A study of the psychology of demoralization affecting university faculty in the liberal arts. This form of demoralization is not adequately understood in terms of the concept of career burnout. Instead, demoralization that affects university faculty in the liberal arts requires a broadened understanding of the historical and psychological situation in which these professors find themselves today.

This review aims at investigating the related studies on the role of teacher burnout and teacher apprehension in learners’ academic achievement. The negative effect of teacher burnout on learners’ academic achievement has been corroborated in the review of the literature. Furthermore, the effect of teacher apprehension on learners’ academic success has not been widely studied. However, some stressors such as having insufficient L2 knowledge, cultural differences, and classroom management problems can affect learners’ academic achievements. (...) Finally, the pedagogical implications are illuminated for teachers, administrators, researchers, managers, teacher trainers, and counselors to decrease teacher burnout and apprehension and to develop language teaching quality in the language educational system. Some suggestions for further research are also provided to expand the current literature on teacher burnout and apprehension in English as a Foreign Language contexts. (shrink)

The COVID-19 pandemic has exacerbated levels of stress and anxiety for P-12 teachers around the globe. The present study aims to understand teachers’ emotional experiences and feelings of burnout during the pandemic, and how individual (i.e., emotion regulation strategies) or contextual factors (e.g., school administrative support) intersect with different facets of their emotional experiences. Using a sequential explanatory mixed methods design, we collected and examined survey and interview data from teachers in the southeastern United States. The structural equation model (...) confirmed the relationships among the following latent variables: negative emotion, emotion regulation, autonomy support, burnout, and teacher enthusiasm. Qualitative findings provide further insight in the contextualized nature of these relationships and how they play out across various schools and districts. (shrink)

Teaching has long been considered as one of the most challenging professions worldwide due to the involvement of numerous linguistic, socio-political, social, and psych-emotional factors. Because of these factors, english as a foreign language teachers are psychologically, emotionally, and physically pressed in their job. These damaging pressures often result in negative academic outcomes for teachers, students, and educational systems. Despite dire consequences, few studies have examined the role of psycho-emotional factors in improving teaching performance and reducing negative emotions at the (...) workplace. To fill this gap, this mini-review article aimed to present a theoretical analysis of three constructs of occupational adjustment, psychological hardiness, and burnout. In so doing, the definitions, conceptualizations, dimensions, and empirical studies related to each variable were presented. The study ends with the existing research gaps and offers some implications for EFL teachers and other stakeholders by increasing their knowledge of emotions in occupational environments and the consequences that such emotions can have for an organization. (shrink)

Burnout is a serious problem in the teaching profession. Research suggests that career calling could be regarded as a protective factor against burnout; however, the mediating mechanism underlying this relationship remains to be explored. The purpose of this study was to test the mediating roles of work engagement and teachers' psychological capital. A total of 3,300 teachers completed a self-report questionnaire. Results showed that the relationship between career calling and burnout was mediated by work engagement and (...) class='Hi'>teacher psychological capital. These findings provide insights for preventing burnout among teacher groups. (shrink)

This study aims to investigate the role of Chinese English as a foreign language teachers’ aggression and burnout in their professional success. To accomplish this, 362 EFL teachers were invited to respond to three valid measures of the variables. Performing Spearman’s rho correlation tests, negative and significant correlations were found between teacher burnout, teacher aggression, and teacher professional success. Moreover, as the results of regression analyses indicated, both teacher aggression and teacher burnout (...) were found to be the negative predictors of EFL teachers’ professional success. It implies that the higher the amount of teacher aggression and teacher burnout, the less professionally successful a teacher would be. The implications of the results are finally discussed. (shrink)

Psychosocial risks at work are an important occupational problem since they can have an impact on workers' health, productivity, absenteeism, and company profits. Among their consequences, burnout stands out for its prevalence and associated consequences. This problem is particularly noteworthy in the case of teachers. The aim of the study was to analyze the influence of some psychosocial factors and risks in burnout development, taking into consideration the levels of burnout according to the Spanish Burnout Inventory. (...) This paper contributes to advancing knowledge on this issue by analyzing the influence of work characteristics and personal characteristics on the progress of burnout. The sample consisted of 8,235 non-university teachers, aged 22 to 70. For this purpose, statistical modeling by logistic regression was used. The results of this study showed that No burnout level was positively related with resources variables and negatively with demand variables. In the Medium-High levels and the higher levels of burnout, there is a positive relation with demand variables and a negative one with resource variables. In conclusion, demand variables cause an increase in the burnout levels, influencing positively the movements between the levels of No burnout to Medium-High levels of burnout and Medium-High levels to Profile 1. At the same time, resource variables had a negative influence on burnout. However, the results in the movement between Profile 1 and Profile 2 were not expected. The variable Imbalance had a negative relationship with the movement between Profile 1 to Profile 2, and Social support and Autonomy at work had a positive relationship with this movement. Therefore, when professionals feel higher levels of burnout, lack of imbalance together with social support and autonomy could contribute to increased feelings of guilt and risk of higher burnout. (shrink)

