Secondary education teachers' burn out and stress: the case of West Thessaloniki Prefecture

PDF (ελληνικά)
Published: Nov 9, 2017
DOI: https://doi.org/10.12681/jret.13781
Keywords:
teachers’ occupational stress teachers’ burnout
Αθανάσιος Σπυρομήτρος
Γεώργιος Ιορδανίδης
ΠΑΝΕΠΙΣΤΗΜΙΟ ΔΥΤΙΚΗΣ ΜΑΚΕΔΟΝΙΑΣ
Abstract

The teacher’s profession doesn’t only consist of educational and academic process that takes place in the classroom. The interaction of many factors (bureaucratic-procedural aspects, educational changes, relations in communication) constitute a working environment that creates occupational stress. Prolonged exposure to this environment leads to the appearance of teachers’ burnout syndrome. The aim of the present study was to locate the levels and sources of teachers’ occupational stress and teachers’ burnout. Furthermore, the study tried to examine possible correlations between the basic sources of teachers’ occupational stress and the dimensions of teachers’ burnout. The sample consisted of 211 secondary public school teachers of West Thessaloniki region. The results of the research indicated that the teachers experience medium levels of occupational stress. At the same time, they expressed low levels at all dimensions of teachers’ burnout syndrome. Furthermore, women showed relatively higher levels of stress than men, in all aspects, while teachers’ burnout had a positive statistically significant correlation with all the sources of teachers’ stress as it concerns the factor of emotional exhaustion. Finally, it became clear that there is an obvious correlation between personal and social-working factors and the presence of burnout, which confirms its basic explanatory model.

Article Details
  • Section
  • Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution Non-Commercial License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (preferably in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Downloads
Download data is not yet available.
Author Biographies
Αθανάσιος Σπυρομήτρος
Εκπαιδευτικός ΠΕ11
Γεώργιος Ιορδανίδης, ΠΑΝΕΠΙΣΤΗΜΙΟ ΔΥΤΙΚΗΣ ΜΑΚΕΔΟΝΙΑΣ

ΤΜΗΑ ΔΗΜΟΤΙΚΗΣ ΕΚΠΑΙΔΕΥΣΗΣ

ΠΑΙΔΑΓΩΓΙΚΗ ΣΧΟΛΗ ΦΛΩΡΙΝΑΣ

ΠΑΝΕΠΙΣΤΗΜΙΟ ΔΥΤΙΚΗΣ ΜΑΚΕΔΟΝΙΑΣ

References
Adeyemo, D. A., & Ogunyemi, B. (2005). Emotional intelligence and self-efficacy as predictors of occupational stress among academic staff in a Nigerian university. E-Journal of organizational learning and leadership, 4(1), 6-21.
Akbaba, S. (2014). A comparison of the burnout levels of teachers with different occupational satisfaction sources. Educational Sciences: Theory & Practice, 14(4), 1253-1261.
Al-Fudail, M., & Mellar, H. (2008). Investigating teacher stress when using technology. Computers & Education, 51(3), 1103-1110.
Anastasiou, S., & Papakonstantinou, G. (2014). Factors affecting job satisfaction, stress and work performance of secondary education teachers in Epirus, NW Greece. International Journal of Management in Education, 8(1), 37-53.
Antoniou, A.S., Ploumpi, A. & Ntalla, M. (2013). Occupational stress and professional burnout in teachers of primary and secondary education: the role of coping strategies. Psychology, 4 (3A), 349-355.
Antoniou, A. S., Polychroni, F., & Vlachakis, A. N. (2006). Gender and age differences in occupational stress and professional burnout between primary and high-school teachers in Greece. Journal of Managerial Psychology, 21(7), 682-690.
Βασιλόπουλος, Σ., (2012). Η επαγγελματική εξουθένωση και η σχέση της με το κοινωνικό άγχος στους εκπαιδευτικούς της πρωτοβάθμιας εκπαίδευσης. Hellenic Journal of Psychology, 9, 18-44.
Bauer, J., Stamm, A., Virnich, K., Wissing, K., Müller, U., Wirsching, M., & Schaarschmidt, U. (2006). Correlation between burnout syndrome and psychological and psychosomatic symptoms among teachers. International archives of occupational and environmental health, 79(3), 199-204.
