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• This study examined predictors of burnout among preschool teachers working in the war-torn region of Ukraine. • Trauma symptoms were found to have a positive association with burnout symptoms among preschool teachers. • Resilience and social support were identified as protective factors, negatively predicting burnout symptoms among preschool teachers. • Work experience of preschool teachers was positively linked to certain burnout symptoms. • The study revealed indirect effects of war-related stressors, preschool location, resilience, social support, and the age of preschool teachers on burnout symptoms. Research on predictors of burnout among preschool teachers is a crucial topic, particularly in the context of those working in warzones. This study aimed to investigate the predictors of burnout among 562 preschool teachers employed in 183 preschools located in the war-torn region of Ukraine. The study was conducted as an online survey and key constructs were captured by using well established measures. Path analyses were conducted to investigate the predictors of preschool teacher burnout. The results showed that trauma symptoms and work experience positively predicted burnout, whereas resilience and social support had a negative association with burnout. Additionally, exploratory analyses revealed indirect effects of preschool location, war-related stressors, resilience, social support, and age on burnout. These findings highlight the need for targeted support services for preschool teachers in Ukraine's warzone to enhance available resources and alleviate burnout symptoms. [ABSTRACT FROM AUTHOR]

Background: According to previous studies, stress and job burnout among medical personnel increased during the COVID-19 pandemic. This study analyzed the effect of the experience of COVID-19 response work on the intention of municipal hospital staffs to leave their workplaces during the pandemic. Methods: The 3556 employees who had worked for more than 1 year at one of the eight Seoul Municipal Hospitals that either provided inpatient treatment for quarantined COVID-19 patients or operated as screening clinics were taken as the study population. In total, 1227 employees completed a web or mobile survey between October 21 and November 18, 2020. A chi-squared test was performed to confirm the difference in the distribution of turnover intention depending on whether the employees performed COVID-19 response tasks. Multiple logistic regression analyses were performed to determine the factors that affected the intention to leave. Results: Of the 1227 respondents, 761 (62.0%) were frontline workers who were the first line of response to COVID-19. Experience with COVID-19 response tasks (OR = 1.59, p = 0.003) was significantly associated with the intention to leave. Additionally, the probability of turnover intention was significantly higher among workers aged 20–29 years (OR = 2.11, p = 0.038) and 40–49 years (OR = 1.57, p = 0.048), unmarried individuals (OR = 1.66, p = 0.005), doctors (OR = 2.41, p = 0.010), nurses (OR = 1.59, p = 0.036), and technical staff members (OR = 2.22, p = 0.009). High turnover intention was found among those who experienced high levels of burnout (OR = 2.03, p < 0.001) and those working in non-directly managed municipal hospitals (OR = 1.87, p = 0.018). Conclusion: Employees directly involved in COVID-19 response work displayed higher turnover intention. Various personal, job, and organizational factors significantly influenced employees' intentions to leave their positions in dedicated COVID-19 hospitals. These findings suggest the necessity of introducing management programs to aid workers who have experienced sudden changes in their duties and loss of autonomy while performing COVID-19 response tasks. [ABSTRACT FROM AUTHOR]

Teaching is one of the most stressful occupations in the United States. This is especially true for teachers who are responsible for meeting the complex needs of students with disabilities, particularly those with emotional and behavioral disorders (EBD). In fact, EBD teachers have a higher risk of experiencing burnout than their special education and general education colleagues. This burnout leads EBD teachers to leave the specialization of EBD, leave the field of special education, or leave the teaching profession as a whole. One way to mitigate this exodus of EBD teachers is to provide a broader pedagogical opportunity. Project-based learning (PBL) is a pedagogical methodology that is not often used by EBD teachers. The current study examines the use of PBL teaching to support students behaviorally and its impact on EBD teacher stress and job satisfaction. PBL was shown to improve student classroom and personal behaviors as well as increase job satisfaction for EBD teachers. [ABSTRACT FROM AUTHOR]

More than a buzzword, teacher burnout captures the zeitgeist of the last few years as schools grapple with the challenges of education in a post-COVID-19 pandemic world. Garwood sounds an alarm and issues a call to action to address teacher burnout given its implications on students in general and, more specifically, on its implications for the fidelity of service delivery interventions for those students most in need. Of the malleable factors related to burnout, this article focused on teachers' capacity to manage classroom behavior and discusses the potential of the Behavioral, Academic, and Social Engagement (BASE) Model to disrupt processes that can lead to teacher burnout. To illustrate the model's potential, we present perspectives from middle school teachers shared in focus groups about challenging classroom behaviors and their professional development needs, and we discuss how the BASE Model can help address teachers' capacity for managing their classroom context. Implications for teacher training and supported professionalism to reduce burnout are discussed. [ABSTRACT FROM AUTHOR]

