Current Foreign Studies of Professional Burnout in Teachers

The article is aimed at the analysis of modern foreign publications devoted to the professional burnout of school teachers. It was shown that the vector of research by psychologists is focused at studying the current level of teacher burnout, various correlates of burnout, the impact of the consequences of the COVID-19 pandemic on this process, as well as the prophylaxis and prevention of burnout. It can be argued that the globally recognized approach to burnout is the approach of K. Maslak, and the theory that is gaining popularity in terms of which teachers’ burnout is explained as the theory of “work requirements and resources”. Based on empirical data, it can be stated that the prevalence of burnout among teachers is up to 30%, and the average percentage of high burnout is about 10%. One of the most significant factors of burnout is thought to be the behavior of students, as well as bureaucracy. Also, the key factors influencing burnout include self-efficacy, social support, feedback from the subjects of the educational process, emotional work, lack of opportunity to learn and make decisions independently. At the same time, the inconsistency of the available empirical data is notable, which can be explained by the difference in the applied methodology and research methods. Among the methods of practical work with the phenomenon of professional burnout, there are those that are based on the practices of awareness and the cognitive-behavioral approach.

1. Aronsson G., Theorell T., Grape T., Hammarström A., Hogstedt C., Marteinsdottir I., Skoog I., Träskman-Bendz L., Hall C. A systematic review including meta-analysis of work environment and burnout symptoms. BMC Public Health, 2017. Vol. 17, no. 1, article ID 264, 13 p. DOI:10.1186/s12889-017-4153-7
2. Cheptea D., Russu-Deleu R., Mesina V., Friptuleac Gr., Cebanu S. Assessment of burnout among teachers during the covid-19 pandemic. Archives of the Balkan Medical Union, 2021. Vol. 56, no. 2, pp. 179—184. DOI:10.31688/ABMU.2021.56.2.06
3. Bartosiewicz A., Luszczki E., Zaręba L., Kuchciak M., Bobula G., Deren K., Krol P. Assessment of job satisfaction, self-efficacy, and the level of professional burnout of primary and secondary school teachers in Poland during the COVID-19 pandemic. PeerJ, 2022. Vol. 10, article ID e13349. 19 p. DOI:10.7717/peerj.13349
4. Aydogmus M., Serçe H. Investigation of regulatory role of collective teacher efficacy in the effect of job satisfaction and satisfaction with life on professional burnout. Research in Pedagogy, 2021. Vol. 11, no. 1, pp. 234—250. DOI:10.5937/IstrPed2101234A
5. Bakker A.B., Demerouti E. Job demands-resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 2017. Vol. 22, no. 3, pp. 273—285. DOI:10.1037/ocp0000056
6. Burke R.J., Greenglass E.R., Schwarzer R. Predicting teacher burnout over time: effects of work stress, social support, and self-doubts on burnout and its consequences. Anxiety, Stress, and Coping, 1996. Vol. 9, no. 3, pp. 261—275. DOI:10.1080/10615809608249406
7. Al-Asadi J., Khalaf S., Al-Waaly A., Abed A., Shami S. Burnout among primary school teachers in Iraq: prevalence and risk factors. East Mediterr Health Journal, 2018. Vol. 24, no. 3, pp. 262—266. DOI:10.26719/2018.24.3.262
8. Arvidsson I., Leo U., Larsson A., Hakansson C., Persson R., Björk J. Burnout among school teachers: Quantitative and qualitative results from a follow-up study in southern Sweden. BMC Public Health, 2019. Vol. 19, article ID 655, 13 p. DOI:10.1186/s12889-019-6972-1
