Burnout and stressors in teachers during the COVID-19 pandemic
Article Sidebar
Main Article Content
Abstract
INTRODUCTION. Due to the COVID-19 pandemic, a series of restrictive measures were taken to help curb contagion, including the closure of public places. In order to ensure educational continuity, the virtual modality was introduced; however, a large number of teachers were unable to cope with such demands because they were not prepared. For this reason, the aim of the study was to test an explanatory model of burnout in teachers based on job stressors during the pandemic. METHOD. An applied study with explanatory design of latent variables was proposed, using structural equations (SEM). The participants were 504 teachers (M age = 42.18; SD = 10.2) of regular basic education from state (62.7%) and private (37.3%) institutions, from three Peruvian regions, who responded to a sociodemographic form, the Scale of stressors in teachers in times of pandemic and the Maslach Burnout Inventory (MBI). RESULTS. It was found that the dimensions of burnout, emotional exhaustion and cynicism are explained by the stressors: work environment and work overload, the use of new technologies, uncertainty about the duration and consequences of the pandemic, the organizational aspect of the educational institution, and the relation ships with the student’s environment. DISCUSSION. The findings suggest that the COVID-19 pandemic has generated a series of stressors that have had a negative impact on the mental health of teachers, who experience a feeling of emotional exhaustion, loss of strength and insufficient energy to continue facing the job; as well as insensitive or distant responses to different features of the job. In this regard, it is proposed to strengthen the teachers’ personal and logistical resources to face educational demands and counteract the negative effect of stressors.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
References
Aboagye, M., Qin, J., Qayyum, A., Antwi, C., Jababu, Y. y Affum-Osei, E. (2018). Teacher burnout in pre-schools: a cross-cultural factorial validity, measurement invariance and latent mean comparison of the Maslach Burnout Inventory, Educators Survey (MBI-ES). Children and Youth Services Review, 94, 186-197. http://dx.doi.org/10.1016/j.childyouth.2018.09.041
Amri, A., Abidli, Z., Elhamzaoui, M., Bouzaboul, M., Rabea, Z. y Touhami, A. (2020). Assessment of burnout among primary teachers in confinement during the COVID-19 period in Morocco: case of the Kenitra. The Pan African Medical Journal, 35(suppl. 2), 92. https://doi.org/10.11604/pamj.supp.2020.35.2.24345
Ato, M., López, J. y Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1038-1059. https://dx.doi.org/10.6018/analesps.29.3.178511
Baker, C., Peele, H., Daniels, M., Saybe, M., Whalen, K., Overstreet, S. y The New Orleans Trauma-Informed Schools Learning Collaborative (2021). The experience of COVID-19 and its impact on teachers’ mental health, coping, and teaching. School Psychology Review, 50(4), 1-14. https://doi.org/10.1080/2372966X.2020.1855473
Bakker, A. B. y Demerouti, E. (2007). The job demands-resources model: state of the art. Journal of Managerial Psychology, 22(3), 309-328. https://doi.org/10.1108/02683940710733115
Bakker, A. B. y Demerouti, E. (2014). Job demands-resources theory. En P. Y. Chen y C. L. Cooper (eds.), Work and wellbeing. Wellbeing: a complete reference guide, vol. III (pp. 37-64). Wiley-Blackwell. https://doi.org/10.1002/9781118539415.wbwell019
Calderón-de la Cruz, G. A., Merino-Soto, C., Juárez-García, A., Domínguez-Lara, S. y Fernández-Arata, M. (2020). ¿Es replicable la estructura factorial del Maslach Burnout Inventory Human Service Survey (MBI-HSS) en la profesión de enfermera del Perú?: un estudio nacional. Enfermería Clínica, 30(5), 340-348. https://doi.org/10.1016/j.enfcli.2019.12.013
Chou, H. L. y Chou, C. (2021). A multigroup analysis of factors underlying teachers’ technostress and their continuance intention toward online teaching. Computers & Education, 175, 104335. https://doi.org/10.1016/j.compedu.2021.104335
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155-159. https://doi.org/10.1037/0033-2909.112.1.155