Worldwide, a significant proportion of teachers retires prematurely for health reasons or at their own request. The study examines whether male and female teachers differ in terms of working conditions and coping with high work demands as well as individual factors that promote early retirement. A cross-sectional study was conducted to collect data from 6,109 full-time teachers in high schools (56% women). Weekly working hours from a four-week working time record and psychosocial work stress (effort-reward model, ER ratio) were used (...) as workloads. In addition, emotional exhaustion (Maslach Burnout Inventory) and coping strategies that endangered health were recorded in the form of overcommitment and inability to recover. Also, the teachers gave a prediction and reasons for early retirement and made their own suggestions on how to prevent this. The results show that both workloads and emotional exhaustion are comparable between the genders, but women have a greater tendency than men to overcommit and be unable to recover. As ER ratio and emotional exhaustion increase, the chances for both genders to reach the regular retirement age decrease significantly; for health-endangering coping strategies, the relationship is somewhat weaker. The majority of male and female teachers (79%) indicates excessive workloads as the main reason for leaving the profession early. In order to protect teachers from high workloads, measures at the organizational, social, and individual level are necessary. Proposals for schools and policy makers are critically discussed on the basis of teacher recommendations. (shrink)

As has been shown by several studies, teaching is a highly stressful occupation (Johnson et al., 2005), and most teachers experience work stress. Long-term stress decreases job satisfaction and can result in chronic exhaustion which can develop into burnout syndrome. Implications of burnout syndrome are strongly negative both for the personal and professional life of teachers. As burnout syndrome puts teachers’ well-being, quality of the teaching process and relationships with students at risk, it is important to seek (...) ways to avoid teachersÉ’ burnout. Many studies have confirmed the protective role that coping strategies play in managing stressful situations, teacher’s self-efficacy or social support. In previous studies, a negative connection was found between burnout syndrome and job satisfaction. Job satisfaction is a crucial element in the definition of wellbeing. We find wellbeing rather not as a resource for burnout prevention but as an opposite state to burnout syndrome. The paper presents a quantitative survey on burnout syndrome and related variables among Czech elementary school teachers (n = 2,394). According to burnout score, two subgroups were selected – teachers with no burnout manifestations and teachers with developing/developed burnout syndrome. Through the statistical analysis, these two groups were compared in job satisfaction, self-efficacy, coping strategies, and social support. The study shows significant differences between the two groups of teachers... (shrink)

Teachers’ emotions are explicitly and conceptually presented as part of an educational system that affects and is affected by learner upshots, namely, learners’ self-emotions, behaviors, and cognition since educators and learners are involved in the outcomes of the school setting. English as a foreign language educators recurrently experience emotional damages during involvement in their profession as burnout, stress, boredom, and anxiety. EFL teachers need to regulate their emotions when facing a multivariate class environment that provides each learner with undeniable (...) uniqueness. The subject of the relationship between emotion regulation and the teacher’s emotions is receiving increasing attention in research. EFL teachers should be provided with an emotional regulation strategy to have a positive learning-instructing effect in the entire school community as fun learning activities, energetic students, enthusiastic educators, and strong relationships between the board of education. To focus on the role of teachers’ emotion on the one hand and the mediator role of emotional regulation, on the other hand, the current study endeavored to review the role of emotional regulation strategies more intensely to decrease negative emotions. Finally, some educational suggestions of the study regarding the educators’ behaviors are pinpointed. (shrink)

Due to the adverse effects of teachers’ burnout on their professional performance, remarkable attention has been devoted to this mental state and its negative predictors. In this regard, multiple empirical research has been carried out to assess the effects of grit and self-efficacy as negative predictors of teacher burnout. Yet, no empirical or review study has delved into the impact of these variables at the same time. The current study attempts to fill this gap by delineating the (...) impact of English as a Foreign Language teachers’ grit and self-efficacy on their burnout. The significant role of grit and self-efficacy in curbing EFL teachers’ burnout was illustrated using theoretical and empirical evidence. The pedagogical implications are also offered. (shrink)

Within the class environment, particularly in the language learning setting, stress is considered to be the most common mental condition educators experience in their work, and due to the effect of stress on teachers, burnout similarly occurs because English as a foreign language teachers periodically experience affective trauma while participating and engaging in their careers. To solve the problem, one must consider teacher self-efficacy, a significant construct that can mitigate the probability of burnout by preventing the occurrence (...) of stress at work that also plays a key role in enhancing positive upshots. To emphasize the impact of teachers’ stress and burnout on the one hand and the mediator role of teachers’ efficacy, on the other hand, this mini-review attempted to study the issue. Finally, some scholastic recommendations are pinpointed. (shrink)

Current educational reforms concerning curricula and digitalization challenge educators to meet new demands for learning and schooling. What is common for current educational reforms is that they tend to emphasize competencies that are not related to the traditional subject-matters and reflect a stance which presents learning as a naturally reflective and collaborative act. It is often assumed that teachers are automatically ready to implement ideas of this kind in practice. In this study, we propose that teachers’ theories about knowledge, knowing (...) and learning, particularly their epistemic theories, may be related to how teachers approach these reforms which challenge their previous ways of working and how they perceive their wellbeing at work. To examine these matters, we explored the dynamic interrelations between teachers’ epistemic theories, conformity with the novel curricular and digital reforms, perceptions of the school leadership, work engagement and burnout. Participants were Finnish class teachers and subject-matter teachers. Both data sets were collected before the COVID-19 pandemic. For data analysis, we plotted correlation network figures. Results showed that if teachers’ epistemic theory was in harmony with the curricular or digital reforms, there is a positive association with work engagement and negative association with burnout. In sum, results of this provided a hint of the phenomenon suggesting that teachers’ epistemic theories may be a factor which buffers teachers to meet the current epistemic and developmental challenges of teachers’ profession, and furthermore, serve as grounds for a positive association for teachers to feel adequate and satisfied in their work. (shrink)