This perspective highlights the experiences and observations of an early care and education researcher reentering the field after the lifting of COVID-19 restrictions in the USA. Specifically, this perspective highlights the struggles of children, teachers, early care and education leaders, and the system itself as early care and education attempts to return to normal post COVID-19. Children exhibit behavioral, social, cognitive, and physical challenges. Teachers are burned out from grueling cleaning and safety protocols and caring for children who have missed the benefits of early care and education socialization during the pandemic. Leaders are struggling to keep a stable workforce and fill many roles in the childcare site. This perspective details firsthand experiences and recent relevant literature to describe these struggles. [ABSTRACT FROM AUTHOR]

Extant literature has demonstrated that children's diurnal stress physiology often looks different on childcare versus home days. Specifically, children experience a rise in cortisol, rather than a decline, over the day while in full‐time care. Additionally, temperamental fit within classroom environment may influence both child and teacher cortisol and outcomes. The current study investigated whether teachers' cortisol levels (n = 11) were associated with child cortisol levels (n = 71, mean age = 4.18 ± 0.81, 51% female) in the classroom while taking into account temperament, child sex assigned at birth, and classroom quality. Cortisol samples were collected on consecutive days at home and childcare for children, and at childcare for teachers. We hypothesized that (1) teacher cortisol will predict child afternoon cortisol, (2) that a portion of the variance in this relationship will be accounted for by classroom quality. Using a cross‐sectional design, children in this sample had higher cortisol values in the afternoon while at childcare than at similar times of day at home. Teachers demonstrated a typical diurnal decline across the day but variation in total cortisol output at childcare. Two distinct predictors of afternoon cortisol levels were identified in children attending childcare: child age and mean teacher cortisol levels across the day, while negative affect and classroom quality were not significant. Younger children and children whose teachers had higher mean cortisol levels were more likely to have high afternoon cortisol at childcare. Higher diurnal cortisol values for teachers may indicate a higher stress environment for both teachers and children. These preliminary findings suggest that teacher stress may not only have implications for children in terms of teacher burnout, high staff turnover, and learning, but possibly also for children's health and well‐being. Implications for research and policy, as well as limitations and strengths, are discussed. Practitioner Points: Children show higher afternoon cortisol levels, influenced by teachers with higher cortisol expressions.Younger children, particularly toddlers and preschoolers, are more susceptible to increased afternoon cortisol levels in response to teachers' stress.Efforts to reduce teacher strain and stress are crucial, not only for teacher well‐being but also for promoting positive learning outcomes and health for children in childcare. [ABSTRACT FROM AUTHOR]

Early childhood teaching is complex, caring, relational work. In enacting an ethic of care, early childhood teachers often focus on extending care to others, and overlook including themselves in a circle of care. This can negatively impact on teacher well-being and ultimately lead to teacher burnout. This paper draws on a project that explored twelve teachers' experiences of the practice of mindful self-compassion using a methodology of mindful inquiry, a qualitative approach that includes elements of mindfulness, care, and hermeneutic phenomenology. Findings of the study identified that the practice of mindful self-compassion supported teachers to enact an ethic of care, which includes extending care, receiving care, and engaging in self-care. Being mindfully self-compassionate supported the teachers to engage in intentional caring practices that fostered relationships and supported the well-being of children and their colleagues, and empowered the teachers to advocate for themselves, their colleagues, and children. The paper argues that mindful self-compassion practice supports and sustains early childhood teachers in their caring role. When carers are included in a circle of care, then the reciprocal and inclusive nature of an ethic of care can be more fully realised. Implications are discussed for initial teacher education, teaching practice, early childhood leaders and policy makers. [ABSTRACT FROM AUTHOR]

This study takes environmental factors and individual factors as variables to explore the deep internal mechanism of the impact of a comprehensive environment on higher education physical education (PE) teachers' job burnout. Little research has been done on how environmental factors affect the internal mechanism of college and university PE teachers' job burnout through individual factors (e.g., professional pressure and teaching efficacy). In this study, the participants were 231 PE teachers from seven comprehensive universities, and four questionnaires were administered to measure the participants' job burnout, perceived overall environment, teaching efficacy, and occupational stress. Research has found that environmental factors have a significant negative impact on occupational stress, and occupational stress plays an important mediating role between environment and occupational burnout. Research has shown that differences in external environments lead to varying levels of personal stress among college physical education teachers, which in turn affects their level of occupational burnout. The study concludes that a good social, working, and living environment helps to reduce the work pressure on PE teachers, improves their sense of teaching efficacy, and inhibits the occurrence of teachers' job burnout. [ABSTRACT FROM AUTHOR]

