scholarly articles on teacher burnout - Search
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    nih.gov
    https://pmc.ncbi.nlm.nih.gov › articles

    The Development of Teacher Burnout and the Effects of …

    Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy,
    ed.gov
    Burnout among school teachers: quantitative and qualitative results ...
    BMC Public Health
    Teacher burnout explained: Teacher-, student-, and o…

    Understanding the factors related to teacher burnout helps in creating schools which foster teachers’ job satisfaction and the delivery of high-quality education. We studied teacher burnout and its three subdomains across several teacher-, student-, and organisation-level variables, including teacher category, class size, number of students with support needs, attitudes towards inclusive education, and availability of support. The participants were 4567 Fin…

    Understanding the factors related to teacher burnout helps in creating schools which foster teachers’ job satisfaction and the delivery of high-quality education. We studied teacher burnout and its three subdomains across several teacher-, student-, and organisation-level variables, including teacher category, class size, number of students with support needs, attitudes towards inclusive education, and availability of support. The participants were 4567 Finnish primary school teachers consisting of 2080 classroom teachers, 1744 subject teachers, 438 special-class and 305 resource room teachers. Several associations between teacher burnout and the background variables were observed and recommendations made based on these results.

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    ScienceDirect

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    The burnout profile differed between teacher categories.

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    Burnout was highest among subject teachers, lowest among special education teachers.

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    Class size had a minimal association with teachers’ burnout.

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    Students with special needs had a small association with teacher burnout.

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    Availability of additional help was associated with lower level of teacher burnout.

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    Teacher burnout

    Teacher category

    Inclusive education

    Self-efficacy

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    Burnout has been identified as a psychological risk, especially in fields which involve working with customers (Loonstra, Browers, & Tomic, 2009; Maslach & Leiter, 2016). It has been defined as “a psychological syndrome emerging as a prolonged response to chronic interpersonal stressors on the job” (Maslach & Leiter, 2016, p. 103). Burnout develops gradually when work becomes unpleasant, unfulfilling, and unrewarding. The concept is usually divided into three dimensions: exhaustion, lack of accomplishment, and feelings of cynicism towards and detachment from the job (Maslach, Schaufeli, & Leiter, 2001). Of these three dimensions, emotional exhaustion, or the feeling of being emotionally drained and worn-out, is identified as a central aspect of the whole construct (Maslach & Leiter, 2016; 2017).

    Understanding burnout among teachers, as well as the factors related to it, has awakened considerable attention (Kyriacou, 2001). Teacher burnout has been shown to have significant negative implications not only for teachers’ well-being in terms of their self-rated health (Hakanen, Bakker, & Schaufeli, 2006), mental health (Schonfeld & Bianchi, 2016), and job satisfaction (Klassen, Usher, & Bong, 2010; Robinson, Bridges, Rollins, & Schumacker, 2019; Skaalvik & Skaalvik, 2009; 2011) but also for student achievement (Herman, Hickmon-Rosa, & Reinke, 2018; Klusmann, Richter, & Lüdtke, 2016) and adjustment (J…

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    2.1. Participants

    The participants of this study were 4567 Finnish primary school teachers. The criterion for inclusion in the study was that the participant was currently working as a primary school teacher. The participants’ distribution across current teacher position, formal qualification, and gender is presented in Table 1. Of the participants, 262 also worked as school principals or vice-principals. The mean age of the participants was 45.7 years (SD = 9.5). In terms of age, the sample was representative of the Finnish teacher population (Finnish National Agency for Education, 2016). The number of formally qualified teachers in this study (96%) corresponded with the number obtained in a large Finnish study conducted in 2016 (95%) (Finnish National Agency for Education, 2016). The percentage of female teachers in each category was also close to the numbers reported in a previous large study (Finnish National Agency for Education, 2016). The subject teachers were classified into four subgroups based on their majors: languages (N = 667), science and mathematics (N = 481), humanities (N = 204) and arts, crafts and physical education (N = 472). Table 1. Study participants.

    2.2. The Finnish primary school and its teachers

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