What is behind the burnout susceptibility? Exploring workplace difficulties of teachers using qualitative and quantitative methods
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Published:
Mar 2, 2020
Keywords:
teacher burnout, perceived stress, perceived difficulty, demand
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Abstract
Difficulties experienced in teacher profession are often stated to be linked to burn out and job turnover. Therefore, it is important to explore which the main factors are that teachers perceive to detain efficient working. There can be numerous factors behind teacher burnout, however the most perceived stress by the given person is proved to have the strongest effect on the development of the symptoms.
In our study two different methods were used to explore teachers’ perceived difficulties. First, qualitative methods were used to explore those factors which detain their work (N = 105). Secondly, our questionnaire, which was created based on the results of the explorative analysis (N = 605), was analysed to investigate the judgement of different factors and the correlations between burnout and difficulties. The results of the exploratory analysis suggest that the most important factors of difficulties are the lack of tools, students’ misbehavior, high workload and administrative tasks. Based on the survey study, burnout scores are affected mostly by students’ behavior, high workload, leaders’ negative attitude and exhaustion.
These results provide important information about the current state of education. Numerous workplace factors can be identified, which strongly contribute to teachers’ exhaustion and increase of stress, based on the results. Since these factors are connected to the symptoms of burnout, our data can give guidance for the development of burnout intervention and prevention methods.
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Szabó, Éva, Bátor, B., Bobor, P., Korláth, P., Szappanos, C., & Jagodics, B. (2020). What is behind the burnout susceptibility? Exploring workplace difficulties of teachers using qualitative and quantitative methods. Iskolakultúra, 30(3), 3–17. https://doi.org/10.14232/ISKKULT.2020.3.3
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References
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Chang, M. (2013). Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: Appraisal, regulation and coping. Motivation and Emotion, 37(4), 799–817. https://doi.org/10.1007/s11031-012-9335-0
Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied Psychology, 86(3), 499–512. https://doi.org/10.1037/0021-9010.86.3.499
Dicke, T., Stebner, F., Linninger, C., Kunter, M., & Leutner, D. (2018). A longitudinal study of teachers’ occupational well-being: Applying the job demands-resources model. Journal of Occupational Health Psychology, 23(2), 262–277. https://doi.org/10.1037/ocp0000070
Doolittle, B. R., Windish, D. M., & Seelig, C. B. (2013). Burnout, Coping, and Spirituality Among Internal Medicine Resident Physicians. Journal of Graduate Medical Education, 5(2), 257–261. https://doi.org/10.4300/JGME-D-12-00136.1
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Esnard, C., & Roques, M. (2014). Collective efficacy: A resource in stressful occupational contexts. European Review of Applied Psychology, 64(4), 203–211. https://doi.org/10.1016/j.erap.2014.05.003
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Fernet, C., Guay, F., Senécal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and Teacher Education, 28(4), 514–525. https://doi.org/10.1016/j.tate.2011.11.013
Fónai M., & Dusa Á. R. (2014). A tanárok presztízsének és társadalmi státuszának változásai a kilencvenes és a kétezres években. Iskolakultúra, 24(6), 41–49.