Modern technology offers an increasing number of tools for teaching mathematics, but technology adoption in schools encounters many barriers. The Technology Acceptance Model explains that technology usage is dependent on intentions, which rest on perceived ease of use and perceived usefulness. Less is known about the relationship between intentions and actual behaviour. In the current study we show that the level of cognitive investment on the part of the teachers, captured by the construct of Need for Cognition (NC), is crucial (...) in the use of technology in mathematical instruction, while controlling for a variety of background factors. Furthermore NC moderates the relationship between intentions and technology use, such that high NC weakens the relationship between the perceived usefulness of technology in pedagogy and its actual use. (shrink)

The study focuses on the emotional-motivational experiences of Bedouin-Arab beginning teachers during the induction period, from the perspective of Self-Determination Theory. A phenomenological study was employed. Seventy-four teachers participated, 62 of whom completed open questionnaires, while semi-structured interviews were conducted with 12 other participants. The findings indicate that the beginning teachers reported experiences of coercion, exploitation, and gender-based discrimination. They also experienced a judgmental attitude, lack of assistance, and difficulties with students, and their sense of relatedness to the school is (...) impaired due to cultural factors. As a result, they expressed controlled motivation, a sense of burnout, stress, impaired well-being and disengagement in school. They also suppressed their students' autonomy. At the same time, the findings also show that when the teachers experience a sense of need satisfaction, they integrate well into the school. These findings indicate the necessity for establishing a need-supportive school environment for beginning teachers during their induction period. (shrink)

BackgroundBurnout is a syndrome that results from stressors in the work environment that have not been successfully managed. The prevalence of burnout among schoolteachers was always controversial. COVID-19 pandemic added more stressors to teachers since they had to change their working styles in response to the pandemic lockdowns or curfews. In Saudi Arabia, the prevalence and determinants of burnout among school teachers were not measured by any other group during the COVID-19 pandemic stressors.MethodsA cross-sectional survey was conducted among (...) 879 teachers in the Jazan region, Saudi Arabia, using the Maslach Burnout Inventory, during April 2021. Multistage cluster random sampling was used.ResultsThe mean age of the participants was 41.4 years. Male teachers represented 52.6% of the participants while females represented 47.4%. Most teachers showed burnout symptoms. Consequences of burnout were observed, such as using psychotropic medications, absenteeism, lack of job satisfaction, and changing schools. Using the MBI scale, most teachers showed medium or high emotional exhaustion, low depersonalization, and low personal accomplishment.ConclusionMost teachers showed symptoms of burnout during the COVID-19 pandemic. Being an expert and ability to adapt to technology during the COVID-19 pandemic proved to effectively reduce burnout symptoms. Increasing incentives, early detection, and improving the work environment is recommended to diminish burnout consequences. (shrink)

Recent studies on the effects of mandatory online teaching, resulting from the COVID-19 pandemic, have widely reported low levels of satisfaction, unwillingness to continue online teaching, and negative impacts on the psychological well-being of teachers. Emerging research has highlighted the potential role of psychological need thwarting, in terms of autonomy, competence, and relatedness thwarting, resulting from online teaching. The aim of this study was to evaluate the immediate and delayed effects of PNT of online teaching on teachers’ well-being, intention to (...) continue online teaching, and job satisfaction. Moreover, data collected from both cross-sectional and longitudinal surveys allowed for a systematic validation of an important instrument in the field of teacher psychology, the Psychological Need Thwarting Scale of Online Teaching, in terms of longitudinal reliability and validity. The data reveal the usefulness of the construct of PNT in terms predicting and explaining teachers’ willingness to continue using online teaching as well as the degree of burnout after a period of 2 months, such that PNT is positively associated with burnout and negatively associated with willingness to continue online teaching. As such, the PNTSOT is recommended for future research evaluating the long-term psychological, affective, and intentional outcomes stemming from teachers’ PNT. Moreover, based on our findings that the impact from PNT of online teaching is persistent and long-term, we suggest that school leaders provide flexible and sustained professional development, model respectful and adaptive leadership, and create opportunities for mastery for the development of community of practice that can mitigate the thwarting of teachers’ autonomy, competence, and relatedness during times of uncertainty. Additionally, in terms of the psychometric properties of the PNTSOT instrument, our empirical findings demonstrate internal reliability, test–retest reliability, measurement invariance, and criterion validity based on cross-sectional and longitudinal data. (shrink)

Organizational citizenship behavior (OCB) is considered vital for organizations’ performance, and there is notable interest in factors that foster it. However, recent research has questioned the absolute positivity of OCB and pointed to its understudied possible adverse effects (e.g., on employees’ well-being). The present research aims to shed light on these issues by exploring the daily dynamics of employees’ social and emotional work lives’ interplay with their OCB. Specifically, the research focuses on teachers, whose job enables notable OCB and whose (...) performance is profoundly affected by it. Based on the literature linking work relationships and emotional experiences with OCB, we examined the interplay between teachers’ OCB and their daily perceived supervisor and colleague support, and daily positive and negative emotional experiences. Sixty teachers completed self-report questionnaires of the research variables every day for twelve workdays. Results indicated significant associations of daily supervisor support and negative emotions with increased OCB on the following day, links of daily positive emotions with decreased OCB on the following day, and associations of daily OCB with increased negative emotions on the following day. These findings point to daily processes that may underly longer-term effects of OCB (such as burnout), including a potential downward spiral of negative emotions that seem to result from OCB and reinforce it. (shrink)

