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Yu Q, Yu X. Job burnout among teachers handling English as a foreign language in China: review and prospects. Front Psychol 2023; 14:1202830. [PMID: 37496800 PMCID: PMC10367104 DOI: 10.3389/fpsyg.2023.1202830] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2023] [Accepted: 06/26/2023] [Indexed: 07/28/2023] Open
Abstract
In recent years, job burnout of English as a foreign language (EFL) teachers in China has become prominent in the field of education and psychology, with the related research articles generally on the rise. Using the database of Web of Science (WOS) and the sub-database of Chinese Social Sciences Citation Index (CSSCI) in China National Knowledge Infrastructure (CNKI) database, this paper comprehensively reviews the current situation of research on job burnout of EFL teachers in China between 2020 and 2023, from the aspects of research methods, research focuses and research findings. The literature research results show that on the whole, the research on job burnout of EFL teachers in China is still in its infancy, and that the research level is still relatively low. Based on the systematic reviews of the collected studies, we can conclude that although there is no unanimous conclusion between demographic variables and job burnout severity of EFL teachers in China, we can intervene at both the teacher and school levels to alleviate job burnout of EFL teachers. This review paper analyzes some main problems existing in the current research, for example, lack of theoretical construction and guidance, too much concentration on some research topics, lack of diversified and interdisciplinary research methods, lack of longitudinal research, and potential directions for future research are also discussed in the paper.
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Affiliation(s)
- Qiangfu Yu
- Faculty of Humanities and Foreign Languages, Xi’an University of Technology, Xi’an, Shaanxi, China
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Teacher exhaustion: The effects of disruptive student behaviors, victimization by workplace bullying, and social support from colleagues. SOCIAL PSYCHOLOGY OF EDUCATION 2023. [DOI: 10.1007/s11218-023-09779-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/18/2023]
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Sohail MM, Baghdady A, Choi J, Huynh HV, Whetten K, Proeschold-Bell RJ. Factors influencing teacher wellbeing and burnout in schools: A scoping review. Work 2023; 76:1317-1331. [PMID: 37393465 DOI: 10.3233/wor-220234] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/03/2023] Open
Abstract
BACKGROUND Teacher's wellbeing and mental health play a pivotal role in learning experiences and educational environment. For a better future, we need thriving teachers with strong wellbeing. OBJECTIVE The current scoping literature review aimed to explore the factors fostering wellbeing and causing burnout among school teachers. METHODS Applying appropriate search terms to relevant databases for the years 2016-2020 yielded 934 potentially relevant research articles which were further filtered to 102 articles. RESULTS The findings of this review suggested that emotion regulation, positive workplace milieu and teacher self-efficacy (feeling successful as a teacher) are important factors fostering teachers' wellbeing whilst negative workplace environment and negative emotions along with feeling marginalized or bullied by coworkers are factors behind teacher burnout. The strengths of this study include a rigorous research design and relational analysis approach. CONCLUSION Teacher wellbeing needs a workplace environment with minimum bullying and marginalization. An atmosphere of respect, inclusion, and mutual teacher support is needed to promote wellbeing.
