Changes in Teacher Burnout and Self-Efficacy During the COVID-19 Pandemic: Interrelations and e-Learning Variables Related to Change

Although the reciprocal relationship of teacher burnout and teacher self-efficacy (TSE) is well documented, the literature still lacks studies investigating their (latent) changes and interrelations of change over time. By applying a latent change regression model in our study, we aimed to contribute to this research gap by examining changes in burnout and their relations to changes in TSE during the COVID-19 pandemic—a very challenging time for teachers. As the implementation of digital learning material played a major role during the pandemic, we were also interested if attitudes and self-efficacy toward e-Learning were related to changes in burnout and TSE. Our sample consisted of 92 German in-service teachers who completed a questionnaire twice during the 2019–2020 school year. Our main findings are that the burnout components depersonalization and lack of accomplishment significantly increased from the pre- to post-COVID-19 outbreak, whereas emotional exhaustion did not. Changes in burnout were negatively correlated to changes in TSE, but we found little evidence for relations of change in burnout and TSE with variables concerning e-Learning. Our findings indicate that the challenge was not the work overload but rather a lack of resources. Implications for research and practice are discussed.

Defective Decision Making

Teacher burnout as the result of poor career choice and decision making plagues new teachers in the field of education, as well as special education. This chapter introduces theories of moral development and self-efficacy that explain the thought processes of teachers whose expectations in the field do not match the reality of teacher practice. Therefore, their decision making to enter the field contributes to early teacher burnout. Three case studies are described as examples to understand how the psychology of choice determines the factors that result in burnout. The chapter describes how the teachers' decisions relate to the psychology of moral development theory and self-efficacy theory for their career choice. Their behavior and attitude as a teacher relates to their catastrophic choices. The chapter presents suggestions that teachers can implement to make better decisions for their career choice.

Teacher Burnout: A Case Study among EFL Instructors at the English Preparatory Schools at Universities in North Cyprus

The job of being an English language instructor is both demanding and challenging. Recently many researchers have been paying attention to determine teachers’ attitudes, burnouts, and self-efficacy towards the subject and to find a relationship between those psychological concepts and certain variables. However, there is not much research done in the field of English language teaching in North Cyprus, Turkey, and in the Middle East regarding EFL teacher burnout and self-efficacy. This study aimed to investigate the perceived levels of burnout among EFL Instructors at the English Preparatory Schools in Girne American University, Near East University and the European University of Lefke in North Cyprus using the Maslach Burnout Inventory-Education Survey developed by Friedman. The study, in which 51 EFL instructors participated found that instructors experienced low levels of emotional exhaustion, low levels of depersonalization in relationships with students, colleagues, and others, and a high level of personal accomplishment in their work. An EFL instructor’s age, marital status, work experience, weekly teaching hours, job status, native or non-native status do not seem to influence instructors’ responses on each of the sub-scales of the Maslach Burnout Inventory. However, variables gender and the university they work to influence their responses related to emotional exhaustion, but they do not influence their responses related to depersonalization and personal accomplishment scores on the Maslach Burnout Inventory.

The Impact of Negative Affectivity on Teacher Burnout

Teachers’ well-being, including burnout, impacts the stress and well-being of students. Understanding the development of burnout requires not only an examination of stressors, but also a consideration of personality factors. While teachers are subject to many pressures in their profession, they have personalities that make them more or less vulnerable. Our research with 470 secondary school teachers reveals four distinct negative affectivity profiles. Our results show that negative affectivity (tendency to feel depression, anxiety, or stress) plays a role in the development of burnout. However, while teachers with a more anxious profile experience greater emotional exhaustion, those with a depressive profile have more difficulty developing a strong sense of personal accomplishment. The findings highlight the need to take into account the various facets of negative affectivity, particularly in order to be able to propose prevention and intervention approaches adapted to these specific profiles.