9. Buunk B.P., Schaufeli W.B. Burnout: A perspective from social comparison theory. In Schaufeli W.B., Maslach C., Marek T. (eds.), Professional Burnout. Recent Developments in Theory and Research. London: Routledge, 1993, pp. 53—69. DOI:10.4324/9781315227979
10. Mijakoski D., Cheptea D., Marca S.C., et al. Determinants of Burnout among Teachers: A Systematic Review of Longitudinal Studies. International Journal of Environmental Research and Public Health, 2022. Vol. 19, no. 9, article ID 5776, 48 p. DOI:10.3390/ijerph19095776
11. Dias P.C., Peixoto R., Cadime I. Associations between burnout and personal and professional characteristics: a study of Portuguese teachers. Social Psychology of Education, 2021. Vol. 24, pp. 965—984. DOI:10.1007/s11218-021-09640-z
12. Zadok-Gurman T., Jakobovich R., Dvash E., Zafrani K., Rolnik B., Ganz A.B., Lev-Ari S. Effect of Inquiry-Based Stress Reduction (IBSR) Intervention on Well-Being, Resilience and Burnout of Teachers during the COVID-19 Pandemic. International Journal of Environmental Research and Public Health, 2021. Vol. 18, no. 7, article ID 3689, 14 p. DOI:10.3390/ijerph18073689
13. Kariou A., Koutsimani P., Montgomery A., Lainidi O. Emotional Labor and Burnout among Teachers: A Systematic Review. International Journal of Environmental Research and Public Health, 2021. Vol. 18, no. 23, article ID 12760, 15 p. DOI:10.3390/ijerph182312760
14. Floricica C.M., Tanase T., Antonia S. The effects of burnout on the professional activity of teachers. Technium Social Sciences Journal, 2022. Vol. 34, pp. 430—440. DOI:10.47577/tssj.v34i1.7156
15. Ghasemi F., Herman K.C., Reinke W.M. A cognitive-behavioral approach to teacher burnout: A randomized controlled trial of a group therapy program. Anxiety, Stress & Coping, 2022. Vol. 9, no. 4, pp. 533—541. DOI:10.1080/10615806.2022.2103118
16. Roloff J., Kirstges J., Grund S., Klusmann U. How Strongly Is Personality Associated with Burnout Among Teachers? A Meta‑analysis. Educational Psychology Review, 2022. Vol. 34, pp. 1613—1650. DOI:10.1007/s10648-022-09672-7
17. Inandi1 Y., Büyüközkan A.S. The relationship between mobbing, alienation and burnout among teachers in Mersin, Turkey. South African Journal of Education. 2022. Vol. 42, no. 1, pp. 1—12. DOI:10.15700/saje.v42n1a1990
18. Karasek R.A. Job demands, job decision latitude, and mental strain: Implications for job redesign. Administrative Science Quarterly, 1979. Vol. 24, no. 2, pp. 285—308. DOI:10.2307/2392498
19. Kermanshahi P.N., Pishghadam R. Teachers’ Burnout and their Feedback-ability. Iranian Journal of Language Teaching Research. 2022. Vol. 10, no. 2, pp. 95—114. DOI:10.30466/ijltr.2022.121185
20. Lim S., Eo S. The mediating roles of collective teacher efficacy in the relations of teachers’ perceptions of school organizational climate to their burnout. Teaching and Teacher Education, 2014. Vol. 44, pp. 138—147. DOI:10.1016/j.tate.2014.08.007
21. Madigan D.J., Kim L.E. Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit. Teaching and Teacher Education, 2021. Vol. 105, article ID 103425, 51 p. DOI:10.1016/j.tate.2021.103425
22. Maslach C., Schaufeli W.B., Leiter M.P. Job burnout. Annual Review of Psychology, 2001. Vol. 52, pp. 397—422. DOI:10.1146/annurev.psych.52.1.397
23. Meier S.T., Kim S. Meta-regression analyses of relationships between burnout and depression with sampling and measurement methodological moderators. Journal of Occupational Health Psychology, 2021. Vol. 27, no. 2, pp. 195—206. DOI:10.1037/ocp0000273
24. Mota A.I., Lopes J., Oliveira C. Burnout in Portuguese Teachers: A Systematic Review. European Journal of Educational Research, 2021. Vol. 10, no. 2, pp. 693—703. DOI:10.12973/eu-jer.10.2.693