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Affiliation(s)
- Malik Muhammad Sohail
- Department of Sociology, The Center for Religion, Science and Social Wellbeing, University of Chakwal, Chakwal, Pakistan
| | - Ahmed Baghdady
- World Innovation Summit for Education (WISE), Qatar Foundation, Ar Rayyan, Qatar
| | - Jessica Choi
- Center for Health Policy and Inequalities Research, Duke Global Health Institute, Duke University, Durham, NC, USA
| | - Hy V Huynh
- Center for Health Policy and Inequalities Research, Duke Global Health Institute, Duke University, Durham, NC, USA
| | - Kathryn Whetten
- Center for Health Policy and Inequalities Research, Duke Global Health Institute, Duke University, Durham, NC, USA
| | - Rae Jean Proeschold-Bell
- Center for Health Policy and Inequalities Research, Duke Global Health Institute, Duke University, Durham, NC, USA
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Ghasemi F. The Effects of Dysfunctional Workplace Behavior on Teacher Emotional Exhaustion: A Moderated Mediation Model of Perceived Social Support and Anxiety. Psychol Rep 2022:332941221146699. [PMID: 36527284 DOI: 10.1177/00332941221146699] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/17/2024]
Abstract
Dysfunctional workplace behavior (DWB) is a prevalent phenomenon in schools, which has adverse consequences for teachers and students. In addition to the known negative implications, little is known about the mechanism through which DWB functions. The purpose of this study was to explore the effects of DWB on teacher emotional exhaustion (EE) and understand whether perceived social support (PSS) moderates the mediating effect that anxiety has on the relationship between DWB and EE. A battery of measurement tools was administered to 249 English as a foreign language (EFL) teachers in Iran. Moderated mediation regressions were used to analyze survey data. Results indicated that anxiety mediated the relationship between DWB and EE. Additionally, it was found that PSS moderated the direct relationship between DWB and anxiety; and the indirect relationship between DWB and EE. DWB was more strongly associated with an increased incidence of anxiety and EE in teachers with low levels of PSS. Results highlight the need to understand the intervening factors and sources of EE to actively identify, assess, and control teachers' behavioral and mental health risk factors. Given the significant role of emotions in teacher well-being, it is imperative to develop effective interventions (e.g., promoting PSS and positive workplace behaviors) in order to optimize teachers' emotional and behavioral health.
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Affiliation(s)
- Farshad Ghasemi
- Missouri Prevention Science Institute, University of Missouri, USA
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Nguyen PT, Sanders K, Schwarz GM, Rafferty AE. The linkage between cognitive diversity and team innovation: Exploring the roles of team humor styles and team emotional intelligence via the conservation of resources theory. ORGANIZATIONAL PSYCHOLOGY REVIEW 2022. [DOI: 10.1177/20413866221114847] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Researchers have displayed considerable interest in how and when team cognitive diversity leads to improved or impaired team innovation. When addressing this issue, scholars have adopted the information/decision making and social categorization theoretical perspectives. In contrast, we draw on conservation of resources (COR) theory when examining the cognitive diversity and team innovation relationship. We argue that in a team environment, cognitive diversity may result in the threat of losing valuable resources. This threat, in turn, encourages team members to engage in resource replenishment through the use of different humor styles (i.e., affiliative, self-enhancing, aggressive, self-defeating). We argue that, with such resource replenishment, four team-level humor styles emerge and mediate the relationship between cognitive diversity and team innovation. In addition, we expect team emotional intelligence to moderate the relationships between cognitive diversity and team humor styles. Our model has important theoretical implications for team diversity, humor, emotional intelligence, and innovation research. Plain language summary Team cognitive diversity can be defined as the extent to which team members differ in their ideas, perspectives, or values. Cognitive diversity is important for teams to cultivate innovation although it may also result in relationship conflicts and the formation of subgroups in a team. Our paper views cognitive diversity as a signal that drives team members to use humor to cope with diversity. This may then result in different humor styles (i.e., affiliative, self-enhancing, aggressive, self-defeating) that characterize the way the team uses humor. For instance, while working in a cognitively diverse team, team members might make a joke about work that the whole team laughs together (i.e., affiliative humor). However, some members might use sarcasm to insult others who are different from the group norms (i.e., aggressive humor). We argue that the team humor styles will influence team innovation, which in turn will link cognitive diversity with team innovation. Moreover, we suggest that team emotional intelligence will influence the extent to which the four team humor styles link cognitive diversity and team innovation.
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Cheng H, Fan Y, Lau H. An integrative review on job burnout among teachers in China: Implications for Human Resource Management. INTERNATIONAL JOURNAL OF HUMAN RESOURCE MANAGEMENT 2022. [DOI: 10.1080/09585192.2022.2078991] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Han Cheng
- School of Business, Western Sydney University, Australia
| | - Youqing Fan
- School of Business, Western Sydney University, Australia
| | - Henry Lau
- School of Business, Western Sydney University, Australia
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Zhang H, Cui N, Chen D, Zou P, Shao J, Wang X, Zhang Y, Du J, Du C, Zheng D. Social support, anxiety symptoms, and depression symptoms among residents in standardized residency training programs: the mediating effects of emotional exhaustion. BMC Psychiatry 2021; 21:460. [PMID: 34548045 PMCID: PMC8456644 DOI: 10.1186/s12888-021-03381-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/13/2021] [Accepted: 07/19/2021] [Indexed: 11/16/2022] Open
Abstract
BACKGROUND Although studies indicate that social support is related to emotional exhaustion, depression symptoms, and anxiety symptoms, the underlying mechanism between those variables remains unknown. METHODS Based on a sample of 254 residents in standardized residency training programs, two mediation models were tested in which emotional exhaustion served as a mediator in the relationship between social support and anxiety symptoms/depression symptoms. We used the following self-reported questionnaires as instruments to collect data: zung self-rating depression scale, zung self-rating anxiety scale, social support rating scale, and emotional exhaustion scale. RESULTS In the final study sample, the mean age of the residents was 25.92 years old (SD =1.88), and a total of 41.3% were male, and 58.7% were female. This current study suggested that social support was proven to be a relevant factor affecting anxiety symptoms and depression symptoms. Particularly, the results also indicated that emotional exhaustion partially mediated the impact of social support on anxiety symptoms and depression symptoms among Chinese residents in the standardized residency training program. CONCLUSIONS Our study signifies that enhancements in social support and reduction of emotional exhaustion can directly or indirectly affect anxiety symptoms and depression symptoms among Chinese residents in the standardized residency training program. These findings will offer insight for health-sector managers to develop programs aimed at social support and adopt individual-level interventions and organization-level interventions to reduce emotional exhaustion.
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Affiliation(s)
- Hui Zhang
- Department of cardiology, Guizhou Provincial People's Hospital, Guiyang, China
| | - Nianqi Cui
- The Second Affiliated Hospital Zhejiang University School of Medicine, Hangzhou, China
| | - Dandan Chen
- Zhejiang university School of Medicine Sir Run Run Shaw Hospital, Hangzhou, China
| | - Ping Zou
- School of Nursing, Nipissing University, 222 St. Patrick Street, Toronto, Ontario, Canada
| | - Jing Shao
- Zhejiang university School of Medicine Sir Run Run Shaw Hospital, Hangzhou, China
| | - Xiyi Wang
- School of Nursing, Shanghai JiaoTong University, Shanghai, China
| | - Yichi Zhang
- Department of Burn and Plastic Surgery, Guizhou Provincial People's Hospital, Guiyang, China
| | - Jiao Du
- Department of Burn and Plastic Surgery, Guizhou Provincial People's Hospital, Guiyang, China
| | - Chunxue Du
- Department of Burn and Plastic Surgery, Guizhou Provincial People's Hospital, Guiyang, China
| | - Deyi Zheng
- Department of Burn and Plastic Surgery, Guizhou Provincial People's Hospital, Guiyang, China.