A significant amount of nonprofit work happens on the "frontlines"—interacting directly with clients and developing relationships with them in unpredictable and complex social service settings. As a result, frontline work tends to result in high degrees of burnout among staff, manifesting in emotional exhaustion and cynicism towards clients, as well as poor health for workers and ongoing turnover for organizations. How do frontline workers avoid burnout and attrition while doing effective work with clients? Informed by an inductive qualitative research study of frontline workers across 10 social service organizations, this policy brief first presents two approaches to frontline work that I witnessed, both of which have negative impacts on staff and clients. These approaches align with extant scholarship on street-level bureaucracy. I then present a third approach, drawing from a practice of compassionate accompaniment I observed in my research, and which avoids the commonplace negative outcomes. This approach aligns with literature from liberation theology, as well as abolitionist organizing, decolonizing approaches, and feminist theory. Inspired by the practice of compassionate accompaniment, I propose four policy suggestions involving novel processes of training, selecting, managing, and regulating frontline workers to reduce staff burnout and increase their effectiveness with clients. [ABSTRACT FROM AUTHOR]

The article discusses the labor force challenges faced by the nonprofit sector and its employees, including recruitment, retention, and burnout. It highlights the need for public policy interventions to address these challenges, such as borrower-friendly reforms to loan forgiveness programs, better access to affordable childcare, and civil rights protections for nonprofit employees. The article also presents research findings and trends from a symposium on public policy for nonprofits, including issues related to low pay, long hours, and strict education requirements, pressure from funders, chronic underinvestment in workers, and a lack of adaptation to a changing workforce. It proposes various public policy themes to address these workforce trends, such as living wage policies, access to nonprofit employment data, higher education and student debt reform, professional development support, caregiving policies, health care support, civil rights protections, and funding policies. [Extracted from the article]

Nonprofit scholars and practitioners alike adhere to a long-held assumption that nonprofit work is, and will remain, inherently meaningful work. The long-term marketization of the nonprofit sector coupled with the influence of the COVID-19 pandemic has undercut this narrative. Our research on meaningful nonprofit work indicates that while many nonprofit workers do find their work meaningful, pay, flexibility, and work/life balance are increasingly important to them. This commentary suggests that nonprofit leaders can no longer presume that workers motivated by prosocial values will seek out and stay with nonprofit work, satisfied with the "psychic income" that comes from doing good work. Nonprofits must be managed and led differently such that they center workers' contemporary needs and desires. Organizational and public policy initiatives around pay equity and flexible work can support such a transition for the nonprofit sector. [ABSTRACT FROM AUTHOR]

This study explored the underlying mechanisms and boundary conditions of the relationship between transformational leadership and teacher burnout. Specifically, it investigated the mediating role of teacher self-efficacy and the moderating role of teacher emotional intelligence (EI) in this relationship. Data from 539 primary and secondary school teachers were analyzed using Structural Equation Model and hierarchical regression. The results indicate that transformational leadership predicted teacher burnout negatively, self-efficacy mediated the association of transformational leadership with burnout partially, and EI strengthened the association between transformational leadership and burnout. This study has important theoretical and managerial implications as it deepens the understanding of the association between transformational leadership and burnout in the educational field and provides practical suggestions on how to relieve teacher burnout in the school context. [ABSTRACT FROM AUTHOR]

This follow-up study compared two teacher cohorts: teachers with and without persistent turnover intentions. Burnout symptoms including exhaustion, cynicism towards the professional community, inadequacy in teacher-student interaction, and perceived teacher–working environment fit in terms of received recognition and constructive work climate were explored. The longitudinal survey data included 1064 teachers from Finnish basic education (grades 1–9, age 7–16), of which 344 (32%) reported persistent turnover intentions in a five-year follow-up. Results showed that teachers with persistent turnover intentions experienced higher levels of burnout symptoms and decreased levels of perceived teacher–working environment fit than teachers with no turnover intentions. Moreover, in a five-year follow-up, a higher level of experienced teacher–working environment fit in the earlier career phase predicted a lower level of experienced cynicism towards the teacher community later in both teacher cohorts. Perceived teacher–working environment fit did not predict experienced exhaustion or inadequacy in teacher-student interaction. The results suggest that the teacher cohorts did not differ in terms of the internal dynamics and interplay between experienced burnout symptoms and perceived teacher–working environment fit. However, teachers with persistent turnover intentions had increased risk of becoming alienated from the professional community and developing burnout. [ABSTRACT FROM AUTHOR]

