scholarly journals Psychological distress, burnout, and coping strategies among Nigerian primary school teachers: a school-based cross-sectional study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Eyuche Lawretta Ozoemena ◽  
Olaoluwa Samson Agbaje ◽  
Levi Ogundu ◽  
Amaka Harry Ononuju ◽  
Prince Christian Iheanachor Umoke ◽  
...  
Keyword(s):  
Psychological Distress ◽  
Primary School ◽  
Coping Strategies ◽  
Emotional Exhaustion ◽  
Associated Factors ◽  
Personal Accomplishment ◽  
School Teachers ◽  
Primary School Teachers ◽  
High Level ◽  
And Coping

Abstract Background The 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. Methods A 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. Results Of 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. Conclusions The 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.

scholarly journals BURNOUT AMONG PRIMARY SCHOOL TEACHERS IN GOVERNMENT AND PRIVATE SCHOOLS: A COMPARATIVE STUDY

2019 ◽  
pp. 1-3
Author(s):  
Sangeeta Sood
Keyword(s):  
Primary School ◽  
Emotional Exhaustion ◽  
Private School ◽  
Personal Accomplishment ◽  
Three Dimensions ◽  
Burnout Syndrome ◽  
School Teachers ◽  
Primary School Teachers ◽  
Female Teachers ◽  
Significant Difference

Teachers' experience emotional exhaustion and develop a cynical attitude toward teaching and students (depersonalization). Feelings of exhaustion and ineffectiveness continue as mental and physical resources are depleted in the pursuit of unreachable and sometimes unrealistic goals (Maslach, Schaefeli & Leiter 2001).The teacher then experiences a reduction in accomplishments, leaving him or her with a loss of self-esteem and dissatisfaction with these job accomplishments. This chain of event ultimately interferes with the burnout in teacher's ability to continue to meet teaching demands. Thus, the three dimensions of the burnout syndrome: emotional exhaustion, depersonalization and a reduced sense of personal accomplishment, begins. Consequences of teacher burnout can lead to feelings of hopelessness, absenteeism, increased turnover, and decreased job performance. The results of current study indicated that male primary school teachers score higher mean scores than female teachers in depersonalization than female teachers had of personal accomplishment. No significant difference between private and government primary school teachers with reference to job burnout were found. However private school teachers feel more emotional exhaustion as compared to their counterparts in government schools.

scholarly journals Emotional exhaustion and organizational commitment: Primary school teachers’ perspective

2020 ◽  
Vol 9 (4) ◽  
pp. 912
Author(s):  
Mozes M. Wullur ◽  
Basilius Redan Werang
Keyword(s):  
Organizational Commitment ◽  
Primary School ◽  
Emotional Exhaustion ◽  
Primary Schools ◽  
Teacher Absenteeism ◽  
School Teachers ◽  
Primary School Teachers ◽  
Low Performance ◽  
High Level ◽  
Survey Approach

<p>Teaching is a noble profession to educate the youth of nations facing today’s global challenges. Teaching, at the same time, has become a highly challenging profession and occasionally a draining work, especially for those who are working in the remote areas. A high-level of teacher absenteeism in the primary schools of Southern Papua has blown some societal alarm for conducting studies focusing on emotional exhaustion as a latent predictor for low-performance. This study attempted to describe the eventual correlation between the emotional exhaustion and organizational commitment of teachers working in the primary schools of Merauke, Indonesia. A survey approach was employed to collect data from a total of 243 primary school teachers in Merauke, Papua, Indonesia. Data were examined statistically by employing Pearson’s correlation model. Results of analysis showed that the emotional exhaustion and commitment of primary school teachers in Merauke, Indonesia, are significantly negatively correlated. This result may be useful for the teachers to benefit from the information of how they may interact with all the school elements and the extent to which these emotions directly affect their organizational commitment. The result may also be advisable for the school leaders to take some tactical efforts of securing teachers’ emotion to promote a high-level of teachers’ organizational commitment and, in turn, improving students’ capabilities in reading, writing, and arithmetics.</p>