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Associations between burnout and personal and professional characteristics: a study of Portuguese teachers. SOCIAL PSYCHOLOGY OF EDUCATION 2021. [DOI: 10.1007/s11218-021-09640-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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İnceler M, Güneyli A. Effects of the Humorous Characteristics of the School Principals on School Health. Front Psychol 2021; 12:628775. [PMID: 33716894 PMCID: PMC7943481 DOI: 10.3389/fpsyg.2021.628775] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/12/2020] [Accepted: 01/26/2021] [Indexed: 11/13/2022] Open
Abstract
In this study, teachers' views are evaluated to determine whether there is a relationship between the humor styles of school principals and the health of an organization. The study is based on a mixed research approach with both quantitative and qualitative aspects. In the quantitative study, the teachers were asked to describe their principals' senses of humor using the "humor behavior scale" and to evaluate the organization in which they worked using the "organizational health inventory." In the qualitative dimension, principals working in primary schools were interviewed and asked to evaluate their own sense of humor and the school's health. When the quantitative findings were examined, the regression results showed that school principals with a cynical style of humor negatively predicts organizational health, and productive social and affirmative styles of humor positively predict organizational health. In the qualitative study, the content analysis results revealed that a school administrator who uses humor effectively is capable of effectively solving problems in the school. However, it has been stated that the humor style of the school principal can have negative effects as well as positive effects. School principals are advised to recognize the teachers with whom they work and to distinguish which teachers are receptive to humor.
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Affiliation(s)
- Mehtap İnceler
- Education Faculty, Near East University, Nicosia, Cyprus
| | - Ahmet Güneyli
- Education Faculty, European University of Lefke, Nicosia, Cyprus
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Méndez I, Martínez-Ramón JP, Ruiz-Esteban C, García-Fernández JM. Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E6760. [PMID: 32948075 PMCID: PMC7559916 DOI: 10.3390/ijerph17186760] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/03/2020] [Revised: 09/13/2020] [Accepted: 09/15/2020] [Indexed: 12/19/2022]
Abstract
Burnout is a reality in the teaching profession. Specifically, teaching staff usually have higher burnout rates. The present study aims to analyze the different burnout profiles and to verify if there were differences between burnout profiles in depressive symptomatology and in the self-esteem of the teachers at school. The total number of participants was 210 teachers from 30 to 65 years. The first scale was the Maslach burnout inventory, the second scale was the Self-Rating depression scale and the third scale was the Rosenberg Self-Esteem Scale . The latent class analysis identified three burnout profiles: the first group with a high level of emotional exhaustion, low personal accomplishment and depersonalization (high burnout); the second group with low emotional exhaustion, low depersonalization and high personal accomplishment (low burnout) and the third group with low depersonalization, low emotional exhaustion and low personal accomplishment (moderate burnout). The results revealed that there were differences in depressive symptomatology (group 1 obtained higher scores than group 2 and group 3) and self-esteem (group 2 obtained higher scores than group 1). The psychological balance and health of teachers depend on preventing the factors that have been associated with this syndrome.
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Affiliation(s)
- Inmaculada Méndez
- Department of Evolutionary Developmental and Educational Psychology, University of Murcia, 30100 Murcia, Spain
| | - Juan Pedro Martínez-Ramón
- Department of Evolutionary Developmental and Educational Psychology, University of Murcia, 30100 Murcia, Spain
| | - Cecilia Ruiz-Esteban
- Department of Evolutionary Developmental and Educational Psychology, University of Murcia, 30100 Murcia, Spain
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Bayani AA, Baghery H. Exploring the Influence of Self-Efficacy, School Context and Self-Esteem on Job Burnout of Iranian Muslim Teachers: A Path Model Approach. JOURNAL OF RELIGION AND HEALTH 2020; 59:154-162. [PMID: 30259394 DOI: 10.1007/s10943-018-0703-2] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
This study tested the influence of self-efficacy, school context and self-esteem on job burnout of Iranian Muslim teachers. Job burnout was taken to be composed of three components: emotional exhaustion, depersonalization and personal accomplishment. A sample of 212 secondary school teachers completed a packet of scales that measure self-efficacy, school context, self-esteem and job burnout. The relationships between the variables were examined via path analysis. Path analysis showed self-efficacy to have a significant direct negative effect on depersonalization (β = - 0.25, p < 0.01) and reduced personal accomplishment (β = - 0.31, p < 0.01). School context had a significant direct effect on emotional exhaustion (β = - 0.36, p < 0.01), depersonalization (β = - 0.23, p < 0.01) and reduced personal accomplishment (β = - 0.17, p < 0.01). Self-esteem had a significant direct effect on emotional exhaustion (β = - 0.36, p < 0.01), depersonalization (β = - 0.15, p < 0.01) and reduced personal accomplishment (β = - 0.26, p < 0.01). The proposed model explained 47% of total variance of "emotional exhaustion," 28% of "depersonalization" and 54% of "reduced personal accomplishment."