Betoret, F. D. (2006). Stressors, self‐efficacy, coping resources, and burnout among secondary school teachers in Spain. Educational psychology, 26(4), 519-539.
Betoret, F. D., & Artiga, A. G. (2010). Barriers perceived by teachers at work, coping strategies, self-efficacy and burnout. The Spanish Journal of Psychology, 13(2), 637.
Black, S. (2003). Stressed Out in the Classroom. American school board journal, 190(10), 36-38.
Blandford, S. (2000). Managing professional development in schools. London, UK: Routledge.
Borg, G. (1990). Psychophysical scaling with applications in physical work and the perception of exertion. Scandinavian journal of work, environment & health, 16 (1), 55-58.
Bousquet, S. (2012). Teacher Burnout: Causes, Cures and Prevention. Online Submission.
Διαθέσιμο στο: http://www.files.eric.ed.gov/fulltext/ED534527 . Ανασύρθηκε στις 15/01/2016.
Boyle, G. J., Borg, M. G., Falzon, J. M., & Baglioni, A. J. (1995). A structural model of the dimensions of teacher stress. British Journal of Educational Psychology, 65(1), 49-67.
Brill, P. L. (1984). The need for an operational definition of burnout. Family & Community Health 6, 12-24.
Byrne, B. M., & Hall, L. M. (1989). An Investigation of Factors Contributing to Teacher Burnout: The Elementary, Intermediate, Secondary, and Postsecondary School Environments. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA, March 27-31.
Διαθέσιμο στο: http://www.eric.ed.gov/?id=ED304413. Ανασύρθηκε στις 12/01/2016.
Cano-García, F. J., Padilla-Muñoz, E. M., & Carrasco-Ortiz, M. Á. (2005). Personality and contextual variables in teacher burnout. Personality and Individual differences, 38(4), 929-940.
Chang, M.-L. (2009). An appraisal perspective of teacher burnout: examining the emotional work of teachers. Educational psychology review, 21, 193-218.
Chaplain, R. P. (2001). Stress and job satisfaction among primary headteachers a question of balance? Educational management administration & leadership, 29(2), 197-215.
Cheveney, J., Ewing, J., & Whittington, S. (2008). Teacher burnout and job satisfaction among agricultural education teachers. Journal of Agricultural Education, 49(3), 12-22.
Clunies‐Ross, P., Little, E., & Kienhuis, M. (2008). Self‐reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour. Educational Psychology, 28(6), 693-710.
Cranwell-Ward, J., & Abbey, A. (2005). Organizational stress. London: Palgrave Macmillan.
Creswell, J. (2011). Η έρευνα στην εκπαίδευση: Σχεδιασμός, διεξαγωγή και αξιολόγηση της ποσοτικής και ποιοτικής έρευνας. Αθήνα : Έλλην.
Cunningham, W. G. (1982). Teacher Burnout: Stylish Fad or Profound Problem. Planning and Changing, 12(4), 219-44.
Δαβράζος, Γ. (2015). Διερεύνηση πηγών στρες και συνδρόμου επαγγελματικής εξουθένωσης σε εκπαιδευτικούς δευτεροβάθμιας εκπαίδευσης. Τα Πρακτικά του 2ου Συνεδρίου "Νέος Παιδαγωγός", Αθήνα, 23 & 24 Μαΐου 2015. Διαθέσιμο στο: http://www.academia.edu/12570605/ . Ανασύρθηκε στις 20/01/2016.
Δανιηλίδου, Α. (2013). Η μελέτη της επαγγελματικής εξουθένωσης των εκπαιδευτικών πρωτοβάθμιας εκπαίδευσης με τρία εναλλακτικά μοντέλα: το μοντέλο της Maslach, το μοντέλο της Pines και το μοντέλο της Κοπεγχάγης. Διπλωματική μελέτη στο πρόγραμμα Μεταπτυχιακών Σπουδών του Τμήματος Εκπαίδευσης και Κοινωνικής Πολιτικής. Πανεπιστήμιο Μακεδονίας.