Asssessment of Work Stress and Coping Strategies among Primary School Teachers

2018 ◽  
Vol 86 (9) ◽  
pp. 2447-2456
Author(s):  
ASMAA M. HASSAN, M.Sc.; SANEYA M. RIZK, D.N.Sc. ◽  
EMAN M. SIEF EL-NASER, D.N.Sc.
Keyword(s):  
Primary School ◽  
Coping Strategies ◽  
Work Stress ◽  
Stress And Coping ◽  
School Teachers ◽  
Primary School Teachers ◽  
And Coping

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

2020 ◽  
Vol 17 (4) ◽  
pp. 1356 ◽  
Author(s):  
Monica Pellerone ◽  
Venerando Rapisarda ◽  
Maria Chiara Antonietta Trischitta ◽  
Ermanno Vitale ◽  
Tiziana Ramaci
Keyword(s):  
Primary School ◽  
Elementary School Teachers ◽  
Emotional Exhaustion ◽  
Personal Accomplishment ◽  
School Teachers ◽  
Primary School Teachers ◽  
Quality Of Teaching ◽  
Predictive Role

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.

Coping Strategies of Primary School Teachers in Taiwan Experiencing Stress Because of Teacher Surplus

2011 ◽  
Vol 39 (9) ◽  
pp. 1161-1173 ◽  
Author(s):  
Chih-Lun Hung
Keyword(s):  
Primary School ◽  
Coping Strategies ◽  
Quantitative Research ◽  
Teaching Experience ◽  
School Teachers ◽  
Primary School Teachers ◽  
Quantitative Research Methods ◽  
Related Stress ◽  
Central Taiwan ◽  
And Coping

The purpose in this study was to explore the association between primary school teachers' stress and their coping strategies in response to the teacher surplus in Central Taiwan. Quantitative research methods were employed, and data were collected from 436 Central Taiwanese teachers. Results were as follows: (a) primary teachers perceived that their teacher surplus-related stress primarily derived from increases in their teaching loads and perceived that denial of their need for coping strategies was one of the most commonly used coping strategies; (b) teachers who were aged under 30 with fewer than 5 years of teaching experience were the most stressed; and (3) there was a significant relationship between stress related to teacher surplus and coping strategies.

scholarly journals BURNOUT AMONG PRIMARY SCHOOL TEACHERS IN GOVERNMENT AND PRIVATE SCHOOLS: A COMPARATIVE STUDY.

2019 ◽  
pp. 1-3
Author(s):  
Sangeeta Sood
Keyword(s):  
Primary School ◽  
Emotional Exhaustion ◽  
Private School ◽  
Personal Accomplishment ◽  
Three Dimensions ◽  
Burnout Syndrome ◽  
School Teachers ◽  
Primary School Teachers ◽  
Female Teachers ◽  
Significant Difference

Teachers' experience emotional exhaustion and develop a cynical attitude toward teaching and students (depersonalization). Feelings of exhaustion and ineffectiveness continue as mental and physical resources are depleted in the pursuit of unreachable and sometimes unrealistic goals (Maslach, Schaefeli & Leiter 2001).The teacher then experiences a reduction in accomplishments, leaving him or her with a loss of self-esteem and dissatisfaction with these job accomplishments. This chain of event ultimately interferes with the burnout in teacher's ability to continue to meet teaching demands. Thus, the three dimensions of the burnout syndrome: emotional exhaustion, depersonalization and a reduced sense of personal accomplishment, begins. Consequences of teacher burnout can lead to feelings of hopelessness, absenteeism, increased turnover, and decreased job performance. The results of current study indicated that male primary school teachers score higher mean scores than female teachers in depersonalization than female teachers had of personal accomplishment. No significant difference between private and government primary school teachers with reference to job burnout were found. However private school teachers feel more emotional exhaustion as compared to their counterparts in government schools.

