Concepts and Factors of Burnout Syndrome in Teachers: a Theoretical Essay
DOI:
https://doi.org/10.14571/brajets.v14.n4.662-672Abstract
Burnout syndrome or professional exhaustion is a form of illness, without a conceptual consensus in the literature, of high prevalence in Basic Education teachers. This article aims to present and discuss the main concepts about professional exhaustion and protective factors and illnesses related to the manifestation of this syndrome in Basic Education teachers. A literature review was carried out by searching articles in the ScIELO.org, Scopus and Web of Science databases and in books. Individual, transactional and organizational factors contribute to the emergence of this syndrome in these education workers.References
Abós, Á., Sevil-Serrano, J., Montero-Marín, J., Julián, J. A., & García-González, L. (2019). Examining the psychometric properties of the Burnout Clinical Subtype Questionnaire (BCSQ-12) in secondary school teachers. Current Psychology, 1-18. doi:10.1007/s12144-019-00333-7
Albuquerque, G. S. C. D., Lira, L. N. A., Santos Junior, I. D., Chiochetta, R. L., Perna, P. D. O., & Silva, M. J. D. S. (2018). Exploração e sofrimento mental de professores: um estudo na rede estadual de ensino do Paraná. Trabalho, Educação e Saúde, 16(3), 1287-1300. doi:10.1590/1981-7746-sol00145
Almeida, S. F. C., & Aguiar, R. M. R. (2011). Mal-Estar na Educação - O Sofrimento Psíquico de Professores. Juruá Editora.
Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational psychology review, 26(1), 101-126. doi:10.1007/s10648-013-9244-0
Avanzi, L., Fraccaroli, F., Castelli, L., Marcionetti, J., Crescentini, A., Balducci, C., & van Dick, R. (2018). How to mobilize social support against workload and burnout: The role of organizational identification. Teaching and Teacher Education, 69, 154-167. doi:10.1016/j.tate.2017.10.001
Borba, B. M. R., Diehl, L., Santos, A. S., Monteiro, J. K., & Marin, A. H. (2017). Síndrome de Burnout em professores: estudo comparativo entre o ensino público e privado. Psicologia Argumento, 33(80), 1-12. doi:10.7213/psicol.argum.33.080.AO04
Braun, A. C., & Carlotto, M. S. (2014). Síndrome de Burnout: estudo comparativo entre professores do Ensino Especial e do Ensino Regular. Psicologia Escolar e Educacional, 18(1), 125-133. Recuperado de https://www.redalyc.org/pdf/2823/282330520013.pdf
Burić, I., Slišković, A., & Penezić, Z. (2019). Understanding teacher well-being: a cross-lagged analysis of burnout, negative student-related emotions, psychopathological symptoms, and resilience. Educational Psychology, 39(9), 1136-1155. doi:10.1080/01443410.2019.1577952
Cassettari, N., Scaldelai, V. D. F., & Frutuoso, P. C. (2014). Exoneração a pedido de professores: estudo em duas redes municipais paulistas. Educação & Sociedade, 35(128), 909-927. doi:10.1590/ES0101-73302014096069
Chang, M. L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational psychology review, 21(3), 193-218. doi:10.1007/s10648-009-9106-y
Chang, M. L. (2020). Emotion Display Rules, Emotion Regulation, and Teacher Burnout. Frontiers in Education, 5(90), 1-11. doi: 10.3389/feduc.2020.00090
Chang, M. L. (2013). Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: Appraisal, regulation and coping. Motivation and Emotion, 37(4), 799-817. doi:10.1007/s11031-012-9335-0
Codo, W., & Vasques-Menezes, I. (1999). Educar, educador. In W. Codo (Org.), Educação: carinho e trabalho-burnout, a síndrome da desistência do educador, que pode levara falência da educação (pp. 37-47). Petropólis: Vozes.