We present the first systematic literature review on stress and burnout in K−12 teachers during the COVID-19 pandemic. Based on a systematic literature search, we identified 17 studies that included 9,874 K−12 teachers from around the world. These studies showed some indication that burnout did increase during the COVID-19 pandemic. There were, however, almost no differences in the levels of stress and burnout experienced by K−12 teachers compared to individuals employed in other occupational fields. School principals' leadership (...) styles emerged as an organizational characteristic that is highly relevant for K−12 teachers' levels of stress and burnout. Individual teacher characteristics associated with burnout were K−12 teachers' personality, self-efficacy in online teaching, and perceived vulnerability to COVID-19. In order to reduce stress, there was an indication that stress-management training in combination with training in technology use for teaching may be superior to stress-management training alone. Future research needs to adopt more longitudinal designs and examine the interplay between individual and organizational characteristics in the development of teacher stress and burnout during the COVID-19 pandemic and beyond. (shrink)

This study explored the relationship between teacher job stress and job burnout using a sample of 558 primary and secondary school teachers, who were administered with a teacher job stress scale, teacher job burnout scale, work–family conflict questionnaire, and general self-efficacy scale. The results showed that: job stress had a significant predictive effect on work–family conflict and job burnout; work–family conflict played a mediating role in the relationship between job stress and job burnout; (...) self-efficacy was found to play a moderating role in work–family conflict and job burnout. However, this indirect effect was stronger for teachers with high self-efficacy, which means that the protective effects of self-efficacy were limited. These findings add to research on the relationship between teacher job stress and job burnout, and provide ideas for teachers to balance work–family relationships and reduce job burnout. (shrink)

This paper examines a largely unrecognized mental disorder that is essentially a disability of values. It is their daily contact with this pathology that leads many university liberal arts faculty to demoralization. The deeply rooted disparity between the world of the traditional liberal arts scholar and today’s college students is not simply a gulf across which communication is difficult, but rather involves a pathological impairment in the majority of students that stems from an exclusionary focus on work, money, and the (...) acquisition of things. It is argued that this state of mind constitutes a self-disabling mental illness, which for a society becomes pathological ideology, and for the individual takes the form of clinical narcissism. (shrink)

The importance of teachers’ affective, cognitive, and motivational factors in students’ academic achievement and well-being has been widely acknowledged. These factors are of great relevance, especially in the foreign language learning context wherein interaction between teachers and students is frequent and varies in forms. Though abundant evidence points to the high prevalence and risky factors of burnout among such a group, the extant literature lacks a quantitative synthesis of the interrelationship between emotional intelligence, self-efficacy, and burnout among them. (...) This study aims to fill this research gap. The current meta-analysis is based on 42 independent samples with the experiences of 5,665 teachers reviewed. Results demonstrated moderate to large meta-correlations between these three constructs in the expected directions. EI and SE are positively correlated with each other, but negatively correlated with burnout. Moderation analysis also provides exploratory insights into the effects. Implications and future directions are also discussed. (shrink)

College English teachers’ job burnout has become prominent in the field of education. Using China National Knowledge Infrastructure database, this review research on burnout of college English language teachers in China from 2006 to 2021. The review demonstrates key research areas including teacher burnout severity and influencing variables related to teacher burnout. Individual factors, such as age, gender, marital status, educational background, professional title, and years of teaching experience are associated with burnout rates. (...) University type and level, teaching-related role overload, scientific research stress induced by promotion, limited job autonomy, a stern hierarchical organizational system, and opaque operating rules are influencing factors discussed. Possible ways to reduce burnout across micro, meso, and macro-levels, along with practical implications and limitations are discussed. (shrink)

The induction period is considered one of the most difficult in a teacher’s career. In Israel, support systems for beginning teachers include a learning community and a mentoring process, over a 2-year period. The study was based on self-determination theory and examined how support for BTs’ psychological needs and exploration from the LC facilitator and teacher-mentor contributed to their functioning. The study was conducted over 2 years during which BTs participated in LCs and were accompanied by a (...) class='Hi'>teacher-mentor. Questionnaires were administered to Bedouin-Arab and Jewish teachers, 308 interns in the first year, and 205 new teachers in the second. Results of SEM analysis indicated that supporting BTs’ needs and exploration by LC facilitators in both years predicted their autonomous motivation, which in turn predicted positive feelings and satisfaction in the LC. The LC facilitators’ support also predicted the BTs’ autonomous motivation in teaching, which was also predicted by the teacher-mentors’ support. This in turn positively predicted the BTs’ sense of competence and self-actualization, and negatively predicted burnout. In both years, autonomous motivation mediated the association between the support the BTs received, and teacher outcomes in the LC and school. No significant differences were found between the two cultures. The effects found in the second year are above and beyond the effects of support from the LC facilitators and teacher-mentors in the first year. The study indicates the importance of combining multiple induction programs over time and highlights the importance of supporting BTs’ needs during the induction period. (shrink)

During the height of the COVID-19 pandemic, teachers around the globe had been forced to move their teaching to full-time online, remote teaching. In this study, we aimed at understanding teacher burnout during COVID-19. We conducted a survey among 399 teachers at the peak of a prolonged physical school closure. Teachers reported experiencing more burnout during the COVID-19 pandemic. Contributing factors to this burnout were high family work conflict and low online teaching proficiency. Burnout was (...) associated with lower work-related wellbeing: Lower work commitment, and higher turnover intentions. It was also associated with lower psychological wellbeing: More depressive and anxiety symptoms, and lower subjective wellbeing. Approach coping strategies served as a protective factor against the burnout-turnover intentions association. We conclude with recommendations on how to mitigate teacher burnout, thereby contributing to teacher wellbeing. (shrink)