Freudenberger, H. J. (1974). Staff Burn-Out. Journal of Social Issues, 30(1), 159–165. https://doi.org/10.1111/j.1540-4560.1974.tb00706.x
Glass, D. C., & McKnight, J. D. (1996). Perceived control, depressive symptomatology, and professional burnout: A review of the evidence. Psychology & Health, 11(1), 23–48. https://doi.org/10.1080/08870449608401975
Grassi, L., & Magnani, K. (2000). Psychiatric Morbidity and Burnout in the Medical Profession: An Italian Study of General Practitioners and Hospital Physicians. Psychotherapy and Psychosomatics, 69(6), 329–334. https://doi.org/10.1159/000012416
Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495–513. https://doi.org/10.1016/j.jsp.2005.11.001
Ju, C., Lan, J., Li, Y., Feng, W., & You, X. (2015). The mediating role of workplace social support on the relationship between trait emotional intelligence and teacher burnout. Teaching and Teacher Education, 51, 58–67. https://doi.org/10.1016/j.tate.2015.06.001
Kim, J., Youngs, P., & Frank, K. (2017). Burnout contagion: Is it due to early career teachers’ social networks or organizational exposure? Teaching and Teacher Education, 66, 250–260. https://doi.org/10.1016/j.tate.2017.04.017
Lee, H.-F., Kuo, C.-C., Chien, T.-W., & Wang, Y.-R. (2016). A Meta-Analysis of the Effects of Coping Strategies on Reducing Nurse Burnout. Applied Nursing Research, 31, 100–110. https://doi.org/10.1016/j.apnr.2016.01.001
Maslach, C., & Jackson, S. E. (1986). Maslach burnout inventory manual (2nd ed.). Consulting Psychologists Press.
Maslach, C., & Leiter, M. (1999). Teacher burnout: A research agenda. In Understanding and Preventing Teacher Burnout (o. 295–303). Cambridge University Press.
Maslach, Christina, & Goldberg, J. (1998). Prevention of burnout: New perspectives. Applied and Preventive Psychology, 7(1), 63–74. https://doi.org/10.1016/S0962-1849(98)80022-X
Paksi, B., Veroszta, Zs., Schmidt, A., Magi, A., Vörös, A., Endrődi-Kovácsi, V., & Felvinczi, K. (2015). Pedagógus – Pálya – Motiváció – Egy kutatás eredményei. Oktatási Hivatal.
Petróczi, E. (2007). Kiégés—Elkerülhetetlen? Eötvös Kiadó.
Ryan, S. V., von der Embse, N. P., Pendergast, L. L., Saeki, E., Segool, N., & Schwing, S. (2017). Leaving the teaching profession: The role of teacher stress and educational accountability policies on turnover intent. Teaching and Teacher Education, 66, 1–11. https://doi.org/10.1016/j.tate.2017.03.016
Schaubroeck, J., Lam, S. S. K., & Xie, J. L. (2000). Collective efficacy versus self-efficacy in coping responses to stressors and control: A cross-cultural study. Journal of Applied Psychology, 85(4), 512–525. https://doi.org/10.1037/0021-9010.85.4.512
Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25(3), 518–524. https://doi.org/10.1016/j.tate.2008.12.006
Spector, P. E. (1998). A control model of the job stress process. In C. L. Cooper (Ed.), Theories of organizational stress (pp. 153-169). London, UK: Oxford University Press.
Spector, P. E. (2002). Employee Control and Occupational Stress. Current Directions in Psychological Science, 11(4), 133-136.
Szerző, 2014
Szerző, 2016
Szerző, 2018
Tatar, M., & Yahav, V. (1999). Secondary school pupils’ perceptions of burnout among teachers. British Journal of Educational Psychology, 69(4), 457–468. https://doi.org/10.1348/000709999157824
Van Droogenbroeck, F., & Spruyt, B. (2015). Do teachers have worse mental health? Review of the existing comparative research and results from the Belgian Health Interview Survey. Teaching and Teacher Education, 51, 88–100. https://doi.org/10.1016/j.tate.2015.06.006
Yürür, S., & Sarikaya, M. (2012). The Effects of Workload, Role Ambiguity, and Social Support on Burnout Among Social Workers in Turkey. Administration in Social Work, 36(5), 457–478. https://doi.org/10.1080/03643107.2011.613365