Dalagasperina, P., & Monteiro, J. K. (2014). Predictores del síndrome de burnout en docentes de la enseñanza privada. Psico-USF, 19(2), 263-275. Recuperado de https://www.redalyc.org/pdf/4010/401050039009.pdf
Demarzo, M., García-Campayo, J., Martínez-Rubio, D., Pérez-Aranda, A., Miraglia, J. L., Hirayama, M. S., de Salvo, V., Cicuto, K., Favarato, M. L., Terra, V., de Oliveira, M. B., García-Toro, M., Modrego-Alarcón, M., & Montero-Marín, J. (2020a). Frenetic, under-Challenged, and Worn-out Burnout Subtypes among Brazilian Primary Care Personnel: Validation of the Brazilian "Burnout Clinical Subtype Questionnaire" (BCSQ-36/BCSQ-12). International journal of environmental research and public health, 17(3), 1081. doi:10.3390/ijerph17031081
Diehl, L., & Marin, A. H. (2016). Adoecimento mental em professores brasileiros: revisão sistemática da literatura. Estudos Interdisciplinares em Psicologia, 7(2), 64-85. doi:10.5433/2236-6407.2016v7n2p64
Esteras, J., Sandín, B., & Chorot, P. (2016). El síndrome de burnout en los docentes: Los efectos de las variables psicosociales. In Psicología y educación: Presente y futuro (pp. 1177-1185). Recuperado de http://rua.ua.es/dspace/handle/10045/64387
Esteves-Ferreira, A. A., Santos, D. E., & Rigolon, R. G. (2014). Avaliação comparativa dos sintomas da síndrome de burnout em professores de escolas públicas e privadas. Revista Brasileira de Educação, 19(59), 987-1002. Recuperado de https://www.redalyc.org/pdf/275/27532619009.pdf
Farber, B. A. (2000). Introduction: Understanding and treating burnout in a changing culture. Psychotherapy in Practice, 56(5), 589-594. doi:10.1002/(SICI)1097-4679(200005)56:5<589::AID-JCLP1>3.0.CO;2-S
Figueroa, A. E. J., Gutiérrez, M. J. J., & Celis, E. R. M. (2012). Burnout, apoyo social y satisfacción laboral en docentes. Psicologia Escolar e Educacional, 16(1), 125-134. doi:10.1590/S1413-85572012000100013
Fiorilli, C., Gabola, P., Pepe, A., Meylan, N., Curchod-Ruedi, D., Albanese, O., & Doudin, P. A. (2015). The effect of teachers’ emotional intensity and social support on burnout syndrome. A comparison between Italy and Switzerland. European Review of Applied Psychology, 65(6), 275-283. doi:10.1016/j.erap.2015.10.003
Fiorilli, C., Schneider, B., Buonomo, I., & Romano, L. (2019). Family and nonfamily support in relation to burnout and work engagement among Italian teachers. Psychology in the Schools, 56(5), 781-791. doi:10.1002/pits.22235
Foley, C., & Murphy, M. (2015). Burnout in Irish teachers: Investigating the role of individual differences, work environment and coping factors. Teaching and Teacher Education, 50, 46-55. doi:10.1016/j.tate.2015.05.001
Freudenberger, H. J. (1974). Staff burn‐out. Journal of social issues, 30(1), 159-165. doi:10.1111/j.1540-4560.1974.tb00706.x
Garcia-Arroyo, J. A., Osca Segovia, A., & Peiró, J. M. (2019). Meta-analytical review of teacher burnout across 36 societies: the role of national learning assessments and gender egalitarianism. Psychology & Health, 34(6), 733-753. doi:10.1080/08870446.2019.1568013
García-Villamisar, D., & Guinjoan, T. F. (2003). El estrés del professorado: uma perspectiva internacional. Valencia: Promolibro
Gasparini, S. M., Barreto, S. M., & Assunção, A. Á. (2005). O professor, as condições de trabalho e os efeitos sobre sua saúde. Educação e pesquisa, 31(2), 189-199. Recuperado de http://www.scielo.br/pdf/ep/v31n2/a03v31n2
Gastaldi, F. G. M., Pasta, T., Longobardi, C., Prino, L. E., & Quaglia, R. (2015). Measuring the influence of stress and burnout in teacher-child relationship. European Journal of Education and Psychology, 7(1), 17-28. doi:10.30552/ejep.v7i1.99
Gil-Monte, P. R. (2005). El síndrome de quemarse por el trabajo (Burnout): una enfermedad laboral en la sociedad del bienestar. Madrid: Pirámide.
Gil-Monte, P. R., Carlotto, M. S., & Câmara, S. G. (2010). Validação da versão brasileira do" Cuestionario para la Evaluación del Síndrome de Quemarse por el Trabajo" em professores. Revista de Saúde Pública, 44(1), 140-147. doi:10.1590/S0034-89102010000100015.
Gil-Monte, P., & Peiró, J. M. (1997). Desgaste Psíquico em el Trabajo: el síndrome de quermase. Madrid: Sintesis Psicologia.