This research translation discusses the concept of person-centered research in industrial-organizational psychology, focusing on the whole person rather than variables and relationships. It summarizes studies in burnout, personality, commitment, and emotional labor, highlighting the importance of understanding individual differences and tailoring interventions. The article suggests that a person-centered approach to personality can be useful in selecting candidates and developing teams. It also explores the person-centered approach to organizational commitment and the impact of emotional labor on employees in customer-facing roles. The article concludes by emphasizing the potential benefits of implementing a person-centered approach in organizations to foster well-being and prevent burnout. [Extracted from the article]

This article examines the experiences of Catholic schools in remote and outback areas of Australia. It highlights the challenges faced by these schools, such as a shortage of teachers and difficulties in teaching religious education. The study emphasizes the importance of ongoing support and formation for teachers and principals to maintain the religious identity and mission of these schools. It also suggests a need for reflection on the role of Catholic schools in a changing cultural landscape. Despite these challenges, the study found that these schools are seen as an attractive option for families in the local communities, even for those without religious affiliation. [Extracted from the article]

In the United States, there is a nationwide shortage of bilingual teachers, but limited research on factors that contribute to their burnout and attrition. This exploratory multiple case study aimed to identify stressors unique to Spanish-English bilingual teachers and how they cope with these stressors. Interviews with two dual language immersion teachers over the course of four months revealed multiple, significant stressors including instructional demands unique to the students they serve, workplace bullying, and lack of administrative support. Although teachers adopted palliative coping strategies, their high sense of teaching efficacy and advocacy for their students were major mitigating factors to burnout. In addition to teaching efficacy, competence in pedagogy and workplace engagement were mitigating factors to well-being. Teachers avoided burnout because of their high eudaimonic well-being (the subjective experiences associated with living a life of virtue in pursuit of human excellence) coupled with direct cognitive and behavioral coping strategies leading to an increase in job-related well-being and retention. That is, their coping strategies moderated the impact of a district culture that was perceived as negative. [ABSTRACT FROM AUTHOR]

Teachers have faced a variety of challenges since the onset of COVID‐19 in the spring of 2020, including increased workloads, a range of modalities, and COVID‐19 protocols. The challenges associated with teaching during the COVID‐19 pandemic have led to increased burnout and stress, as well as diminished well‐being and mental health in teachers. This study seeks to explore teacher burnout and subjective mental health from the start of the pandemic to the end of the 2020–21 school year. To better understand teachers' experiences during this time, we conducted a nationwide survey (n = 302) with teachers between May and June 2021, as well as four focus groups and four one‐on‐one interviews in the fall of 2021. Results suggest that teachers' subjective mental health, morale, and work‐life balance have significantly declined since the beginning of the pandemic. Teachers reported feeling anxious and burned out from teaching due to greater workloads and decreased support from administrators and parents. We conclude by discussing the implications of teacher subjective mental health and burnout and offer suggestions for better supporting teachers, practitioners, and their mental well‐being. Practitioner points: Teachers must be respected and viewed as professionals to retain them.Teacher perspectives are important to consider when making decisions, particularly in novel contexts brought about by the COVID‐19 pandemic.Given the challenging circumstances teachers have faced over the past 3 years, schools and administrators may consider providing mental health resources to support teachers. [ABSTRACT FROM AUTHOR]

Teacher burnout and high recovery need are a topic of concern for educational institutions. This cross-sectional study assesses the association between lifestyle (including physical activity (PA), sedentary behavior (SB), dietary behavior and sleep), burnout risk and recovery need in 1878 secondary schoolteachers in Flanders. In September–October 2019, an online-questionnaire assessing burnout (i.e., emotional exhaustion, depersonalization, personal accomplishment), recovery need, PA-domains, SB-domains, dietary behavior (including fruit and vegetable intake and diet quality) and sleep during the week and the weekend was completed. Multiple linear regression models were applied. More emotional exhaustion was associated with more domestic and garden PA, work-related SB and sleep during the weekend, whereas higher scores of emotional exhaustion were associated with lower fruit intake, diet quality and less sleep during the week. More depersonalization was associated with more leisure-time PA and work-related SB and with lower fruit intake. Teachers showing more recovery need, showed more domestic and garden PA and work-related SB, but less leisure-time PA and sleep during the week. Future research should use longitudinal or experimental designs to get more insight into causality. Despite the low effect sizes, education networks and schools might benefit from promoting and facilitating a healthy lifestyle in secondary schoolteachers. [ABSTRACT FROM AUTHOR]