Demorouti, E., Bakker, A., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands–resources model of burnout. The Journal of Applied Psychology, 86, 499–512.
De Nobile, J., & McCormick, J. (2005). Job satisfaction and occupational stress in Catholic primary schools. A paper presented at the Annual Conference of the Australian Association for Research in Education, Sydney, November 27th–December 1st. Διαθέσιμο στο: http://www.academia.edu/ . Ανασύρθηκε στις 20/1/2016.
Dunham, J. (1980). An exploratory comparative study of staff stress in English and German comprehensive schools. Educational Review, 32(1), 11-20.
Eccles, J. S. (1987). Gender roles and women's achievement-related decisions. Psychology of women quarterly, 11(2), 135-172.
Farber, B. (1991). Crisis in education: Stress and burnout in the American teacher. San Francisco, CA: Jossey-Bass.
Farber, B., & Miller, J. (1981). Teacher burnout: A psycho-educational perspective. The Teachers College Record, 83(2), 235-243.
Freudenberger, H. (1974). Staff burn-out. Journal of social issues, 30(1), 159-165.
Ganster, D. & Rosen, C. (2013). Work stress and employee health: a multidisciplinary review. Journal of management, 39(5), 1085-1122.
Geving, A. M. (2007). Identifying the types of student and teacher behaviours associated with teacher stress. Teaching and Teacher Education, 23(5), 624-640.
Goddard, R., O'Brien, P., & Goddard, M. (2006). Work environment predictors of beginning teacher burnout. British educational research journal, 32(6), 857-874.
Griffin, M. A., & Clarke, S. (2011). Stress and well-being at work. In S. Zedeck (Ed.), Handbook of industrial and organizational psychology. Washington: American Psychological Association.
Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of school psychology, 43(6), 495-513.
Hendrickson, B. (1979). Teacher Burnout: How to Recognize It; What to Do about It. Learning, 7(5), 37-39.
Hock, R. (1988). Professional burnout among public school teachers. Public personnel management, 17(2), 167-189.
Kaçmaz, N. (2005). Tükenmişlik (burnout) sendromu. İstanbul Tıp Fakültesi Dergisi, 68(1), 29-32.
Kantas, A. (1996). The occupational burnout syndrome of teachers and health profession employees. Psychology, 3, 71-85.
Κάντας, Α. (2001). Οι παράγοντες άγχους και η επαγγελματική εξουθένωση στους εκπαιδευτικούς. Στο Ε. Βασιλάκη, Σ. Τριλίβα & Η. Μπεζεβέγκης (Επιμ.), Το στρες, το άγχος και η αντιμετώπισή τους (σελ. 217-230). Αθήνα: Ελληνικά Γράμματα.
Karavas, E. (2010). How satisfied are Greek EFL teachers with their work?: investigating the motivation and job satisfaction levels of Greek EFL teachers. Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, (14), 59-78.
Klas, L. D., Kendall-Woodward, S., & Kennedy, L. (1985). Levels and specific causes of stress perceived by regular classroom teachers. Canadian Journal of Counselling and Psychotherapy/Revue Canadienne de counseling et de psychothérapie, 19(3-4), 115-127.
Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741-756.
Kokkinos, C. M. (2006). Factor structure and psychometric properties of the Maslach Burnout Inventory‐Educators Survey among elementary and secondary school teachers in Cyprus. Stress and Health, 22(1), 25-33.
Kokkinos, C. M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77(1), 229-243.
Koruklu, N., Feyzioglu, B., Ozenoglu-Kiremit, H., & Aladag, E. (2012). Teachers' Burnout Levels in Terms of Some Variables. Educational Sciences: Theory and Practice, 12(3), 1823-1830.
Koustelios, A. D. (2001). Personal characteristics and job satisfaction of Greek teachers. International journal of educational management, 15(7), 354-358.
Koustelios, A., & Kousteliou, I. (2001). Job satisfaction and job burnout in education. Psychology, 8(1), 30-39.
Koustelios, A., & Tsigilis, N. (2005). The relationship between burnout and job satisfaction among physical education teachers: a multivariate approach. European Physical Education Review, 11(2), 189-203.
