Dataset Information

Burnout, Perceived Efficacy, and Job Satisfaction: Perception of the Educational Context in High School Teachers.

ABSTRACT: Burnout is closely related to personal and contextual variables, especially job satisfaction and commitment, and other less studied psychological variables, such as perception of teaching efficacy or educational context. Objective. The general objective of this study was to examine the relationships of burnout with perceived educational context, perceived teaching efficacy (personal and collective), and job satisfaction and commitment. Materials and Methods. A battery of instruments was administered to 500 high school teachers at different schools in several Italian provinces. Results. The cluster analysis found that one-third of high school teachers had high burnout. Evidence was also found associating elevated burnout with low scores in perceived efficacy (personal and collective), low job satisfaction, and low professional commitment. Furthermore, perception of the educational context is less positive when the teachers experience high levels of burnout. Finally, the results showed the mediating effect of perceived personal efficacy on the relationship between burnout and job satisfaction. Conclusions. The results are discussed from the perspective of developing teaching autonomy on improving personal efficacy, decreasing burnout, and increasing job satisfaction in an educational system which reinforces individual and collective competence.

SUBMITTER: Molero Jurado MDM

PROVIDER: S-EPMC6481115 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

Burnout, Perceived Efficacy, and Job Satisfaction: Perception of the Educational Context in High School Teachers.

Molero Jurado María Del Mar MDM Pérez-Fuentes María Del Carmen MDC Atria Leonarda L Oropesa Ruiz Nieves Fátima NF Gázquez Linares José Jesús JJ

BioMed research international 20190409

Burnout is closely related to personal and contextual variables, especially job satisfaction and commitment, and other less studied psychological variables, such as perception of teaching efficacy or educational context. <i>Objective</i>. The general objective of this study was to examine the relationships of burnout with perceived educational context, perceived teaching efficacy (personal and collective), and job satisfaction and commitment. <i>Materials and Methods</i>. A battery of instrument ...[more]

PMID: 31093494

Similar Datasets

Project description:BackgroundThe work of teachers during the COVID-19 pandemic created additional challenges and required them to go beyond conventional teaching methods, which in turn required teachers to be more resilient and caused stress and excessive workload. The aim of the study was to assess the level of occupational burnout, the sense of job satisfaction and the self-efficacy of primary and secondary school teachers working during the COVID-19 pandemic in Poland.MethodsThis is a cross-sectional descriptive study conducted among 412 teachers from randomly selected primary and secondary schools in the Podkarpacie region in Poland. The questionnaire contained socio-demographic data of the respondents and three standardized scales: The Scale of Job Satisfaction (SJS), General Self-Efficacy Scale (GSES) and Arbeitsbesorgenes Verhaltens und Erlebenmuster (AVEM). The Shapiro-Wilk, Kruskal-Wallis and Mann-Whitney U-test were used. Statistical analysis was performed with Statistica TIBCO 13.3 and R (version 3.6.1) software.ResultsThe satisfaction with the work of the surveyed teachers was average in the job satisfaction scale. The vast majority of the surveyed teachers presented type B (overburdened risk type) of work-related behavior, and type A (overburdened risk type) in which the probability of burnout is very high. The feeling of self-effectiveness determines the level of job satisfaction and the level of professional burnout among the surveyed teachers. Job satisfaction had a statistically significant impact on the assessment of self-efficacy of the surveyed teachers (p < 0.0001). The types of work-related behavior have a statistically significant impact on the assessment of the teachers' own effectiveness (p < 0.0001).ConclusionThere is a close relationship between teachers' level of self- efficacy, job satisfaction and, therefore it may predispose them to the occurrence of burnout syndrome in the future. Support for this professional group is needed. These findings may be important for education policy, teacher's practice, and subsequent research. Ultimately, the study may provide some suggestions for methodological and educational strategies.

Project description:BackgroundBurnout is a growing problem among medical staff worldwide and empathy has been described as an essential competence to attenuate burnout. Previous studies found job satisfaction and job commitment were affected by the empathy and associated with burnout. This study explores the effect and mechanism of empathy on burnout on medical staff and investigates the mediating role of job satisfaction and job commitment in the relationship between empathy and burnout among medical staff.MethodsBased on a self-administered questionnaire which included the Maslach Burnout Inventory (MBI) to measure burnout, 335 responses from medical staff in Tianjin City, China, yielded data on socio-demographic characteristics, empathy, burnout, job satisfaction and job commitment. Bivariate correlation and structured equation modeling (SEM) analyzed the relationships between empathy, job satisfaction, job commitment and burnout multi-group invariant analysis was used to evaluate whether the model was consistent across different type and level of hospitals and different job and employment type subgroups.ResultsA total of 202 (60.3%) medical staff had low level burnout, 115 (34.3%) staff had the moderate level and 18 (5.4%) staff had the high level burnout. The results of the SEM showed that empathy not only had a direct negative effect on burnout ([Formula: see text], but also had an indirect impact through job satisfaction ([Formula: see text] and job commitment ([Formula: see text]. Job commitment was negatively associated burnout ([Formula: see text] but, unexpectedly, job satisfaction was positively associated with burnout ([Formula: see text]. The results also indicated the model was consistent across employment type ([Formula: see text] = 5.904, p > 0.05) and hospital type ([Formula: see text] = 7.748, p > 0.05), but was inconsistent across hospital level ([Formula: see text] = 42.930, p < 0.05) and job type ([Formula: see text] = 52.912, p < 0.05).ConclusionsOur results pointed out the important role that empathy plays in addressing burnout and revealed that managing job satisfaction and increasing the job commitment attenuated burnout. We recommend that the government should accelerate the reform of the resourcing of different hospital levels; facilitate hospital managers to implement additional training; and support hospitals to strengthen psychological testing and counseling to reduce medical staff burnout.

Project description:Corresponding to the growing calls for theory-driven research on the age-job satisfaction association, the present study investigated direct and indirect (via job burnout) relationships between subjective age (felt age) and job satisfaction. The study also examined the moderating role of chronological age on both direct and indirect (via job burnout) relationships between subjective age and job satisfaction. Survey data were collected in three waves (2 months apart) from 355 employees in 62 firms operating in various service and manufacturing industry sectors in Pakistan. Data were analyzed using structural equation modeling, PROCESS macro for SPSS, and bootstrapping technique. The results showed subjective age was negatively related to job satisfaction, both directly (? = -0.19, p < 0.001) and indirectly, via job burnout (? = -0.09, bootstrap 95% confidence interval limits did not overlap with zero; lower limit = -0.15, upper limit = -0.04). Interestingly, the interaction term (relative subjective age × chronological age) had a significant negative effect on the direct negative association between subjective age and job satisfaction (B = -0.12, p < 0.05) and a significant positive effect on the direct positive relationship between subjective age and job burnout (B = 0.14, p < 0.01), showing that chronological age moderated the direct relationships of subjective age with job satisfaction and job burnout, respectively. Importantly, the results showed that chronological age moderated the indirect association (via job burnout) between subjective age and job satisfaction [bootstrap estimate = -0.025, bias-corrected confidence interval (-0.06, -0.002)]. The present study contributed to the literature on the age-job satisfaction association by suggesting subjective age as an alternative vantage point to look at this link between age and job satisfaction. The findings carry useful practical implications that can help managers counter age stereotyping, employees' feelings of job burnout, and a low level of employees' job satisfaction.

Dataset Information

Burnout, Perceived Efficacy, and Job Satisfaction: Perception of the Educational Context in High School Teachers.

Publications

Burnout, Perceived Efficacy, and Job Satisfaction: Perception of the Educational Context in High School Teachers.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets