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Burnout and Self-Perceived Instructional Competence: An Exploratory Study of a Group of Italian Female Elementary School Teachers.

ABSTRACT: Since the first half of the 1980s, burnout in teachers has been the object of particular attention by many international authors. Teachers are subject, more than other professions, to numerous and heavy pressures, covering the peculiarity of the profession. The objectives of the present research are to measure the predictive role of emotional exhaustion, depersonalization, and personal accomplishment on the quality of teaching in a group of elementary school teachers. We carried out a cross-sectional study involving 324 Sicilian female teachers, who worked in three school orders: Kindergarten, primary school, and the first year of middle school. Participants completed a socio-demographic questionnaire, the assessment teaching scale for primary school teachers (ECAD-EP), and the Maslach Burnout Inventory (MBI). In reference to the level of burnout, the correlation analysis underlined the presence of a positive correlation between: Emotional exhaustion and depersonalization; and a negative correlation between exhaustion and depersonalization. Furthermore, a predictive role of emotional exhaustion, depersonalization, and personal accomplishment on the quality of teaching in a group of primary school teachers was found.

SUBMITTER: Pellerone M

PROVIDER: S-EPMC7068246 | biostudies-literature | 2020 Feb

REPOSITORIES: biostudies-literature

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Burnout and Self-Perceived Instructional Competence: An Exploratory Study of a Group of Italian Female Elementary School Teachers.

Pellerone Monica M Rapisarda Venerando V Trischitta Maria Chiara Antonietta MCA Vitale Ermanno E Ramaci Tiziana T

International journal of environmental research and public health 20200220 4

Since the first half of the 1980s, burnout in teachers has been the object of particular attention by many international authors. Teachers are subject, more than other professions, to numerous and heavy pressures, covering the peculiarity of the profession. The objectives of the present research are to measure the predictive role of emotional exhaustion, depersonalization, and personal accomplishment on the quality of teaching in a group of elementary school teachers. We carried out a cross-sect ...[more]

PMID: 32093156

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Project description:BackgroundFew studies have evaluated teacher- and school-level characteristics associated with implementation of recommended physical activity (PA) promoting practices. The purpose of this study is to examine associations between teachers' PA practices and: [1] teacher-level factors, including their own PA, and [2] school-level factors.MethodsThis cross-sectional study examined time spent daily in light PA (LPA) and moderate-vigorous PA (MVPA) in association with 7 teacher PA practices among 288 classroom/special area teachers and teaching assistants in 20 urban, suburban and rural schools (recruited through a school wellness trial) in 4 districts. LPA and MVPA was assessed using 24-h ankle accelerometry (up to seven consecutive days). A sum score for teacher PA practices was assessed via survey (7 items; sum score range: 7-35; Cronbach's alpha = 0.73; higher scores indicate more PA promoting practices). Teacher-level factors included gender, race, self-reported height/weight, years teaching, and education. School-level factors included school type, free-and-reduced-price meal eligibility, student racial/ethnic composition, and urbanicity. Analyses included multilevel regression models, accounting for clustering within schools and adjusting for demographic covariates and school district.ResultsTeachers were 91% female, 63% elementary, 60% white, mean age 43.2 years (SD = 11.3), and 41% obese). Teachers wore accelerometers an average of 5.8 days, spent 399.6 min in LPA (SD = 85.0) per day, 24.1 min in MVPA (SD = 14.4) per day, and the mean teacher PA practices sum score was 22.4 (SD = 5.0). Every 15-min increase in MVPA was related to an increase in teacher PA practices sum score (coeff =1.07; SE = 0.28; p < 0.001). Female gender (versus males; coeff = - 1.95; SE = 0.92, p = 0.034), an obese weight status (versus non-obese; coeff = - 1.38; SE = 0.54, p = 0.010), and teaching in a middle school (versus elementary; coeff = - 3.86; SE = 0.54, p < 0.001) were associated with lower teacher PA practices scores. LPA was not associated with teacher PA promoting practices.ConclusionsTeachers with higher MVPA, but not higher LPA, and those without obesity were more likely to implement PA promoting practices that could positively impact their students' PA. Similar to prior studies, these practices were more commonly implemented in elementary schools and by male teachers. Future studies in schools should explore whether improvement of teacher health behaviors subsequently impacts student health behaviors.Trial registrationClinical Trials, NCT03432715 ; Registered on 02/2/2018.