Kyriacou, C. (1987). Teacher stress and burnout: An international review. Educational research, 29(2), 146-152.
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational review, 53(1), 27-35.
Kyriacou, C., & Sutcliffe, J. (1978). Teacher stress: Prevalence, sources and symptoms. The British journal of educational psychology, 48, 159-167.
Lazarus, R. S. (1966). Psychological stress and the coping process. New York: McGraw-Hill.
Leiter, M. P., & Maslach, C. (2001). Burnout and health. Handbook of health psychology, 415-426.
Μαρούδας, Η. (1999). Το επαγγελματικό στρες των εκπαιδευτικών. Τα Εκπαιδευτικά, 7, 166-178.
Maslach, C. (1982). Burnout: The cost of caring. Los Altos, CA: ISHK.
Maslach, C. (2001). What have we learned about burnout and health? Psychology & Health, 16(5), 607-611.
Maslach, C., & Jackson, S.E. (1981). The measurement of experienced burnout. Journal of occupational behavior, 2, 99-113.
Maslach, C., & Jackson, S. E. (1986). Maslach Burnout Manual. Palo Alto: Consulting Psychologists Press.
Maslach, C., Jackson, S. E., & Leiter, M. P. (1997). Maslach burnout inventory. Evaluating stress : A book of resources, 3, 191-218.
Maslach, C., Jackson, S.E. & Schwab, R.L. (1996). MBI-Educators Survey (MBI-ES). In C.Maslach, S.E. Jackson & R.L. Schwab (Eds.), MBI Manual. Palo Alto: Consulting Psychologists Press.
Maslach, C., & Leiter, M. (2010). Reversing burnout: How to rekindle your passion for your work. IEEE Engineering Management Review, 4(38), 91-96.
Maslach, C., & Schaufeli, W.B. (1993). Historical and conceptual development of burnout. Ιn W.B. Schaufeli, C. Maslach & T. Marek, (Eds.), Professional Burnout: Recent Developments in Theory and Research (pp. 1-16). Washington DC: Taylor & Francis.
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual review of psychology, 52(1), 397-422.
Μούζουρα, Ε. (2005). Πηγές και αντιμετώπιση επαγγελματικού-συναισθηματικού φόρτου εκπαιδευτικών: σύνδεση ατομικών και κοινωνικών συνθηκών έντασης (Διδακτορική Διατριβή, Α.Π.Θ.). Διαθέσιμο στο: http://invenio.lib.auth.gr/record/18322/ . Ανασύρθηκε στις 05/01/2016.
Mukundan, J., & Khandehroo, K. (2010). Burnout among English language teachers in Malaysia. Contemporary issues in education research, 3(1), 71.
Munt, V. (2004). The Awful Truth: a microhistory of teacher stress at Westwood High. British Journal of Sociology of Education, 25(5), 577-591. (doi:10.1080/0142569042000252071).
Naylor, C. (2001). What do British Columbia teachers consider to be the most significant aspects of workload and stress in their work. Analysis of qualitative data from the BCTF worklife of teachers’ survey series. BCTF research reports. Section, 3. Διαθέσιμο στο: http://files.eric.ed.gov/fulltext/ED464030. Ανασύρθηκε στις 10/01/2016.
Otero-López, J. M., Bolaño, C. C., Mariño, M. J. S., & Pol, E. V. (2010). Exploring stress, burnout, and job dissatisfaction in secondary school teachers. International Journal of Psychology and Psychological Therapy, 10(1), 107-123.
Papastylianou, D. (1997). The stress of teachers of comprehensive schools. In F. Anagnostopoulos, A. Kosmogianni & V. Messini (Eds.), Contemporary Psychology in Greece: Research and applications in the areas of health, education and clinical practice (pp.211-230). Αθήνα: Ελληνικά Γράμματα.
Pierce, C., & Molloy, G. N. (1990). Psychological and biographical differences between secondary school teachers experiencing high and low levels of burnout. British Journal of Educational Psychology, 60(1), 37-51.
(doi: 10.1111/j.2044-8279.1990.tb00920.x).