scholarly journals Effect of Age on Job Satisfaction and Emotional Exhaustion of Primary School Teachers in Greece

2020 ◽  
Vol 10 (2) ◽  
pp. 644-655
Author(s):  
Sophia Anastasiou ◽  
Evaggelos Belios
Keyword(s):  
Job Satisfaction ◽  
Primary School ◽  
Working Conditions ◽  
Emotional Exhaustion ◽  
Negative Impact ◽  
Pearson Correlation ◽  
Job Characteristics ◽  
Personal Accomplishment ◽  
School Teachers ◽  
Primary School Teachers

The level of occupational burnout (OB) and job satisfaction (JS) was investigated in primary school teachers (n = 125) in the region of Epirus in Northwestern Greece. Teachers exhibited a high level of emotional exhaustion (EE), a medium level of depersonalization (DP), and a lack of personal accomplishment (PA). In our study, EE, which is a significant component of OB, varied according to intrinsic and extrinsic JS parameters. Teachers were less satisfied and more stressed with extrinsic job characteristics of their job, such as working conditions and working hours. Female teachers were more likely to exhibit increased satisfaction from intrinsic job characteristics, whereas male teachers were more likely to exhibit increased emotional exhaustion and lack of personal accomplishment. Job satisfaction had a significant negative impact on emotional exhaustion. Job satisfaction accounted (EE = 47.173 − 3.527*JS) for 35.1% of the total variation in the dependent variation of EE (F(1124) = 66.094, p < 0.001), indicating that job satisfaction had a significant negative effect on EE, such that an additional unit in job satisfaction will lower EE by 3.527. A Pearson correlation analysis revealed that age correlated negatively with emotional exhaustion (r = −0.204, p = 0.023). Proactive human resources policies may be required to protect the newly hired and less experienced teachers from exposure to stressful working conditions.

scholarly journals Prospective preschool and primary school teachers’ knowledge and opinion about gamification

2021 ◽  
Vol 14 (1) ◽  
pp. 104-114
Author(s):  
Edina-Tímea OPRIȘ ◽  
Éva BÁLINT-SVELLA ◽  
Iuliana ZSOLDOS-MARCHIȘ
Keyword(s):  
Preservice Teachers ◽  
Primary School ◽  
Time Allocation ◽  
Negative Attitude ◽  
Point Of View ◽  
School Teachers ◽  
Online Questionnaire ◽  
Primary School Teachers ◽  
Open Questions ◽  
High Level

Abstract. Gamification is a rather new method in education and unfortunately is not a widely known method among Hungarian primary school teachers in Romania. This paper presents the knowledge and opinion of pre-service preschool and primary school teachers about gamification and its use in education. In this study 81 Primary and Preschool Pedagogy students from BabeșBolyai University were participated, 80 of them were female and 1 male. 40 students are in first year and 41 in second year of their studies. The research was carried out during February-March 2020 at Babeș-Bolyai University, Romania. To get to know their point of view and knowledge about gamification, an online questionnaire was developed by the authors. The obtained data was quantitatively (closed questions) and qualitatively (open questions) analyzed. According to the results, half of the students think that there is no difference between gamification and game-based learning and for three quarter it is difficult to see the differences. This is surprising as students were taught about gamification before filling in the questionnaire. Students perceive a high level of utility of gamification in education. The most frequently mentioned benefits by the participants are that gamification motivates and actively involves students. Even if participants gave many advantages of integrating gamification in education, the biggest disadvantage is related with the time necessary for preparation of a gamified lesson and for the time-allocation during the lesson. As obstacles of using gamification, they mentioned the negative attitude or/and lack of methodological knowledge of some teachers and the constrains of the curriculum. Most of the preservice teachers prefer both paper-pencil based and technology-aid gamification. They consider solving exercises the most suitable for gamification.

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