RESEARCH ARTICLE
Teachers' Burnout Profile: Risk and Protective Factors
Ilaria Buonomo1, Marilena Fatigante1, Caterina Fiorilli2, *
Article Information
Identifiers and Pagination:
Year: 2017Volume: 10
First Page: 190
Last Page: 201
Publisher ID: TOPSYJ-10-190
DOI: 10.2174/1874350101710010190
Article History:
Received Date: 18/09/2017Revision Received Date: 13/11/2017
Acceptance Date: 12/12/2017
Electronic publication date: 27/12/2017
Collection year: 2017
open-access license: This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International Public License (CC-BY 4.0), a copy of which is available at: (https://creativecommons.org/licenses/by/4.0/legalcode). This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Abstract
Background:
Burnout syndrome represents a factual risk for school teachers during their career. Several factors have been analyzed as stress sources enabled to menace teachers’ general well-being; nevertheless, protective factors mostly related to their personal resources may differently characterize teachers’ profiles.
Objectives:
The current study aimed to define different teachers’ profiles based on their burnout levels and attitudes towards job (i.e., job satisfaction, self-efficacy, attitudes toward professional growth, collective efficacy, positive and negative emotions, and hedonic balance).
attitudes towards job
Methods:
Participants were 266 school teachers (F=69.1%) ranging from 26 to 65 years old (M=48.95; SD=8.31), with teaching experience ranged from 1 to 41 years (M=21.72; SD=10.36). Data were collected by three self-report questionnaires: Copenhagen Burnout Inventory, Attitudes towards job questionnaires, School Collective efficacy.
Results:
Cluster analysis approach showed two distinct teacher's profiles named at-risk and non at-risk teachers. Main differences were due to burnout levels, attitudes toward job and extra-mansions at work. No differences were found related to teachers' socio-demographic characteristics and their years of experience.
Conclusions:
The two teachers’ profiles resulting from the cluster analysis show several similarities, including collective efficacy and job satisfaction levels. Results are discussed in relation as to how teachers’ positive emotions towards their job can work as protective factors against the risk of burnout.