Purvanova, R. K., & Muros, J. P. (2010). Gender differences in burnout: A meta-analysis. Journal of Vocational Behavior, 77(2), 168-185. (doi.org/10.1016/j.jvb.2010.04.006).
Russell, D. W., Altmaier, E., & Van Velzen, D. (1987). Job-related stress, social support, and burnout among classroom teachers. Journal of Applied Psychology, 72(2), 269.
Sabanci, A. (2009). The effect of primary school teachers burnout on organizational health. Procedia-Social and Behavioral Sciences, 1(1), 195-205.
Salanova, M., & Schaufeli, W. B. (2008). A cross-national study of work engagement as a mediator between job resources and proactive behaviour. The International Journal of Human Resource Management, 19(1), 116-131.
Sari, H. (2004). An analysis of burnout and job satisfaction among Turkish special school head teachers and teachers, and the factors effecting their burnout and job satisfaction. Educational Studies, 30(3), 291-306.
Schaufeli, W. B., Leiter, M. P., & Maslach, C. (2009). Burnout: 35 years of research and practice. Career development international, 14(3), 204-220.
Scott, C., & Dinham, S. (2003). The development of scales to measure teacher and school executive occupational satisfaction. Journal of Educational Administration, 41(1), 74-86.
Sears Jr, S. F., Urizar Jr, G. G., & Evans, G. D. (2000). Examining a stress-coping model of burnout and depression in extension agents. Journal of Occupational Health Psychology, 5(1), 56.
Shirom, A. (2011). Vigor as a positive affect at work: Conceptualizing vigor, its relations with related constructs, and its antecedents and consequences. Review of General Psychology, 15(1), 50.
Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and teacher education, 26(4), 1059-1069.
Tang, T. O., & Yeung, A. S. (1999). Hong Kong Teachers' Sources of Stress, Burnout, and Job Satisfaction. Paper presented at the International Conference on Teacher Education, Hong Kong, February 22-24. Διαθέσιμο στο : http://eric.ed.gov/?id=ED429954. Ανασύρθηκε στις: 08/01/2016.
Thomas, N., Clarke, V., & Lavery, J. (2003). Self-reported work and family stress of female primary teachers. Australian journal of education, 47(1), 73-87.
Tsutsumi, A., Kayaba, K., Kario, K., & Ishikawa, S. (2009). Prospective study on occupational stress and risk of stroke. Archives of Internal Medicine, 169(1), 56-61.
Whitehead, A. -J. (2001). Teacher burnout: a study of occupational stress and burnout in New Zealand school teachers (Doctoral dissertation, Massey University, Albany, New Zealand). Διαθέσιμο στο: http://mro.massey.ac.nz/bitstream/handle/10179/2083/02_
whole.pdf?sequence=1. Ανασύρθηκε στις: 27/11/2015.
Wilson, V. (2002). Feeling the strain: An overview of the literature on teachers' stress. Edinburgh: SCRE.
Wood, T. M. (2002). Understanding and Preventing Teacher Burnout. ERIC Digest. Διαθέσιμο στο : http://www.ericdigests.org/2004-1/burnout.htm Ανασύρθηκε στις: 18/12/2015.
Χαραλάμπους, Ε. (2012). Επαγγελματικές πηγές στρες και επαγγελματική εξουθένωση εκπαιδευτικών δευτεροβάθμιας εκπαίδευσης στον Ν. Αττικής. Διπλωματική Μελέτη. Χαροκόπειο Πανεπιστήμιο: Αθήνα. Διαθέσιμο στο : http://estia.hua.gr:8080/dspace/bitstream/123456789/1737/1/xaralampous_elina.pdf. . Ανασύρθηκε στις: 18/12/2015.
Χαραµής, Π. (2004). Σχέσεις και συνθήκες εργασίας εκπαιδευτικών. Επιπτώσεις στο εκπαιδευτικό έργο. Διαθέσιμο στο: http: www.agonsyn.gr/epiker/synth-erg.htm. Ανασύρθηκε στις: 17-12-2015.
Zabel, R. H., & Zabel, M. K. (2002). Burnout among special education teachers and perceptions of support. Journal of Special Education Leadership, 15(2), 67-73.