Gouvêa, L. A. V. N. (2016). As condições de trabalho e o adoecimento de professores na agenda de uma entidade sindical. Saúde em Debate, 40(111), 206-219. Recuperado de https://www.redalyc.org/pdf/4063/406349550017.pdf
Grant, M. J., & Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health information & libraries journal, 26(2), 91-108. doi: 10.1111/j.1471-1842.2009.00848.x
Gray, C., Wilcox, G., & Nordstokke, D. (2017). Teacher mental health, school climate, inclusive education and student learning: A review. Canadian Psychology/psychologie canadienne, 58(3), 203-210. doi:10.1037/cap0000117
Guimarães, L. A. M., & Cardoso, W. L. C. D. (2004). Atualizações sobre a Síndrome de Burnout: Saúde mental e trabalho. São Paulo: Casa do Psicólogo.
Han, B. C. (2015). Psicopolítica. Lisboa: Relógio d’Água.
Han, B. C. (2017). Sociedade do cansaço. Petrópolis: Vozes.
Harris, A. R., Jennings, P. A., Katz, D. A., Abenavoli, R. M., & Greenberg, M. T. (2016). Promoting stress management and wellbeing in educators: Feasibility and efficacy of a school-based yoga and mindfulness intervention. Mindfulness, 7(1), 143-154. doi:10.1007/s12671-015-0451-2
Hoglund, W. L., Klingle, K. E., & Hosan, N. E. (2015). Classroom risks and resources: Teacher burnout, classroom quality and children's adjustment in high needs elementary schools. Journal of School Psychology, 53(5), 337-357. doi:10.1016/j.jsp.2015.06.002
Iancu, A. E., Rusu, A., Măroiu, C., Păcurar, R., & Maricuțoiu, L. P. (2018). The effectiveness of interventions aimed at reducing teacher burnout: A meta-analysis. Educational psychology review, 30(2), 373-396. doi:10.1007/s10648-017-9420-8
Jevtić, A. V., & Halavuk, A. (2018). Early childhood teachers burn-out syndrome–perception of Croatian teachers. Early Years, 1-12. doi:10.1080/09575146.2018.1482260
Jiang, X. R., Du, J. J., & Dong, R. Y. (2017). Coping style, job burnout and mental health of university teachers of the millennial generation. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3379-3392. doi:10.12973/eurasia.2017.00734a
Ju, C., Lan, J., Li, Y., Feng, W., & You, X. (2015). The mediating role of workplace social support on the relationship between trait emotional intelligence and teacher burnout. Teaching and teacher education, 51, 58-67. doi:10.1016/j.tate.2015.06.001
Khajavy, G. H., Ghonsooly, B., & Fatemi, A. H. (2017). Testing a burnout model based on affective-motivational factors among EFL teachers. Current Psychology, 36(2), 339-349. doi:10.1007/s12144-016-9423-5
Lauermann, F., & König, J. (2016). Teachers’ professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout. Learning and Instruction, 45, 9-19. doi:10.1016/j.learninstruc.2016.06.006
Lei de Diretrizes e Bases da Educação Nacional – LDB. (1996). Lei Nº 9.394, de 20 de dezembro de 1996. Recuperado de http://www.planalto.gov.br/ccivil_03/leis/l9394.htm
Lelis, I. (2012). O trabalho docente na escola de massa: desafios e perspectivas. Sociologias, 14(29), 152-174. doi:10.1590/S1517-45222012000100007
Libâneo, J. C. (2011). Adeus professor, adeus professora?: novas exigências educacionais e profissão docente. São Paulo: Cortez.
Lim, S., & Eo, S. (2014). The mediating roles of collective teacher efficacy in the relations of teachers' perceptions of school organizational climate to their burnout. Teaching and Teacher Education, 44, 138-147. doi:10.1016/j.tate.2014.08.007
Lipp, M. E. N. (2003). Stress Do Professor (o). Papirus Editora.