PERAN PERCEIVED STRESS DAN SELF-EFFICACY TERHADAP TEACHER BURNOUT GURU TK PADA MASA PANDEMI COVID-19

This study aims to determine whether there is a role for perceived stress and self-efficacy on kindergarten teacher burnout in Jakarta during the Covid-19 pandemic. This research uses a quantitative approach and multiple linear regression analysis. This study uses the MBI-ES (Maslach Burnout Inventory-Educators Survey) measuring instrument developed by Maslach and Jackson (1996) to measure teacher burnout, and the PSS (Perceived Stress Scale) measurement tool developed by Cohen (1983) is used to measure perceived stress. Meanwhile, to measure teachers' self-efficacy against teacher burnout, the GSES (General Self-Efficacy Scale) measurement tool was used which was built following Bandura's social cognitive theory (Bandura, 1997), developed by Schwarzer and Jerusalem, 1995. The subjects of this study were 362 teachers from public and private kindergartens in Jakarta. The results of this study have a very significant relationship between perceived stress and self-efficacy variables on teacher burnout of kindergarten teachers in Jakarta during the Covid-19 pandemic. p = 0.000 (p <0.01). The R square is 0.927 which when proxied (0.927 x 100% = 92.7%) means that the amount of perceived stress and self-efficacy towards teacher burnout was 92.7% and the remaining 7.3% was influenced by other factors not examined in this study. Penelitian ini bertujuan untuk mengetahui apakah ada peran perceived stress dan self-efficacy terhadap teacher burnout guru TK di Jakarta pada masa pandemi Covid-19. Penelitian ini menggunakan pendekatan kuantitatif dan analisis regresi linear berganda. Menggunakan alat ukur MBI-ES (Maslach Burnout Inventory-Educators Survey) yang dikembangkan oleh Maslach dan Jackson (1996) untuk mengukur teacher burnout, dan alat ukur PSS (Perceived Stress Scale) yang dikembangkan oleh Cohen (1983) untuk pengukuran perceived stress. Sedangkan untuk mengukur self-efficacy terhadap teacher burnout digunakan alat ukur GSES (General Self-Efficacy Scale) yang dibangun mengikuti teori kognitif sosial Bandura (Bandura, 1995), dikembangkan oleh Schwarzer dan Jerusalem (1995). Subjek penelitian ini adalah 362 guru dari TK Negeri dan Swasta di Jakarta. Hasil dari penelitian ini terdapat hubungan yang sangat signifikan antar variabel perceived stress dan self efficacy terhadap teacher burnout guru TK di Jakarta pada masa pandemi Covid-19. Hal tersebut ditunjukkan dengan diperoleh nilai F = 2264,757 dengan p = 0,000 (p<0,05). R square sebesar 0,927 yang apabila dipresentasikan (0,927 x 100% = 92,7%) artinya besar sumbangan perceived stress dan self-efficacy terhadap teacher burnout sebesar 92,7% dan sisanya 7,3% dipengaruhi oleh faktor lain yang tidak diteliti dalam penelitian ini.

How Presenteeism Shaped Teacher Burnout in Cyberbullying Among Students During the COVID-19 Pandemic

The pandemic caused by SARS-CoV2 has had an impact on the education sector, and its stakeholders, such as teachers who had to do remote work from their home, despite many constraints. These professionals tried to perform their teaching functions, despite having to deal with adverse situations, such as cyberbullying among their students, as well as their difficulties related to presenteeism and burnout. In this context, this study aimed to understand whether observing cyberbullying among students can be associated with teachers’ productivity loss due to presenteeism and burnout. This study also proposed to examine the role of productivity loss due to presenteeism in the relationship between observing cyberbullying situations among students and teacher burnout. A random sample of 1,044 (Mage=51.05, SD=7.35; 76.6% female) middle school and high school teachers answered an inventory about their experience working at home during the COVID-19 pandemic, specifically with regards to cyberbullying incidents they observed among their students, their productivity loss due to presenteeism, and their burnout levels. Results from structural equation modeling revealed that observing students engaging in cyberbullying situations was positively associated with productivity loss due to presenteeism and teacher burnout. Also, teacher’s productivity loss due to presenteeism mediated the relationship between observing cyberbullying incidents among their students and their burnout levels. Specifically, the effect of productivity loss due to presenteeism explained the effect of observing cyberbullying incidents on teachers’ burnout levels. These results are innovative and shed light on the importance of teacher wellbeing at their job in the midst of a pandemic, namely, when they observe their students engaging in hostile situations, which may lead them to greater levels of burnout.

Why should teachers cultivate resilience through mindfulness?

The concept of resilience and mindfulness is becoming increasingly popular in schools worldwide in response to critical issues such as escalating teacher stress and burnout. This article explores the concept of mindfulness as a supportive practice to build resilience in times of stress in relation to reducing or preventing teacher burnout. It aims to provide practical strategies for psychologists and counsellors in schools to empower teachers with coping strategies when encountering stress. What current research literature reveals about the effectiveness of resilience and mindfulness for supporting the wellbeing of preservice and inservice teachers is discussed. Overall, the research shows that practising mindfulness to build resilience is beneficial because it helps teachers focus on the present and improves attention, self-awareness and emotional regulation, which can reduce stress and enhance wellbeing. However, further empirical studies are needed to provide deeper insights of these benefits for teachers. Recommendations for psychologists and counsellors in supporting teachers on practising mindfulness and resilience are provided.

An investigation of occupational burnout levels of Turkish EFL teachers by various variables

This study aims to investigate the occupational burnout levels of Turkish EFL teachers by various variables. The general survey method was used in the study. The data were collected by creating a scale in the Google forms. The study group of the research consists of 365 EFL teachers working in the fall semester between January and March 2021. In this study, the Teacher Burnout Scale developed by Kaner, Şekercioğlu, and Yellice (2008) was used. According to the results of the research, no significant relationship was found between the burnout levels of Turkish EFL teachers and the variables of gender, marital status, and economic level. On the other hand, it was seen that the variables of professional seniority, getting support from colleagues and administrators affected the burnout levels of the teachers. The findings were discussed in relation to the literature and suggestions were made. Keywords: EFL teachers; Turkish EFL teachers; professional burnout