Burnout was recently declared by WHO as an “occupational phenomenon” in the International Classification of Diseases 11th revision, recognizing burnout as a serious health issue. Earlier studies have shown that feelings of guilt appear to be involved in the burnout process. However, the exact nature of the relationships among burnout, guilt and psychosomatic disorders remains unclear. The purpose of this study was to investigate the mediator role of feelings of guilt in the relationship between burnout (...) and psychosomatic disorders, and perform a cross-cultural validation of the multi-dimensional model by Gil-Monte in two samples of teachers. The study sample was composed of 1,266 teachers, 1,062 from Spain, and 204 from Portugal. Burnout was measured by the Spanish Burnout Inventory. Hypotheses were tested together in a path model. The results obtained provide empirical evidence for the mediator role of guilt in the relationship between the Burnout syndrome and psychosomatic disorders in the sample of teachers from Spain and Portugal, and they contribute to the empirical validation of the model by Gil-Monte. The results indicate that guilt should be incorporated as a symptom of burnout in order to identify individuals affected by burnout and profiles or types of burnout to differentiate it from other pathologies like depression. (shrink)

The aim of this article is to present study results concerning the structure of teacher Machiavellianism. Machiavellianism was researched extensively throughout the last 40 years as a personality feature comprising traits related to leadership manipulation tactics. Psychology describes Machiavellianism as a part of the universal model called “the dark triad of personality” alongside with subclinical narcissism, subclinical psychopathy and low empathy. The teacher Machiavellianism model presented in this article, as opposed to the universal models, strongly accentuates the (...) context-specific variables related to the organization of life in a school, alongside with personality variables. To achieve a new insight into the mechanism of how teacher Machiavellianism is generated, structural equation modeling was used, which incorporates personality variables such as: self-effi cacy, disposition for gratitude, values, one’s personal resources, professional burnout, alongside context-specific variables like: organizational culture, work attitude, tenure and specialization in the tasks performed. Results of two studies are shown, discussing the empirical structure of teacher Machiavellianism components in relation to the initial theoretical model. (shrink)

Teaching is, to date, one of the most prone jobs to experiencing occupational stress and burnout. Owing to burnout’s negative personal, social, organizational and economic impacts, researchers, practitioners and education policy leaders are interested in developing practices and interventions aimed at preventing/reducing its prevalence. With teachers’ main professional demands to be of a social and emotional nature, interventions designed with a view to promote teachers’ social and emotional competence appears to be particularly promising, positively impacting teachers’ well-being and (...) personal accomplishment and contributing to a decrease in their psychological distress, namely emotional exhaustion. However, theoretical and empirically grounded interventions with ecological validity and specifically targeting teachers are still scarce. Thus, to bridge the previously identified gaps, the present study aimed to evaluate the efficacy and the quality of the intervention’s implementation of the A+, an online social and emotional learning intervention for elementary-school teachers. A quasi-experimental study was conducted with a total of 81 participants from three different school contexts. School clusters were similar in size, organizational structure and socioeconomic level, and as regards previous attendance at social and emotional learning interventions; however, they differed with regards to perceived organizational climate. Data on the efficacy of the A+ was collected across four waves using a set of self-report questionnaires that assessed proximal variables and distal variables, and analyzed through Robust Linear Mixed-Effects Models. Coefficient omegas suggested adequate reliability of the measures. Additionally, two trained observers completed an observation grid to evaluate the quality of the A+ implementation, with excellent inter-rater reliability. Results suggested that, over time, the A+ had positive impacts across proximal and distal variables favoring the experimental group. However, results differed across the school contexts. These findings were accompanied by good implementation quality indicators, namely high fidelity in the delivery of the A+ contents and high participants’ responsiveness. Despite its limitations, this study contributes to a growing body of research which reinforces the importance of investing in social and emotional learning interventions to prevent teachers’ burnout and improve their occupational health. Furthermore, it highlights the importance of implementation quality research as a component of program planning with a view to enhancing programs’ efficacy, as well as the need to adapt and consider context variables in research and practice. (shrink)

This study seeks to explore the impact of learning burnout on university students’ English learning effect in the online environment. Through a large sample questionnaire survey, the study uses structural equation modelling to measure the interactions amongst university students’ English online learning burnout, academic self-efficacy, and teacher emotional support, thereby analysing and summarising the characteristics of their impacts on students’ online learning satisfaction. The results from the data analysis show that AEE plays a mediating role between students’ (...) EOLB and learning satisfaction, and TES plays a moderating role between students’ EOLB and AEE, which all eventually influence students’ online learning effect manifested in aspects such as behaviour, cognition, and emotion. Given the results, the study further provides suggestions for alleviating university students’ EOLB, which can be used to optimise English online teaching design and learning practice. (shrink)

In the context of English as a Foreign Language, burnout study dominantly revolves around teachers but learners’ academic burnout is largely underexplored. Academic burnout is a concerning issue worldwide that is particularly predicted by academic motivation. However, we know little about the association between motivation and burnout among EFL learners and whether maladaptive emotion regulation strategies could moderate their association. To fill this research gap, we recruited 841 EFL undergraduates from two universities in China. Descriptive analysis (...) showed that participants reported high levels of language learning burnout. Correlational and bootstrapped moderation analysis found that motivation and maladaptive ERS were significantly correlated with burnout in opposite directions and the correlation between motivation and burnout was significantly influenced by students’ use of two maladaptive ERS. The more frequently students chose to avoid and vent unpleasant feelings, the protective role of motivation on burnout was weaker. The implications of these findings are discussed. (shrink)

