Bo; McCaughtry, Nate; Martin, Jeffrey J.; Garn, Alex C.; Kulik, Noel; Fahlman, Mariane M.

doi:10.1111/bjep.12089

Cited by 254 publications

(180 citation statements)

References 35 publications

(52 reference statements)

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“…Burnout was linked to job-related neurasthenia [2], depression [8] and voice disorder [9]. A study found that teachers' status of burnout as an essential environmental factor is associated with students' autonomous motivation [10]. In addition, burnout of preschool teachers hurt teacher-child interaction [11].…”

Section: Introductionmentioning

confidence: 99%

The prevalence and correlates of burnout among Chinese preschool teachers

Shen

et al. 2020

BMC Public Health

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Background: A series of studies have suggested that teachers are likely to experience professional burnout in various regions around the world. To date, no known research has been conducted to investigate the prevalence and correlates of burnout among preschool teachers in China. This study examined the level of self-reported burnout and correlates of burnout among Chinese preschool teachers. Methods: A cross-sectional study was conducted among1795 preschool teachers in Tianjin, China, during August 2018-October 2018. The validated Chinese version of the 15-item Maslach Burnout Inventory was used to assess burnout. A self-administered questionnaire collected the sociodemographic factors. The psychological factors were collected by the Chinese version of the 20-item Center for Epidemiologic Studies Depression Scale (CES-D) and the Perceived Stress Scale-14.Results: The prevalence of burnout in Chinese preschool teachers was 53.2% (95% CI:51%─56%). Burnout rate was significantly decreased in overweight (P = 0.001, OR = 0.58, 95% CI: 0.42-0.79) and obesity (P = 0.048, OR = 0.75, 95% CI: 0.56-1.00) teachers compared with teachers with normal weight. The type of school (P = 0.007, OR = 1.45, 95% CI: 1.11-1.91), income satisfaction (P = 0.001, OR = 0.67, 95% CI: 0.53-0.86), depression (P < 0.001, OR = 3.08, 95% CI: 2.34-4.05) and perceived stress (P < 0.001, OR = 1.15, 95%CI: 1.13-1.18) were significantly associated with burnout. Conclusions:The prevalence of burnout among preschool teachers in Tianjin, China, is high. Burnout was significantly associated with BMI, the type of school, income satisfaction, depression and perceived stress among Chinese preschool teachers.

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Section: Introductionmentioning

confidence: 99%

The prevalence and correlates of burnout among Chinese preschool teachers

Shen

et al. 2020

BMC Public Health

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“…Educators that suffer from burnout have decreased classroom organization and a diminished ability to model emotional regulation. Educators who experience higher levels of emotional exhaustion facilitate less student motivation, impacting academic outcomes (Shen et al, ), deleteriously impacting the students they serve. Studies have shown emotions to be contagious, and educators that lack the coping skills to deal with stressful environments are less capable of attending to student demands as they are limited in their emotional capacity (Jennings & Greenberg, ).…”

Section: Introductionmentioning

confidence: 99%

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confidence: 99%

Meta‐analysis of mindfulness training on teacher well‐being

Zarate

Maggin

Passmore

2019

Psychology in the Schools

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Teachers are reporting increased incidence of stress, depression, burnout, and anxiety resulting in overall poor mental health and well‐being outcomes. Recently, mindfulness‐based interventions have emerged as having the potential to improve these deleterious impacts. This meta‐analysis investigated the effects of mindfulness‐based interventions on educators in schools. To be included in the review, studies must have been printed in English, used a methodology that included a control group with in‐service teachers as the primary participants. In addition, the intervention needed to have mindfulness as a major component. The search procedures led to the identification of 18 manuscripts that included a total sample of 1,001 educators. Mindfulness interventions ranged greatly in dosage, frequency, and delivery model. Using a random effects model, mindfulness‐based interventions were found to have significant positive effects across all domains. Mindfulness‐based interventions resulted in large effects on feelings of mindfulness, moderate effects for decreases in stress and anxiety, and small effects on feelings of depression and burnout. Discussion includes the quality of the literature base as well as implications for future research.

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“…The persistent interest in the identification and appraisal of those factors constituting a fertile ground for the occurrence of burnout may be explained through the severity of the outcomes that this phenomenon could trigger. Specifically, teachers' burnout has been shown to impair students' motivation [4], to negatively affect students' personal development and academic success [5]. A large body of research on the antecedents of teacher burnout contributed to shedding light on the characteristics of this professional field that can precipitate burnout symptoms.…”

Section: Introductionmentioning

confidence: 99%

A Three-Wave Study on the Reciprocal Relationships between Emotional Dissonance, Need for Recovery, and Exhaustion

2019

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Academic literature has recognized teaching as a particularly stressful occupation, specifically, the research confirmed the central role of emotional dissonance in the experience of emotional exhaustion. Albeit previous studies confirm the existence of circular dynamics involving job demands and individual’s well-being, studies focusing on the long-term relationships between job demands, need for recovery, and emotional exhaustion are still lacking. Therefore, the aim of the present study was to explore how emotional dissonance, need for recovery, and emotional exhaustion are related over time. By using the general framework of the health impairment process of the Job Demands-Resources model, these paths were investigated by means of a three-wave longitudinal design (n = 107 schoolteachers). Results of structural equation modeling analyses generally supported our hypotheses. Specifically, it was found that the model with reciprocal relationships between emotional dissonance and exhaustion on the one hand, and between need for recovery and exhaustion on the other, exhibited the best fit with the data.

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The relationship between teacher burnout and student motivation

Abstract: The dimensions of teachers' burnout might play different roles in the transmission from teachers to students. Teachers' status of burnout is an important environmental factor associated with students' quality of motivation.

Cited by 254 publications

References 35 publications

The prevalence and correlates of burnout among Chinese preschool teachers

The prevalence and correlates of burnout among Chinese preschool teachers

Meta‐analysis of mindfulness training on teacher well‐being

A Three-Wave Study on the Reciprocal Relationships between Emotional Dissonance, Need for Recovery, and Exhaustion

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