Project description:The COVID-19 lockdown and the consequent distance school learning made epochal changes in children's lifestyles; however, little is known about the lockdown effects on school teacher habits. The aim of this observational study is to examine differences in the lifestyle of nursery (NS) and primary (PS) school teachers after one of the COVID-19 lockdowns and investigate the relationship between perceived physical/mental health and demographics, weight status and lifestyle determinants, such as adherence to the Mediterranean Diet (MD) and physical activity level (PAL). A total sample of 265 participants (49.22 ± 6.95 years) filled out an online information questionnaire and standardized questionnaires to collect data on the Physical Component Summary (PCS), Mental Component Summary (MCS), PAL and MD-adherence. A t-test or ANOVA analysis was used to assess differences between quantitative variables: Mann-Whitney U or Kruskal-Wallis tests for qualitative variables. Spearman's correlations and multinomial logistic regression analyses were performed to identify categorical factors associated with classes of PCS and MCS. Teachers showed sufficient/high PAL, with a significantly higher level in the PS group (p < 0.05). This last showed a higher PCS score (p < 0.05). No differences between groups were found for MD-adherence, which was moderate/fair in both groups, and MCS, which was sufficient/good. Logistic regression showed that the only positive predictor of a high PCS was being physically active (OR 2.10, 95%CI 1.05-4.2, p < 0.05), while MCS was positively associated with normal weight status (OR 0.48, 95%CI 0.33-0.78, p = 0.020). This study highlights that PS teachers are more active than the NS group and perceive a higher physical health level. Mere predictors of physical and mental well-being are PA practice and being normal weight, respectively. This suggests that interventions to improve perceived health in this work category should be focused on the promotion of physical activity practice and on the maintenance of an optimal weight status.

Project description:BackgroundThe teaching profession is highly stressed job. A high level of stress is associated with poor health outcomes, such as burnout and psychological distress. Therefore, teachers' use of coping styles becomes imperative. However, relatively little is known about primary school teachers' psychological distress, burnout, coping strategies, and associated factors in Nigeria. The study investigated psychological distress, burnout, coping strategies among primary schools, and associated factors in Nigeria.MethodsA total of 264 teachers aged 20-59 years participated in the study between May 2019 to October 2019. Questionnaires on psychological distress, burnout, coping strategies, and demographic profile form were used for data collection. Factors associated with psychological distress, burnout, and coping strategies were identified using t-test, univariate ANOVA, Pearson's correlation, Chi-square test, and hierarchical linear regression analysis.ResultsOf 264 participants enrolled for the study, 253 responded, giving a response rate of 95.8%. The prevalence of psychological distress and burnout was 69.9% (176/253) and 36.0% (91/253), respectively. Sex (β = 0.158), a high level of emotional exhaustion (β = 0.193) and reduced personal accomplishment (β = 0.358), adoption of problem-focused strategies (β = 0.904), and dysfunctional strategies (β = 0.340) were positively associated with psychological distress. Age (β = - 0.338), academic qualification (β = - 0.210), and income level (β = - 0.146) were inversely associated with psychological distress, which together explained 51.5% of the total variance. Psychological distress (β = 0.275 vs. β = 0.404) was significantly associated with emotional exhaustion (EE) and reduced personal accomplishment (PA) and explained 11.4 and 24.2% of the variance in EE and reduced PA, respectively.ConclusionsThe high prevalence of psychological distress and burnout among teachers should receive urgent attention. Teachers' training curricula should include developing interpersonal skills, stress management abilities, and resilience to equip them for the job. Also, teacher training curricula should integrate mental health promotion interventions.

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Burnout and Self-Perceived Instructional Competence: An Exploratory Study of a Group of Italian Female Elementary School Teachers.

Publications

Burnout and Self-Perceived Instructional Competence: An Exploratory Study of a Group of Italian Female Elementary School Teachers.

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