The teacher’s personality in general plays an important role in the educational process. It is often examined in relation to outcome factors on the teacher or student side, e.g. teaching effectiveness or student motivation. Physical education (PE) with its peculiarities and allocated educational mandate particularly demands the personality of the PE teacher. Research considering this group of teachers is sparse, diverse and hard to capture due to different personality understandings. Our review therefore aims at identifying and analyzing (...) underlying personality understandings, research questions and results of studies considering the personality of the PE teacher. We conducted a scoping review. After the screening and additional analyses process, 23 studies were included. Included references had to be empirical, published in German or English and explicitly examine the PE teacher’s personality as variable or mention it as outcome factor in school context. All studies are cross-sectional, 22 studies quantitative, one qualitative. Regarding personality understandings, 12 studies follow a trait psychological, six studies a vocational, one study an interpersonal personality understanding. Four studies’ personality understanding is not concretely determinable. Considering research questions, three studies aim at identifying the PE teacher’s personality in general and do e.g. not find considerable differences between the PE teacher’s and other teacher’s personality. Nine studies examine the relationship between the PE teacher’s personality and different correlates such as burnout, highlighting e.g. that female PE teachers’ burnout process is less homogeneous than males. Eleven studies examine the PE teacher’s personality from an external view and show e.g. that students of different age groups perceive the PE teacher’s personality differently. Our review offers possible practical implications. By e.g. knowing their personality structure – their inside –, PE teachers can play to their own strengths and make use of their individual personality configuration in order to teach authentically and successfully, i.e. transferring the inside to the outside. Due to partly questionable and fragmentary methodologies of the included studies, results have to be interpreted with caution. More studies considering the PE teacher’s personality following a broad personality understanding are needed to include potentially relevant factors for teaching and by this receive evident insights. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Masafumi Ogawa, “Music Teacher Education in Japan: Structure, Problems, and Perspectives”Christina HornbachMasafumi Ogawa cares deeply about improving music teacher education and has grave concerns about Japan's current music education and teacher training system. He notes reduced instructional time, cuts in teaching positions, and classroom [End Page 201] management issues resulting in the devaluing of music education by administrators, students, and the general public. He (...) proposes that one solution to these problems involves changing curriculum requirements for music education and student teaching.Ogawa notes that in the Japanese teacher preparation system, performance requirements significantly outnumber music education class requirements, something he regards as a weakness in the system. According to his data, a similar survey of the American university system revealed that music education classes receive high priority in course requirements. Though the data sample was rather small in this instance (five major state universities) and may not truly reflect course requirements for the majority of music education majors nationwide, in my experience most of the undergraduate coursework does divide fairly equally between music education methods courses, history/theory, and performance requirements. Though the National Association of Schools of Music does have guidelines for professional and teaching competencies, the actual percentages for course requirements (basic musicianship and methods courses, 50%; general studies, 30% to 35%; professional education and student teaching, 15% to 20%) provide each individual school with discretion and leeway.1 Although the American music education system may be stronger in certain areas than the Japanese system, as Ogawa presents it, it is by no means perfect. Thus, the American system needs examination too, not necessarily for the quantity of courses, but rather to determine course content and quality. Due to time limitations, I will focus on only one aspect, but one that is of the utmost importance: classroom management.It can be argued that undergraduate music education majors in America just as in Japan need more time to discuss and experience the "real" world before they teach. Though some programs incorporate pre-student teaching practica into elementary and secondary methods courses, more instructional time should be devoted to discussing classroom management and behavior issues. Classroom management is usually touched upon briefly in methods courses, and perhaps even in philosophy or psychology classes, but not to the depth it should be. There are a myriad stressful conditions that may be associated with teacher attrition and burnout, including budgets, salaries, lack of administrative and parental support, and classroom discipline, to name a few.2 However, one of the leading causes of stress is student attitudes and behavior.3Some educators believe that teaching is a natural ability and a person either possesses the innate qualities to succeed or does not; others believe that anyone can be taught to teach. Perhaps it is a little bit of both. Bright, young teachers who have a drive to teach and care about the future of their students will be more successful if armed with classroom management skills and experience in a variety of teaching contexts; for instance, urban and rural. Without guidance and increased knowledge, most young teachers emulate mentors; they teach how they [End Page 202] were taught. Depending on the personality and/or skills of the novice teacher, these techniques may or may not work when he/she is faced with teaching in an unfamiliar context. Regardless, young educators need to be taught how to teach, not just what to teach.It is necessary for a course or courses to be added to college and university music education curricula that address classroom management, emotional concerns of students, and the teaching of special student populations. At best, these topics are covered in a cursory manner in methods courses, and a cooperating teacher may model and discuss classroom management during student teaching. Providing instructional strategies for dealing with emotionally volatile adolescents and discussing available resources, responsibilities, and rights of teachers are important for new teachers' professional growth. Music educators should have the skills to recognize and deal with inappropriate classroom behaviors in a manner that focuses the student and the class back on learning.Managing anger and resistance in the classroom can be a daunting task if one is... (shrink)