Zhang, Q., & Sapp, D. A. (2009). The Effect of Perceived Teacher Burnout on Credibility. Communication Research Reports, 26(1), 87–90. https://doi.org/10.1080/08824090802637122
Arnold, K. A., Connelly, C. E., Walsh, M. M., & Martin Ginis, K. A. (2015). Leadership styles, emotion regulation, and burnout. Journal of Occupational Health Psychology, 20(4), 481–490. https://doi.org/10.1037/a0039045
Awa, W. L., Plaumann, M., & Walter, U. (2010). Burnout prevention: A review of intervention programs. Patient Education and Counseling, 78(2), 184–190. https://doi.org/10.1016/j.pec.2009.04.008
Badó, A., Feleky, G., Lőrinczi, J., & Patyi, Zs. (2017). Összehasonlító motivációs vizsgálat szegedi joghallgatók körében. MTA Társadalomtudományi Kutatóközpont Jogtudományi Intézet, Budapest (http://jog.tk.mta.hu/mtalwp)
Bakker, A. B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285. https://doi.org/10.1037/ocp0000056
Bakker, A. B., Hakanen, J. J., Demerouti, E., & Xanthopoulou, D. (2007). Job resources boost work engagement, particularly when job demands are high. Journal of Educational Psychology, 99(2), 274–284. https://doi.org/10.1037/0022-0663.99.2.274
Borg, M. G., Riding, R. J., & Falzon, J. M. (1991). Stress in Teaching: A study of occupational stress and its determinants, job satisfaction and career commitment among primary schoolteachers. Educational Psychology, 11(1), 59–75. https://doi.org/10.1080/0144341910110104
Bottiani, J. H., Duran, C. A. K., Pas, E. T., & Bradshaw, C. P. (2019). Teacher stress and burnout in urban middle schools: Associations with job demands, resources, and effective classroom practices. Journal of School Psychology, 77, 36–51. https://doi.org/10.1016/j.jsp.2019.10.002
Brouwers, A., Tomic, W., & Boluijt, H. (2011). Job demands, job control, social support and self-efficacy beliefs as determinants of burnout among physical education teachers. Europe’s Journal of Psychology, 7(1), 17–39. https://doi.org/10.5964/ejop.v7i1.103
Chang, M. (2013). Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: Appraisal, regulation and coping. Motivation and Emotion, 37(4), 799–817. https://doi.org/10.1007/s11031-012-9335-0
Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied Psychology, 86(3), 499–512. https://doi.org/10.1037/0021-9010.86.3.499
Dicke, T., Stebner, F., Linninger, C., Kunter, M., & Leutner, D. (2018). A longitudinal study of teachers’ occupational well-being: Applying the job demands-resources model. Journal of Occupational Health Psychology, 23(2), 262–277. https://doi.org/10.1037/ocp0000070
Doolittle, B. R., Windish, D. M., & Seelig, C. B. (2013). Burnout, Coping, and Spirituality Among Internal Medicine Resident Physicians. Journal of Graduate Medical Education, 5(2), 257–261. https://doi.org/10.4300/JGME-D-12-00136.1
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551
Esnard, C., & Roques, M. (2014). Collective efficacy: A resource in stressful occupational contexts. European Review of Applied Psychology, 64(4), 203–211. https://doi.org/10.1016/j.erap.2014.05.003
Evers, W. J. G., Tomic, W., & Brouwers, A. (2004). Burnout among Teachers: Students’ and Teachers’ Perceptions Compared. School Psychology International, 25(2), 131–148. https://doi.org/10.1177/0143034304043670
Fernet, C., Guay, F., Senécal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and Teacher Education, 28(4), 514–525. https://doi.org/10.1016/j.tate.2011.11.013
Fónai M., & Dusa Á. R. (2014). A tanárok presztízsének és társadalmi státuszának változásai a kilencvenes és a kétezres években. Iskolakultúra, 24(6), 41–49.
