TY - JOUR
T1 - Determinants of Burnout among Teachers
T2 - A Systematic Review of Longitudinal Studies
AU - Mijakoski, Dragan
AU - Cheptea, Dumitru
AU - Marca, Sandy Carla
AU - Shoman, Yara
AU - Caglayan, Cigdem
AU - Bugge, Merete Drevvatne
AU - Gnesi, Marco
AU - Godderis, Lode
AU - Kiran, Sibel
AU - McElvenny, Damien M.
AU - Mediouni, Zakia
AU - Mesot, Olivia
AU - Minov, Jordan
AU - Nena, Evangelia
AU - Otelea, Marina
AU - Pranjic, Nurka
AU - Mehlum, Ingrid Sivesind
AU - van der Molen, Henk F.
AU - Canu, Irina Guseva
N1 - Funding Information: Funding: The European Union’s Horizon 2020 research and innovation program under the Marie Skłodowska‐Curie grant agreement No 801076, through the SSPH+ Global PhD Fellowship Program in Public Health Sciences (GlobalP3HS) of the Swiss School of Public Health partly supported the PhD position of YS. Unisanté, supported via the General Directorate of Health of the Canton of Vaud via the grant of the Commission for Health Promotion and the Fight against Addictions Grant N° 8273/3636000000‐801. This publication is based upon work from COST Action CA16216 (OMEGA‐ NET), supported by COST (European Cooperation in Science and Technology). The publication fee was funded by the Norwegian Institute of Occupational Health (STAMI), Norway. Publisher Copyright: © 2022 by the authors. Licensee MDPI, Basel, Switzerland.
PY - 2022/5/1
Y1 - 2022/5/1
N2 - We aimed to review the determinants of burnout onset in teachers. The study was conducted according to the PROSPERO protocol CRD42018105901, with a focus on teachers. We performed a literature search from 1990 to 2021 in three databases: MEDLINE, PsycINFO, and Embase. We included longitudinal studies assessing burnout as a dependent variable, with a sample of at least 50 teachers. We summarized studies by the types of determinant and used the MEVORECH tool for a risk of bias assessment (RBA). The quantitative synthesis focused on emotional exhaustion. We standardized the reported regression coefficients and their standard errors and plotted them using R software to distinguish between detrimental and protective determinants. A qualitative analysis of the included studies (n = 33) identified 61 burnout determinants. The RBA showed that most studies had external and internal validity issues. Most studies implemented two waves (W) of data collection with 6–12 months between W1 and W2. Four types of determinants were summarized quantitatively, namely support, conflict, organizational context, and individual characteristics, based on six studies. This systematic review identified detrimental determinants of teacher exhaustion, including job satisfaction, work climate or pressure, teacher self‐efficacy, neuroticism, perceived collective exhaustion, and classroom disruption. We recommend that authors consider using harmonized methods and protocols such as those developed in OMEGA‐NET and other research consortia.
AB - We aimed to review the determinants of burnout onset in teachers. The study was conducted according to the PROSPERO protocol CRD42018105901, with a focus on teachers. We performed a literature search from 1990 to 2021 in three databases: MEDLINE, PsycINFO, and Embase. We included longitudinal studies assessing burnout as a dependent variable, with a sample of at least 50 teachers. We summarized studies by the types of determinant and used the MEVORECH tool for a risk of bias assessment (RBA). The quantitative synthesis focused on emotional exhaustion. We standardized the reported regression coefficients and their standard errors and plotted them using R software to distinguish between detrimental and protective determinants. A qualitative analysis of the included studies (n = 33) identified 61 burnout determinants. The RBA showed that most studies had external and internal validity issues. Most studies implemented two waves (W) of data collection with 6–12 months between W1 and W2. Four types of determinants were summarized quantitatively, namely support, conflict, organizational context, and individual characteristics, based on six studies. This systematic review identified detrimental determinants of teacher exhaustion, including job satisfaction, work climate or pressure, teacher self‐efficacy, neuroticism, perceived collective exhaustion, and classroom disruption. We recommend that authors consider using harmonized methods and protocols such as those developed in OMEGA‐NET and other research consortia.
KW - burnout
KW - exhaustion
KW - occupational health
KW - predictors
KW - prevention
KW - teachers
UR - http://www.scopus.com/inward/record.url?scp=85130006576&partnerID=8YFLogxK
U2 - https://doi.org/10.3390/ijerph19095776
DO - https://doi.org/10.3390/ijerph19095776
M3 - Review article
C2 - 35565168
SN - 1661-7827
VL - 19
JO - International journal of environmental research and public health
JF - International journal of environmental research and public health
IS - 9
M1 - 5776
ER -