IntroductionThe COVID-19 pandemic required more responsibilities from teachers, including implementing prevention strategies, changes in school policies, and managing their own mental health, which yielded higher dissatisfaction in the field.MethodsA cross-sectional web survey was conducted among educators to collect information on their experiences teaching during the COVID-19 pandemic throughout the 2020–2021 academic year. Qualtrics, an online survey platform, fielded the survey from May 6 to June 8, 2021 to a national, convenience sample of 1,807 respondents.ResultsFindings revealed that overall, 43% of K-12 (...) teachers reported a greater intention to leave the profession than previously recalled prior to the COVID-19 pandemic. Intention to leave was multi-level, and associated with socio-demographic factors, individual factors, and teachers’ agency. We also found demographic disparities with respect to race and gender around teachers’ ability to provide feedback to schools on opening/closing and overall dissatisfaction with school/district COVID-19 prevention strategies implementation and policies.ConclusionThese findings are consistent with the Job-Demand and Resources Model, which posits that lack of organizational support can exacerbate job stressors, leading to burnout. Specifically, dissatisfaction with the way school policies were implemented took a toll on teachers’ mental health, leading to a desire to leave the profession. These findings are also consistent with research conducted once in-person teaching resumed in 2020–2021, specifically that the COVID-19 pandemic exacerbated preexisting teacher shortages that led to self-reported issues of stress, burnout, and retention.ImplicationsFurther research is necessary to understand the resources that may be most useful to reduce the demands of teaching in the context of the COVID-19 pandemic. Some teachers are more likely to leave the field, and educational agencies may wish to target their teacher-retention efforts with emphasis on strong employee wellness programs that help educators to manage and reduce their stress. Education agency staff may wish to review policies and practices to provide meaningful opportunities to give input to school/district decisions and enable proactive communication channels. (shrink)

The purpose of the current study was to examine the influence of individuals’ help-seeking preference and their collective perception of the organizational climate in school on teachers’ mental health. Previous studies demonstrated that HSP was negatively associated with risk of burnout, suggesting that teachers who hesitate to seek help from their colleagues are more likely to have mental health problems. Thus, the current study hypothesized that a collegial organizational climate would be negatively associated with burnout. To test this (...) hypothesis, we developed a scale to measure schoolteachers’ collective perception of their organizational climate, and the newly developed scale was used to assess its relationship with HSP and teachers’ burnout risk. The results demonstrated that younger teachers, a low level of help-seeking, and a less collaborative climate increased the risk of burnout. The results also showed a significant interaction effect, indicating that HSP was less closely associated with teachers’ burnout risk if their organization was perceived as having a collegial climate. These findings clearly show how the social environment of a school’s organizational climate can affect schoolteachers’ mental health in Japan. (shrink)

This study explores the effects of the shift to emergency remote teaching on teachers’ levels of well-being, emotions, and motivation. A total of 936 Spanish teachers participated in this nationwide survey from all educational levels, thus allowing comparison among levels, which is a novelty and strength of our study. Four aspects were explored: instructional adaptation to ERT; well-being changes and the main challenges in this regard; changes in emotions; and changes in motivation and the main factors. Importantly, we explored a (...) number of teacher characteristics for the three last aspects. Our results show that teachers felt the impact of ERT on their well-being, emotions, and motivation. Additionally, female teachers, teachers with students of low socioeconomic status, in public schools, and primary and secondary teachers were the most affected groups. This indicates that the impact of ERT differed and some populations of teachers are more at risk of suffering burnout because of ERT. (shrink)

This qualitative study explores the experiences and challenges SPED teachers face amidst the new normal of education. Employing Heidegerian Phenomenology and Interpretative Phenomenology analysis, findings suggest that the SPED teachers can’t enjoy their life outside work because of a lack of support from the government, physically and financially; thus, they experience burnout. Also, the salary they earn is not even enough to raise a family, and the fact that they almost shoulder the learning resources in the class makes it (...) worse. Moreover, the participants need practical training to adapt to the needs of their students amidst the challenges of the new learning modality. (shrink)

Schools in Spain were closed in March 2020 to prevent the spread of COVID-19. In September 2020 most schools and universities in Spain reopened and teachers felt great uncertainty due to this unprecedented situation. Teachers have accumulated psychological symptoms since the beginning of the pandemic. During the lockdown they had to introduce online teaching and in view of the reopening of schools they have shown great concern for the new unprecedented teaching situation. The present study aims to measure the symptomatology (...) shown by teaching staff in the Basque Autonomous Community at the time when schools were reopened. To do this, we recruited a sample of 1,633 teachers who were given an online questionnaire which, in addition to collecting socio-demographic data, measured stress, anxiety and depression using the DASS-21scale. The results revealed that a high percentage of teachers showed anxiety, depression and stress symptoms. Furthermore, variables such as gender, age, job stability, the level of education at which they teach and parental status also influence this symptomatology. We argue for the need to safeguard the mental health of teachers in order to improve both the quality of teaching and the mental health of students. (shrink)

Around the world, newly qualified teachers are leaving the profession after only a short time working at school. This not only has a negative effect on the capacities of the respective education systems, but also for the teachers themselves, as it often due to factors such as stress and burnout that leads to this decision. The COVID-19 pandemic has exacerbated this situation by adding to the teachers’ workload, uncertainty, and stress. Previous research has investigated strategies that may help teachers (...) improve their well-being and, among other factors, found social support to be an important condition. In this mixed methods design-based research study, we developed a design to enhance social support among newly qualified teachers in their first months working at school. Our quantitative and qualitative results show that the design has positive effects on many aspects of teachers’ well-being in the intervention group both longitudinally and when compared to a comparison group. The findings are being discussed considering the recent changes in the working conditions of teachers as imposed by the COVID-19 pandemic. (shrink)