Durak, M., Senol-Durak, E. y Karakose, S. (2022). Psychological distress and anxiety among house wives: the mediational role of perceived stress, loneliness, and housewife burnout. Current Psychology. https://doi.org/10.1007/s12144-021-02636-0
Esterwood, E. y Saeed, S. (2020). Past epidemics, natural disasters, COVID-19, and mental health: learning from history as we deal with the present and prepare for the future. Psychiatric Quarterly, 91, 1121-1133. https://doi.org/10.1007/s11126-020-09808-4
Fojtik, R. (2018). Problems of distance education. ICTE Journal, 7(1), 14-23. https://doi.org/10.2478/ijicte-2018-0002
Fornell, C. y Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.2307/3151312
Fuentes-Vilugrón, G., Lagos-Hernández, R. y Fuentes-Merino, P. (2022). Dificultades para la regulación emocional del profesorado chileno en tiempos de SARS-CoV-2. Bordón. Revista de Pedagogía, 74(2), 31-44. https://doi.org/10.13042/Bordon.2022.89794
George-Reyes, C. E. (2021). Competencias digitales básicas para garantizar la continuidad académica provocada por el COVID-19. Apertura (Guadalajara, Jal.), 13(1), 36-51. https://doi.org/10.32870/ap.v13n1.1942
Ghazwani, E. Y. (2022). Prevalence and determinants of burnout among palliative care clinicians in Saudi Arabia. Frontiers in Public Health, 834407. https://doi.org/10.3389/fpubh.2021.834407
Hawrot, A. y Koniewski, M. (2018). Factor structure of the Maslach Burnout Inventory–Educators survey in a Polish-speaking sample. Journal of Career Assessment, 26(3). https://doi.org/10.1177%2F1069072717714545
Herman, K., Hickmon-Rosa, J. y Reinke, W. (2017). Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated student outcomes. Journal of Positive Behavior Interventions, 20(2), 90-100. https://doi.org/10.1177%2F1098300717732066
Huk, O., Terjesen, M. y Cherkasova, L. (2019). Predicting teacher burnout as a function of school characteristics and irrational beliefs. Psychology in the Schools, 56(5), 792-808. https://doi.org/10.1002/pits.22233
Jakubowski, T. y Sitko-Dominik, M. (2021). Teachers’ mental health during the first two waves of the COVID-19 pandemic in Poland. PLOS ONE, 16(9), e0257252. https://doi.org/10.1371/journal.pone.0257252
Karakose, T., Yirci, R. y Papadakis, S. (2022). Examining the associations between COVID-19-related psychological distress, social media addiction, COVID-19-related burnout, and depression among school principals and teachers through structural equation modeling. International Journal on Environmental Research and Public Health, 9(4), 1951. https://doi.org/10.3390/ijerph19041951
Kariou, A., Koutsimani, P., Montgomery, A. y Lanidi, O. (2021). Emotional labor and burnout among teachers: a systematic review. International Journal of Environmental Research and Public Health, 18(23), 12760. https://doi.org/10.3390/ijerph182312760
Li, F., Chen, T. y Lai, X. (2018). How does a reward for creativity program benefit or frustrate employee creative performance? The perspective of transactional model of stress and coping. Group & Organization Management, 43(1). https://doi.org/10.1177%2F1059601116688612
López-López, V. y Lagos-San Martín, N. (2021). Repensar la formación inicial docente desde una dimensión socioemocional. Revista Educación, 45(1). https://doi.org/10.15517/revedu.v45i1.41464
Loziak, A., Fedáková, D. y Copková, R. (2020). Work-related stressors of female teachers during COVID-19 school closure. Journal of Women’s Entrepreneurship and Education, 3-4, 59-78. https://doi.org/10.28934/jwee20.34.pp59-78
Maclntyre, P., Gregersen, T. y Mercer, S. (2020). Language teachers’ coping strategies during the COVID-19 conversion to online teaching: correlations with stress, wellbeing and negative emotions. System, 94, 102352. https://doi.org/10.1016/j.system.2020.102352
Madigan, D. y Kim, L. (2021a). Towards an understanding of teacher attrition: a meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit. Teaching and Teacher Education, 105, 103425. https://doi.org/10.1016/j.tate.2021.103425
Madigan, D. y Kim, L. (2021b). Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes. International Journal of Educational Research, 105, 101714. https://doi.org/10.1016/j.ijer.2020.101714
Manzano, G. y Ayala, J. (2020). The threat of COVID-19 and its influence on nursing staff burnout. Journal of Advanced Nursing, 77(2), 832-844. https://doi.org/10.1111/jan.14642