25. Alsalhe T.A., Chalghaf N., Guelmami N., Azaiez F., Bragazzi N.L. Occupational Burnout Prevalence and Its Determinants Among Physical Education Teachers: A Systematic Review and Meta-Analysis. Frontiers in Human Neuroscience, 2021. Vol. 15, article ID 553230, 14 p. DOI:10.3389/fnhum.2021.553230
26. Alexander-Stamatios A., Kyriaki P., Garyfalia C., Anastasia A. Profiles of Teachers’ Work Engagement in Special Education: The Impact of Burnout and Job Satisfaction. International Journal of Disability, Development and Education, 2022. Vol. 37, no. 2, pp. 1—18. DOI:10.1080/1034912x.2022.2144810
27. Rubilar V.N., Oros L.B. Stress and Burnout in Teachers During Times of Pandemic. Frontiers in Psychology, 2021. Vol. 12, article ID 756007, 12 p. DOI:10.3389/fpsyg.2021.756007
28. Saloviita T., Pakarinen E. Teacher burnout explained: Teacher-, student-, and organisation-level variables. Teaching and Teacher Education, 2021. Vol. 97, article ID 103221, 14 p. DOI:10.1016/j.tate.2020.103221
29. Seibt R., Kreuzfeld S. Influence of Work-Related and Personal Characteristics on the Burnout Risk among Full- and Part-Time Teachers. International Journal of Environmental Research and Public Health, 2021. Vol. 18, no. 4, article ID 1535, 17 p. DOI:10.3390/ijerph18041535
30. Smetackova I. Self-Efficacy and Burnout Syndrome Among Teachers. The European Journal of Social & Behavioural Sciences, 2017. Vol. 20, no. 3, pp. 228—241. DOI:10.15405/ejsbs.219
31. Sokal L., Trudel L.E., Babb J. I've had it! Factors associated with burnout and low organizational commitment in Canadian teachers during the second wave of the COVID-19 pandemic. International Journal of Educational Research Open, 2021. Vol. 2, article ID 100023, 9 p. DOI:10.1016/j.ijedro.2020.100023
32. Amzat I.H., Kaur A., Al-Ani W., Mun S., Ahmadu T.S. Teacher burnout and coping strategies to remain in teaching job in Malaysia: An interpretative phenomenological analysis. European Journal of Educational Research, 2021. Vol. 10, no. 3, pp. 1075—1088. DOI:10.12973/eu-jer.10.3.1075
33. Carroll A., Forrest K., Sanders-O’Connor E., Flynn L., Julie M.B., Fynes-Clinton S., York A., Ziaei M. Teacher stress and burnout in Australia: examining the role of intrapersonal and environmental factors. Social Psychology of Education, 2022. Vol. 25, pp. 441—469. DOI:10.1007/s11218-022-09686-7
34. Sánchez-Pujalte L., Mateu D.N., Etchezahar E., Yepes T.G. Teachers’ Burnout during COVID-19 Pandemic in Spain: Trait Emotional Intelligence and Socioemotional Competencies. Sustainability, 2021. Vol. 13, no. 13, article ID 7259, 11 p. DOI:10.3390/su13137259
35. Ansley B.M., Houchins D.E., Varjas Kr., Roach A., Patterson D., Hendrick R. The impact of an online stress intervention on burnout and teacher efficacy. Teaching and Teacher Education, 2021. Vol. 98, article ID103251. 1 p. DOI:10.1016/j.tate.2020.103251
36. Li S., Li Y., Lv H., Jiang R., Zhao P., Zheng X., Wang L., Li J., Mao F. The prevalence and correlates of burnout among Chinese preschool teachers. BMC Public Health, 2020. Vol. 20, no. 1, article ID 160, 10 p. DOI:10.1186/s12889-020-8287-7
37. Zhao W., Liao X., Li Q., Jiang W., Ding W. The Relationship Between Teacher Job Stress and Burnout: A Moderated Mediation Model. Frontiers in Psychology, 2022. Vol. 12, article ID 784243, 9 p. DOI:10.3389/fpsyg.2021.784243
38. Johnson S., Cooper C., Cartwright S., Donald I., Taylor P., Millet C. The experience of work-related stress across occupations. Journal of Managerial Psychology, 2005. Vol. 20, no. 2, pp. 178—187. DOI:10.1108/02683940510579803
39. Gluschkoff K., Elovainio M., Kinnunen U., Mullola S., Hintsanen M., Keltikangas-Järvinen L., Hintsa T. Work stress, poor recovery and burnout in teachers. Occupational Medicine (London). 2016. Vol. 66, no. 7, pp. 564—570. DOI:10.1093/occmed/kqw086