Donna Quesada had been teaching for about a dozen years when the first signs of burnout hit her. Rather than give in to her frustration, she reached for Buddha's teachings, the Zen wisdom that formed the basis of her own longtime spiritual practice. She survived the semester and gradually rediscovered the joy in her job that had been progressively declining. In this wise and inspirational book, she shares the lessons she learned-lessons that revealed, time and again, that no matter (...) the situation, it's always about getting your head in the right place first. Resolution begins in our own minds. Some days, some semesters, and even some years will be more challenging and more wearisome than others, she warns. But in The Inspired Teacher, Quesada offers a lasting source of encouragement and Zen. Although the book draws from Eastern teachings, the wisdom is for everyone, regardless of personal background, creed, or faith. With elements of The Last Lecture as well as Chicken Soup for the Teacher's Soul, this is the perfect gift for teachers-but also for anyone needing inspiration. (shrink)

The Covid 19 pandemic, is a period with a strong impact in all areas of the families, their social, economic, political and educational life. The rules and sanitary measures to prevent the spread of the pandemic, the educational policies, as well as the isolation, quarantine of some teachers, imposed the transition from classical education to online one. This transition, and also the need for digitalization, have led to major changes in teaching activity and implicitly have affected the well-being of teachers. (...) The present study investigates the psychological reactions of 73 teachers as well as the effectiveness of a psychological intervention applied to 15 teachers, who showed severe psychological reactions during the pandemic period. The motivation of the study derives from the need to offer quick methods and techniques for managing the emotional states they went through. The psychological intervention model presented in the article, aims to reduce the symptoms of stress, anxiety and depression that teachers experience during a pandemic situations, and also to help them apply psychological intervention techniques to regain their well-being). (shrink)

Feedback plays a crucial role in the writing processes. However, in the literature on foreign language writing, there is a dearth of studies that compare the effects of teacher feedback and automated feedback on both cognitive and psychological aspects of FL writing. To fill this gap, the current study compared the effects of teacher feedback and automated feedback on both revision quality and writing proficiency development, and perceived usefulness and perceived ease of use of the feedback in English (...) writing among English learners as an FL in China. It also investigated students’ perceptions of the strengths and weaknesses of the two types of feedback. The study adopted a mixed-methods design. The quantitative method collected the data through a pre-test and a post-test, which measured the participants’ English writing proficiency development; a writing task, which received either teacher feedback or automated feedback; and a close-ended questionnaire, which examined students’ perceived usefulness and perceived ease of use of the feedback. The qualitative method collected the data through an open-ended questionnaire, which examined the participants’ perceptions of the strengths and weaknesses of teacher feedback or automated feedback depending on the type of feedback they received. Chinese university EFLs in two English classes taught by the same English teacher participated in the study: one class received teacher feedback while the other received automated feedback using Pigaiwang. While the students in the two classes did not differ significantly on the pre-test of students’ writing proficiency, students who received teacher feedback scored significantly higher on revision than those who received automated feedback. Students in the teacher feedback class also had significantly higher ratings on perceived usefulness and perceived ease of use of the feedback than those in the automated feedback class. However, students in the automated feedback class obtained significantly higher scores on the post-test of the writing proficiency. The qualitative results identified three themes of strengths and two themes of weaknesses for the teacher feedback and the automated feedback, respectively. The results suggest that while teacher feedback has a more positive effect on the psychological aspect of FL writing, automated feedback may be more effective in developing FL writing proficiency in the long run. (shrink)

So far, the conceptualization and measurement of parental burnout have been deduced from those of job burnout. As a result, it is unclear whether current measures of parental burnout constitute the best representation of the parental burnout construct/syndrome: the possibility cannot be excluded that some dimensions ought to be added, which would change the structure and definition of parental burnout. In this study, the conceptualization and measurement of parental burnout were approached using an inductive (...) method, in which the parental burnout phenomenon was (re)constructed based solely on the testimonies of burned-out parents. Items extracted from their testimonies were presented to a sample of French-speaking and English-speaking parents (N = 901) and submitted to factor analyses. An identifiable parental burnout syndrome including four dimensions was found (exhaustion in one’s parental role, contrast with previous parental self, feelings of being fed up with one’s parental role and emotional distancing from one’s children). The resulting instrument, the Parental Burnout Assessment (PBA) presents good validity. Factorial invariance across gender and languages was also found. Finally, the results of this study replicate previous findings that psychological traits of the parents, parenting factors and family functioning account for more variance in parental burnout than sociodemographic factors. (shrink)

Teaching is a career with a high rate of anxiety and burnout in all phases of teaching with specific challenges related to the feature of language education. The concept of motivation can be an important basic mechanism since educators who are not motivated are distressed because of the anxious characteristic of the education profession. Moreover, educator identity is a new issue that has built a perspective to examine educators’ growth by thinking about who they are as well as how (...) they perform what they perform in a specific situation. Recently, programs that are based on mindfulness are known as efficient interventions enhancing motivation and decreasing tension in people. Given the prominence of mindfulness in educational settings and its neglected role in foreign language learning, the contemporary review attempts to inspect the function of mindfulness on English as a foreign language teachers’ motivation and identity. Subsequently, some pedagogical recommendations for the educational representatives such as teachers and teacher trainers are offered. (shrink)