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Affiliation(s)
- Ali Asghar Bayani
- Department of Education and Psychology, Azadshahr Branch, Islamic Azad University, Azadshahr, Golestan Province, Islamic Republic of Iran.
| | - Hossine Baghery
- Department of Education and Psychology, Azadshahr Branch, Islamic Azad University, Azadshahr, Golestan Province, Islamic Republic of Iran
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Perfectionism and a Healthy Attitude toward Oneself: Could Humor Be a Resource? INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 17:ijerph17010201. [PMID: 31892181 PMCID: PMC6981714 DOI: 10.3390/ijerph17010201] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/08/2019] [Revised: 12/22/2019] [Accepted: 12/23/2019] [Indexed: 11/21/2022]
Abstract
In the framework of the psychology of harmonization, the present study analyzes the relationships of humor styles with perfectionism, controlling for the effects of personality traits. One hundred and forty-eight Italian university students were administered the Italian versions of the HEXACO-60, the Humor Styles Questionnaire, and the short-form version of the Big Three Perfectionism Scale. Based on hierarchical regression analyses, humor styles accounted for a significant percentage of incremental variance beyond personality traits in relation to three major perfectionism factors. Humor styles may be a promising area for further research and intervention in relation to managing issues related to perfectionism in strengths-based preventative perspectives.
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Fu W, Tang W, Xue E, Li J, Shan C. The mediation effect of self-esteem on job-burnout and self-efficacy of special education teachers in Western China. INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2019; 67:273-282. [PMID: 34408862 PMCID: PMC8366638 DOI: 10.1080/20473869.2019.1662204] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/17/2019] [Revised: 08/07/2019] [Accepted: 08/20/2019] [Indexed: 06/13/2023]
Abstract
Teacher self-efficacy may reduce the likelihood of burnout through preventing the occurrence of work stress. The study inquiries the relationship between teaching efficacy and burnout, focus on mediation of self-esteem. A sample of 329 Chinese special teachers who teach in the special schools in western China was measured with the Maslach Burnout Inventory, the Rosenberg self-esteem scale and the Self-efficacy scale. Results indicated that emotional exhaustion and depersonalization of Chinese special teachers are at a medium level and personal accomplishment are at a low level. The mediation analysis shows that under the education background of special education, self-esteem plays partial mediation role in general teaching efficacy or personal teaching efficacy and job burnout of special education teachers.
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Affiliation(s)
- Wangqian Fu
- China Institute of Education and Social Development, Beijing Normal University, Beijing, China
| | - Wenjun Tang
- Changsha Institute of Educational Science, Changsha, China
| | - Eryong Xue
- China Institute of Education and Social Development, Beijing Normal University, Beijing, China
- Faculty of Education, Beijing Normal University, Beijing, China
| | - Jian Li
- China Institute of Education and Social Development, Beijing Normal University, Beijing, China
| | - Chengwei Shan
- China Institute of Education and Social Development, Beijing Normal University, Beijing, China
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Bieg S, Dresel M. Relevance of perceived teacher humor types for instruction and student learning. SOCIAL PSYCHOLOGY OF EDUCATION 2018. [DOI: 10.1007/s11218-018-9428-z] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Interrelations between principals’ risk of burnout profiles and proactive self-regulation strategies. SOCIAL PSYCHOLOGY OF EDUCATION 2017. [DOI: 10.1007/s11218-017-9379-9] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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