Development and Preliminary Validation of the "Teacher of Physical Education Burnout Inventory" (TPEBI) in Arabic Language: Insights for Sports and Occupational Psychology

Burnout Among School Teachers During the COVID-19 Pandemic in Jazan Region, Saudi Arabia

Background

Burnout is a syndrome that results from stressors in the work environment that have not been successfully managed. The prevalence of burnout among schoolteachers was always controversial. COVID-19 pandemic added more stressors to teachers since they had to change their working styles in response to the pandemic lockdowns or curfews. In Saudi Arabia, the prevalence and determinants of burnout among school teachers were not measured by any other group during the COVID-19 pandemic stressors.

Methods

A cross-sectional survey was conducted among 879 teachers in the Jazan region, Saudi Arabia, using the Maslach Burnout Inventory (MBI), during April 2021. Multistage cluster random sampling was used.

Results

The mean age of the participants was 41.4 (±6.9) years. Male teachers represented 52.6% of the participants while females represented 47.4%. Most teachers showed burnout symptoms (69.6%). Consequences of burnout were observed, such as using psychotropic medications (4.6%), absenteeism (45.6%), lack of job satisfaction (7.7%), and changing schools (15.8%). Using the MBI scale, most teachers showed medium or high emotional exhaustion (57.6%), low depersonalization (62.2%), and low personal accomplishment (51.4%).

Conclusion

Most teachers showed symptoms of burnout during the COVID-19 pandemic. Being an expert and ability to adapt to technology during the COVID-19 pandemic proved to effectively reduce burnout symptoms. Increasing incentives, early detection, and improving the work environment is recommended to diminish burnout consequences.

Occupational Burnout Prevalence and Its Determinants Among Physical Education Teachers: A Systematic Review and Meta-Analysis

Burnout can be defined as an occupational syndrome resulting from poorly managed chronic workplace stress. It is characterized by three dimensions: feelings of energy depletion or exhaustion; increased mental distance from one's job, or feelings of negativism or cynicism related to one's job; and reduced professional efficacy. Teachers are among the human service professionals particularly vulnerable to occupational burnout. Teaching is a highly demanding and challenging task, in that requires constant confrontation with different stakeholders (students and their parents, administrators). Among teachers, physical education teachers have been particularly understudied even though a recently published systematic review has found that they are exposed to high levels of stress. To better explore burnout syndrome among physical education teachers, the present systematic review was undertaken, searching up to six languages. Fifty-six studies were included in the present review. The reported rate of high emotional exhaustion ranged from 11.52 to 60.6%, according to the single study. Pooling together 12 studies and totaling 2,153 physical education teachers, the prevalence rate of high emotional exhaustion was computed to be 28.6 [95% CI 21.9–35.8]. The reported rate of high depersonalization ranged from 3.6 to 45.2%, according to the single study. Pooling together 11 studies and totaling 2,113 physical education teachers, the prevalence rate of high depersonalization was computed to be 14.5% [95% CI 8.0–22.4]. The reported rate of low personal accomplishment ranged from 13.63 to 55.6%, according to the single study. Pooling together 12 studies and totaling 2,153 physical education teachers, the prevalence rate of low personal accomplishment was computed to be 29.5% [95% CI 23.8–35.4]. The reported rate of overall burnout ranged from 10.0 to 51.6%, according to the single study. Pooling together 7 studies and totaling 1,101 physical education teachers, the prevalence rate of overall burnout was computed to be 23.9% [95% CI 13.6–36.0]. No evidence of publication bias could be found, both visually inspecting the funnel plot and conducting the Egger's linear regression test. Burnout imposes a significant burden among physical education teachers. Based on the information contained in the present systematic review and meta-analysis, tailored interventions could be designed to mitigate such a burden. However, due to the limitations of the studies included in the present systematic review and meta-analysis, further research in the field is urgently warranted.

Systematic Review Registration:https://osf.io/69ryu/, identifier: 10.17605/OSF.IO/69RYU.

Is burnout a mediating factor between sharps injury and work-related factors or musculoskeletal pain?

BACKGROUND

Burnout, musculoskeletal pain, and sharps injuries (SIs) affect medical workers.

AIM

To establish a model between SIs, burnout, and the risk factors to assess the extent to which burnout affects SIs.

METHODS

This questionnaire was used for an observational and cross-sectional study, which was based on members at a hospital affiliated with a medical university in Taichung, Taiwan, in 2020. The valid responses constituted 68.5% (1734 of 2531). The items were drawn from the Nordic Musculoskeletal Questionnaire and Copenhagen burnout inventory and concerned work experience, occupational category, presence of chronic diseases, sleep duration, overtime work, and work schedule. Factor analysis, chi-square test, Fisher exact test, Multiple linear, logistic regression and Sobel test were conducted. The present analyses were performed using SAS Enterprise Guide 6.1 software (SAS Institute Inc., Cary, NC, United States), and significance was set at P < 0.05.

RESULTS

Personal and work-related burnout ranks, sex, work experience ranks, occupational groups, drinking in the past month, sleep duration per day, presence of chronic diseases, overtime work ranks, and work schedule were associated with SIs. Frequent upper limb and lower limb pain (pain occurring every day or once a week) determined to be related to SIs. High personal burnout (> Q3) and high work-related burnout (> Q3) mediated the relationship between SIs and frequent lower limb pain. Similarly, frequent lower limb pain mediated the relationship of SIs with high personal and high work-related burnout. High personal and high work-related burnout mediated the relationships of SIs with overtime work and irregular shift work. The mediating model provides strong evidence of an association between mental health and SIs.

CONCLUSION

Burnout was determined to contribute to SIs occurrence; specifically, it mediated the relationships of SIs with frequent musculoskeletal pain, overtime work, and irregular shift work.

The Validity and Reliability of the Copenhagen Burnout Inventory for Examination of Burnout among Preschool Teachers in Serbia

Introduction: Burnout syndrome is being increasingly recognized as a factor that affects the health status and is being examined among different professional groups. Consequently, there is a need for a reliable and valid instrument for its examination. Teachers are emerging as a professional group of interest in the area of burnout research, so the aim of this study was to assess the validity and reliability of the Serbian version of Copenhagen burnout inventory among teachers at preschool institutions in Serbia. Materials and Methods: This research was conducted as a cross-sectional study between October 2018 and April 2019 on a nationally representative sample of preschool teachers in Serbia. The internal consistency of the scale was assessed using Cronbach’s alpha, and the construct validity was examined using exploratory (EFA) and confirmatory factor analyses (CFA). Results: The average score on total burnout was 39.1 ± 17.0, while the average score per scales on the Copenhagen burnout inventory was: 41.3 ± 18.7 for personal burnout, 41.2 ± 15.9 for work-related burnout, and 34.7 ± 22.0 for client-related burnout. The Cronbach’s alpha for the entire scale was 0.936, the Cronbach’s alpha for the personal burnout scale was 0.906, and the Cronbach’s alpha for the work-related burnout scale was 0.765, while the Cronbach’s alpha for the client-related burnout scale was 0.901. The EFA for the CBI showed three factors. The factor loadings varied from 0.575 to 0.859. The three factors explained 67.17% of the variance. Conclusions: Our study showed that the three-factor Serbian version of the Copenhagen burnout inventory can be used for the assessment of burnout syndrome among teachers.