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2019). A systematic review and meta-analysis of the impact of mindfulness-based interventions on the well-being of healthcare professionals. Mindfulness, 10(7), 1193-1216. doi:10.1007/s12671-018-1062-5
Mameli, C., & Molinari, L. (2017). Teaching interactive practices and burnout: a study on Italian teachers. European journal of psychology of education, 32(2), 219-234. doi:10.1007/s10212-016-0291-z
Martínez Ramón, J. P. (2015). Cómo se defiende el profesorado de secundaria del estrés: burnout y estrategias de afrontamiento. Revista de Psicología del Trabajo y de las Organizaciones, 31(1), 1-9. doi:10.1016/j.rpto.2015.02.001
Martins, M. D. F. D., Vieira, J. S., Feijó, J. R., & Bugs, V. (2014). O trabalho das docentes da educação infantil e o mal-estar docente: o impacto dos aspectos psicossociais no adoecimento. Cadernos de Psicologia Social do Trabalho, 17(2), 281-289. doi:10.11606/issn.1981-0490.v17i2p281-289
Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of organizational behavior, 2(2), 99-113. doi:10.1002/job.4030020205
Maslach, C., Jackson, S. E., Leiter, M. P., Schaufeli, W. B., & Schwab, R. L. (1986). Maslach burnout inventory (Vol. 21, pp. 3463-3464). Palo Alto, CA: Consulting psychologists press.
Montero-Marín, J., & García-Campayo, J. (2010). A newer and broader definition of burnout: Validation of the" Burnout Clinical Subtype Questionnaire (BCSQ-36)". BMC Public Health, 10(1), 3-20. doi:10.1186/1471-2458-10-302
Montero-Marín, J., Carrasco, J. M., Roca, M., Serrano-Blanco, A., Gili, M., Mayoral, F., ... & Araya, R. (2013). Expectations, experiences and attitudes of patients and primary care health professionals regarding online psychotherapeutic interventions for depression: protocol for a qualitative study. BMC psychiatry, 13(1), 64-70. doi:10.1186/1471-244X-13-64
Montero-Marín, J., García-Campayo, J., Mera, D. M., & Del Hoyo, Y. L. (2009). A new definition of burnout syndrome based on Farber's proposal. Journal of occupational medicine and toxicology, 4(1), 1-31. doi:10.1186/1745-6673-4-31
Montero-Marín, J., Prado-Abril, J., Demarzo, M. M. P., Gascon, S., & García-Campayo, J. (2014). Coping with stress and types of burnout: explanatory power of different coping strategies. PloS one, 9(2), 1-10. doi:10.1371/journal.pone.0089090
Montero-Marín, J., Prado-Abril, J., Demarzo, M. M., García-Toro, M., & García-Campayo, J. (2016). Burnout subtypes and their clinical implications: A theoretical proposal for specific therapeutic approaches. Revista de Psicopatología y Psicología Clínica, 21(3), 231-242. doi:10.5944/rppc.vol.21.num.3.2016.15686
Pereira, T. D. S. L., Aguiar, A. L., & Costa, S. A. (2015). Mal-Estar Docente: reflexões sobre os desconfortos presentes no desempenho da profissão. Revista Educação e Emancipação, 8(2), 161-181. doi:10.18764/
Peroni, V., & Scheibe, L. (2018). Privatização da e na educação: projetos societários em disputa. Retratos da Escola, 11(21), 387-392. doi:10.22420/rde.v11i21.831
Pishghadam, R., Adamson, B., Sadafian, S. S., & Kan, F. L. (2014). Conceptions of assessment and teacher burnout. Assessment in Education: Principles, Policy & Practice, 21(1), 34-51. doi:10.1080/0969594X.2013.817382
Polatcan, M., Cansoy, R., & Kilinç, A. Ç. (2019). Examining empirical studies on teacher burnout: A systematic review. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35(4), 858-873. Recuperado de https://dergipark.org.tr/en/pub/hunefd/issue/57647/818900
Richards, K. A. R., Hemphill, M. A., & Templin, T. J. (2018). Personal and contextual factors related to teachers’ experience with stress and burnout. Teachers and Teaching, 24(7), 768-787. doi:10.1080/13540602.2018.1476337
Ros, R. G., Fuentes, M. C., & Fernández, B. (2015). Análisis de la relación entre la autoeficacia interpersonal del profesorado y sus niveles de burnout. Electronic Journal of Research in Educational Psychology, 13(3), 483-502. Recuperado de https://www.redalyc.org/pdf/2931/293142880003.pdf
Roslan, N. A., Ho, J. A., Ng, S. I., & Sambasivan, M. (2015). Job demands & job resources: Predicting burnout and work engagement among teachers. International Proceedings of Economics Development and Research, 84, 138-145. Recuperado de http://www.ipedr.com/vol84/017-E00026.pdf
Salas, A. M., & Gil-Monte, P. R. (2012). Características psicométricas del «Cuestionario para la evaluación del síndrome de quemarse por el trabajo» en maestros mexicanos Psychometric Properties of the Spanish Burnout Inventory in Mexican Teachers. Revista de Educación, 359, 260-273. doi:10-4438/1988-592X-RE-2010-359-094