Maslach, C., Schaufeli, W. B. y Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397-422. https://doi.org/10.1146/annurev.psych.52.1.397
Maslach, C. y Leiter, M. (2016). Understanding the burnout experience: recent research and its implications for psychiatry. World Psychiatry, 15(2), 103-111. https://doi.org/10.1002/wps.20311
Maslach, C. y Leiter, M. (2017). New insights into burnout and health care: strategies for improving civility and alleviating burnout. Medical Teacher, 39(2), 160-163. https://doi.org/10.1080/0142159X.2016.1248918
Oros, L., Vargas-Rubilar, N. y Chemisquy, S. (2020). Estresores docentes en tiempos de pandemia: un instrumento para su exploración. Revista Interamericana de Psicología, 54(3), e1421. https://doi.org/10.30849/ripijp.v54i3.1421
Otzen, T. y Manterola, C. (2017). Técnicas de muestreo sobre una población a estudio. International Journal of Morphology, 35(1), 227-232. https://dx.doi.org/10.4067/S0717-95022017000100037
Pérez-Luño, A., Díez, M. y Dolan, S. (2022). Exploring high vs. low burnout amongst public sector educators: COVID-19 antecedents and profiles. International Journal of Environmental Research and Public Health, 19(2), 780. https://doi.org/10.3390/ijerph19020780
Peterson, S. A., Wolkow, A. P., Lockley, S. W., O’Brien, C. S., Qadri, S., Sullivan, J. P. et al. (2019). Associations between shift work characteristics, shift work schedules, sleep and burnout in North American police officers: a cross-sectional study. BMJ Open, 9(111), e030302. https://doi.org/10.1136/bmjopen-2019-030302
Prasojo, L., Habibi, A., Mohd, M., Pratama, R., Rahimi, M., Mukminin, A. y Suyanto. F. (2020). Dataset relating to the relationship between teacher self-concept and teacher efficacy as the predictors of burnout: a survey in Indonesian education. Data in Brief, 30. https://doi.org/10.1016/j.dib.2020.105448
Pressley, T. (2021). Factors contributing to teacher burnout during COVID-19. Educational Researcher, 50(5), 325-327. https://doi.org/10.3102%2F0013189X211004138
Robinson, O., Bridges, S., Rollins, L. y Schumacker, R. (2019). A study of the relation between special education burnout and job satisfaction. Journal of Research in Special Educational Needs, 19(4), 295-303. https://doi.org/10.1111/1471-3802.12448
Sabagh, Z., Hall, N. y Satoyan, A. (2018). Antecedents, correlates and consequences of faculty burn out. Educational Research, 60(2), 131-156. https://doi.org/10.1080/00131881.2018.1461573
Saloviita, T. y Pakarinen, E. (2021). Teacher burnout explained: teacher-, student-, and organisation-level variables. Teaching and Teacher Education, 97. https://doi.org/10.1016/j.tate.2020.103221
Sanz-Ponce, R., Giménez-Beut, J. A. y López-Luján, E. (2022). La iniciación a la docencia: análisis de la percepción sobre los futuros problemas de enseñanza de los alumnos de Magisterio y del Máster del Profesorado (Analysis of the perception of future teaching problems of teacher training and master’s degree students). Bordón. Revista de Pedagogía, 74(2), 93-109. https://doi.org/10.13042/Bordon.2022.91641
Schaufeli, W. y Taris, T. W. (2014). A critical review of the job demands-resources model: implications for improving work and health. En Bridging occupational, organizational and public health. Springer. https://doi.org/10.1007/978-94-007-5640-3_4
Schonfeld, I. y Bianchi, R. (2016). Burnout and depression: two entities or one? Journal of Clinical Psychology, 72(1), 22-37. https://doi.org/10.1002/jclp.22229
Sokal, L., Eblie, L. y Babb, J. (2020). Canadian teachers’ attitudes toward change, efficacy, and burnout during the COVID-19 pandemic. International Journal of Educational Research Open, 1, 100016. https://doi.org/10.1016/j.ijedro.2020.100016
Thumm, E. B., Smith, D. C., Squires, A. P., Breedlove, G. y Meek, P. M. (2021). Burnout of the US midwifery workforce and the role of practice environment. Health Services Research, 57(2), 351- 363. https://doi.org/10.1111/1475-6773.13922
Vargas, N. y Oros, L. (2021). Stress and burnout in teachers during times of pandemic. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.756007
Xie, X. X., Zhou, Y. Q., Fang, J. B. y Ying, G. H. (2022). Social support, mindfulness, and job burnout of social workers in China. Frontiers in Psychology, 13, 775679. https://doi.org/10.3389/fpsyg.2022.775679