Teachers within the different profiles typically reported either a stronger emphasis on co-regulative strategies or a similar emphasis in self- and co-regulated strategy use (see Table 3). Only 4% of the teachers fell into this profile. The Increased exhaustion and the Minor burnout risk had similar profile shapes, but the former showed a radically higher exhaustion level (see Table 3). It was the most common profile among the teachers, with a 47% sample share. The R3STEP procedure performs a multinomial logistic regression and provides the odds ratios describing the effect of proactive strategies on the likelihood of membership in each of the latent profiles compared with other profiles.
- Specifically, teachers with high psychological capital or high professional identity were more likely to be in the “Low/no burnout” profile and less likely to be in the “Ineffective instigated”, “Exhaustion instigated”, “EE&DP dominated burnout” and “Burnout” profiles.
- As teachers, we often put ourselves last, as we tend to be natural caregivers, and spend our time and energy on others.
- A positive school culture fosters a friendly, respectful, and inclusive atmosphere for both teachers and students.
- EE refers to feelings of overextending and draining emotional resources, while DP refers to negative, callous, or unfeeling responses to the job, and PA refers to feelings of incompetency and reduction in productivity.
Depending on the teachers and the situation, the strategies used can be more or less effective in solving the situation and buffering burnout (Kammeyer-Mueller et al. 2009; Klassen and Durksen 2014). When confronted with stressful situations, teachers can use a variety of strategies to deal with it. Hence, more studies utilizing a person-oriented approach to examine the individual variations and their determinants in teacher burnout are needed. Accordingly, so far the results on teacher burnout profiles and factors contributing to the individual variation in this regard have been inconsistent. The study by Herman and his colleagues (Herman et al. 2018) showed four distinct patterns of teacher adjustment in terms of burnout, stress, coping, and self-efficacy, and concluded that coping behaviors distinguished the profiles characterized by high stress. Consistent profiles were characterized by systematically high, moderate, or low levels of all burnout symptoms, whereas teachers with discrepant profiles reported increased or high levels of one or two burnout symptoms.
Stress: What Can You Do?
Therefore, the 6- profile solution was best, and the results showed that the six profiles were consistent at T1 and T2. As shown in Table 1, the LMR test suggested that the number of profiles did not exceed 7. When analysing the influence of resource factors on the latent transition of each latent profile, the latent profiles at T1 were separated, and there were six logistic models.
Teacher Burnout: Causes, Prevention, and Solutions for Educators in Crisis
Iwanicki’s model recognized three sources of stressors that could lead to teacher burnout. For each educator dealing with teacher burnout, there is a classroom full Education Counts: March 30th, 2022 of students who have lost access to the most important factor in their academic success. Along with the impact of teacher burnout on an individual, there are repercussions for students and colleagues. However, teachers now report physical symptoms and illnesses, constant feelings of apathy or sadness, and a desire to leave the profession that extends well beyond the school day.
Chronic Stress and Teacher Burnout
The key to overcoming burnout is self-awareness, realistic expectations, and the creation of a supportive and professional environment. Schools can also create a supportive environment where teachers collaborate, share ideas, and have the resources to succeed. Knowing your stage can help you respond with the right strategies, whether seeking mentorship, reducing your workload, or prioritising your mental health. Unlike temporary stress, burnout is systemic and persistent, often exacerbated by excessive workloads, insufficient resources, disruptive student behavior, lack of autonomy, and inadequate administrative support.