Sánchez-Oliva, D., Sánchez-Miguel, P. A., Pulido González, J. J., López Chamorro, J. M., & Cuevas Campos, R. (2014). Motivación y burnout en profesores de educación física: incidencia de la frustración de las necesidades psicológicas básicas. Cuadernos de Psicología del Deporte, 14(3), 75-82. Recuperado de http://scielo.isciii.es/pdf/cpd/v14n3/art08.pdf
Schonfeld, I. S., & Bianchi, R. (2016). Burnout and depression: two entities or one?. Journal of clinical psychology, 72(1), 22-37. doi:10.1002/jclp.22229
Shen, B., McCaughtry, N., Martin, J., Garn, A., Kulik, N., & Fahlman, M. (2015). The relationship between teacher burnout and student motivation. British Journal of Educational Psychology, 85(4), 519-532. doi:10.1111/bjep.12089
Shorosh, S., & Berkovich, I. (2020). The relationships between workgroup emotional climate and teachers’ burnout and coping style. Research Papers in Education, 1-17. doi:10.1080/02671522.2020.1836516
Simões, F., & Calheiros, M. M. (2019). A matter of teaching and relationships: determinants of teaching style, interpersonal resources and teacher burnout. Social Psychology of Education, 22(4), 991-1013. doi:10.1007/s11218-019-09501-w
Skaalvik, E. M., & Skaalvik, S. (2017). Dimensions of teacher burnout: Relations with potential stressors at school. Social Psychology of Education, 20(4), 775-790. doi:10.1007/s11218-017-9391-0
Taxer, J. L., & Gross, J. J. (2018). Emotion regulation in teachers: The “why” and “how”. Teaching and Teacher Education, 74, 180-189. doi: 10.1016/j.tate.2018.05.008
The Lancet. (2019). ICD-11. The Lancet Editorial, 393. doi:10.1016/S0140-6736(19)31205-X
Tostes, M. V., Albuquerque, G. S. C. D., Silva, M. J. D. S., & Petterle, R. R. (2018). Sofrimento mental de professores do ensino público. Saúde em Debate, 42, 87-99. doi:10.1590/0103-1104201811607
Vale, P. C. S., & Aguillera, F. (2016). Estresse dos professores de ensino fundamental em escolas públicas: Uma revisão de literatura. Revista Psicologia, Diversidade e Saúde, 5(1), 86-94. doi:10.17267/2317-3394rpds.v5i1.712
Van Droogenbroeck, F., Spruyt, B., & Vanroelen, C. (2014). Burnout among senior teachers: Investigating the role of workload and interpersonal relationships at work. Teaching and teacher education, 43, 99-109. doi:10.1016/j.tate.2014.07.005
Zabihi, R., & Khodabakhsh, M. (2019). L2 teachers’ traditional versus constructivist teaching/learning conceptions and teacher burnout. Current Psychology, 38(2), 347-353. doi:10.1007/s12144-017-9610-z
Zhu, M., Liu, Q., Fu, Y., Yang, T., Zhang, X., & Shi, J. (2018). The relationship between teacher self-concept, teacher efficacy and burnout. Teachers and Teaching, 24(7), 788-801. doi:10.1080/13540602.2018.1483913
Zysberg, L., Orenshtein, C., Gimmon, E., & Robinson, R. (2017). Emotional intelligence, personality, stress, and burnout among educators. International Journal of Stress Management, 24(S1), 122-136. doi:10.1037/str0000028
Downloads
Published
Issue
Section
License
Copyright (c) 2021 Karine David Andrade Santos, Joilson Pereira da Silva
This work is licensed under a Creative Commons Attribution 4.0 International License.
The BRAJETS follows the policy for Open Access Journals, provides immediate and free access to its content, following the principle that making scientific knowledge freely available to the public supports a greater global exchange of knowledge and provides more international democratization of knowledge. Therefore, no fees apply, whether for submission, evaluation, publication, viewing or downloading of articles. In this sense, the authors who publish in this journal agree with the following terms: A) The authors retain the copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution License (CC BY), allowing the sharing of the work with recognition of the authorship of the work and initial publication in this journal. B) Authors are authorized to distribute non-exclusively the version of the work published in this journal (eg, publish in the institutional and non-institutional repository, as well as a book chapter), with acknowledgment of authorship and initial publication in this journal. C) Authors are encouraged to publish and distribute their work online (eg, online repositories or on their personal page), as well as to increase the impact and citation of the published work.