Freudenberger, H. J. (1974). Staff Burn-Out. Journal of Social Issues, 30(1), 159–165. https://doi.org/10.1111/j.1540-4560.1974.tb00706.x
Glass, D. C., & McKnight, J. D. (1996). Perceived control, depressive symptomatology, and professional burnout: A review of the evidence. Psychology & Health, 11(1), 23–48. https://doi.org/10.1080/08870449608401975
Grassi, L., & Magnani, K. (2000). Psychiatric Morbidity and Burnout in the Medical Profession: An Italian Study of General Practitioners and Hospital Physicians. Psychotherapy and Psychosomatics, 69(6), 329–334. https://doi.org/10.1159/000012416
Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495–513. https://doi.org/10.1016/j.jsp.2005.11.001
Ju, C., Lan, J., Li, Y., Feng, W., & You, X. (2015). The mediating role of workplace social support on the relationship between trait emotional intelligence and teacher burnout. Teaching and Teacher Education, 51, 58–67. https://doi.org/10.1016/j.tate.2015.06.001
Kim, J., Youngs, P., & Frank, K. (2017). Burnout contagion: Is it due to early career teachers’ social networks or organizational exposure? Teaching and Teacher Education, 66, 250–260. https://doi.org/10.1016/j.tate.2017.04.017
Lee, H.-F., Kuo, C.-C., Chien, T.-W., & Wang, Y.-R. (2016). A Meta-Analysis of the Effects of Coping Strategies on Reducing Nurse Burnout. Applied Nursing Research, 31, 100–110. https://doi.org/10.1016/j.apnr.2016.01.001
Maslach, C., & Jackson, S. E. (1986). Maslach burnout inventory manual (2nd ed.). Consulting Psychologists Press.
Maslach, C., & Leiter, M. (1999). Teacher burnout: A research agenda. In Understanding and Preventing Teacher Burnout (o. 295–303). Cambridge University Press.
Maslach, Christina, & Goldberg, J. (1998). Prevention of burnout: New perspectives. Applied and Preventive Psychology, 7(1), 63–74. https://doi.org/10.1016/S0962-1849(98)80022-X
Paksi, B., Veroszta, Zs., Schmidt, A., Magi, A., Vörös, A., Endrődi-Kovácsi, V., & Felvinczi, K. (2015). Pedagógus – Pálya – Motiváció – Egy kutatás eredményei. Oktatási Hivatal.
Petróczi, E. (2007). Kiégés—Elkerülhetetlen? Eötvös Kiadó.
Ryan, S. V., von der Embse, N. P., Pendergast, L. L., Saeki, E., Segool, N., & Schwing, S. (2017). Leaving the teaching profession: The role of teacher stress and educational accountability policies on turnover intent. Teaching and Teacher Education, 66, 1–11. https://doi.org/10.1016/j.tate.2017.03.016
Schaubroeck, J., Lam, S. S. K., & Xie, J. L. (2000). Collective efficacy versus self-efficacy in coping responses to stressors and control: A cross-cultural study. Journal of Applied Psychology, 85(4), 512–525. https://doi.org/10.1037/0021-9010.85.4.512
Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25(3), 518–524. https://doi.org/10.1016/j.tate.2008.12.006
Spector, P. E. (1998). A control model of the job stress process. In C. L. Cooper (Ed.), Theories of organizational stress (pp. 153-169). London, UK: Oxford University Press.
Spector, P. E. (2002). Employee Control and Occupational Stress. Current Directions in Psychological Science, 11(4), 133-136.
Szerző, 2014
Szerző, 2016
Szerző, 2018
Tatar, M., & Yahav, V. (1999). Secondary school pupils’ perceptions of burnout among teachers. British Journal of Educational Psychology, 69(4), 457–468. https://doi.org/10.1348/000709999157824
Van Droogenbroeck, F., & Spruyt, B. (2015). Do teachers have worse mental health? Review of the existing comparative research and results from the Belgian Health Interview Survey. Teaching and Teacher Education, 51, 88–100. https://doi.org/10.1016/j.tate.2015.06.006
Yürür, S., & Sarikaya, M. (2012). The Effects of Workload, Role Ambiguity, and Social Support on Burnout Among Social Workers in Turkey. Administration in Social Work, 36(5), 457–478. https://doi.org/10.1080/03643107.2011.613365
Zhang, Q., & Sapp, D. A. (2009). The Effect of Perceived Teacher Burnout on Credibility. Communication Research Reports, 26(1), 87–90. https://doi.org/10.1080/08824090802637122