Emotional intelligence and burnout syndrome among teachers influence the quality of education and the comprehensive development of students. This research sought to describe these two factors and the relationship between them, in Secondary school teachers. A cross-sectional research design was improved with N= 259 teachers who were administered the Maslach Burnout Inventory (MBI) and the Trait Meta-Mood Scale (TMMS-24). The results showed medium levels of burnout symptoms and emotional intelligence, although a third presented high levels of exhaustion and cynicism. In addition, a negative relationship was found between emotional attention and exhaustion. These results allow designing enhancing emotional intelligence and reducing burnout. [ABSTRACT FROM AUTHOR]

Due to ongoing and severe teacher shortages, preparing and sustaining a skilled special education teacher (SET) workforce is a top policy priority. Understanding predictors of SETs' intent to leave is crucial for policy makers and school leaders alike, as they seek to develop interventions to support retention efforts. In this study, we examined attrition intentions among SETs serving students with emotional and behavioral disorders (EBDs), using longitudinal survey data from a U.S. nationally representative sample of teachers in the 2019–2020 school year (fall-winter-spring). We measured teachers' self-efficacy and burnout in fall, winter, and spring as well as teachers' intent to leave in spring. We found all three dimensions of fall burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment) had an indirect effect on spring intent to leave. All three dimensions of burnout in the spring predicted intent to leave, as did winter scores on depersonalization. Cross-time relationships between of dimensions of self-efficacy and burnout were revealed; however, at no timepoint was self-efficacy a significant predictor of intent to leave in spring, whether directly or indirectly. We discuss implications for both practitioners and researchers. [ABSTRACT FROM AUTHOR]

A key tool amongst the strategies used by teachers to combat stress at work is the construction and development of a professional identity. The underlying idea is that professional identity has the potential to prevent or help teachers to overcome burnout, a problem that is increasingly common within the profession. We conducted a multiple case study and analysed five subjective learning experiences recounted by novel teachers working in Chile, Ecuador, Brazil, Spain and Australia. Results show that (i) teachers constantly experience scenarios that lead to stress or exhaustion and involve various negatively valenced emotional evaluations; (ii) the substitution of these evaluations is particularly relevant, as it contributes to the formation of new meanings and positions relative to the situation; (iii) this repositioning may be connected to particular objects, to the subjects themselves, or to positions within the community in question; (iv) positively valenced emotional evaluations may be substituted for negatively valenced emotional evaluations, reflecting that positional changes are not always fruitful; and (v) some emotionally valenced evaluations endure over time and are key generators of professional stress. [ABSTRACT FROM AUTHOR]

This study aimed to explore the mediation mechanism of how sources of job stress impact teacher burnout. The participants were 502 Chinese teachers (Mage = 35.51, SDage = 9.56) in primary and secondary schools. The data were collected utilizing the Maslach Burnout Inventory, Occupational Stress Scale, Social Support Scale, and Psychological Empowerment Questionnaire. A structural equation model (SEM) was conducted to analyze whether social support and psychological empowerment mediate the relationship between job stress and teacher burnout. The results showed that the dimensions of job burnout were affected by different sources of job stress. Importantly, social support and psychological empowerment mediated the relationship between job stress and burnout. This study identified the important factors of job stress that affect teachers' burnout and provided a foundation for developing interventions for teachers experiencing burnout from the perspective of social support and psychological empowerment. Practitioner Points: The various sources of job stress significantly influenced the dimensions of job burnout.Social support and psychological empowerment mediated the relationship between job stress and teacher burnout.Understanding these internal mechanisms can provide effective assistance in intervening with teacher burnout. [ABSTRACT FROM AUTHOR]

Teacher burnout refers to teachers' inability to cope with work stress smoothly. Previous studies have revealed that job burnout is negatively related to professional identity; however, little is known about the mechanism underlying the relationship between teacher professional identity and job burnout. This study tested the mediating effects of work engagement and psychological capital in the relationship between professional identity and job burnout. A descriptive correlational design was employed. Measures included the Professional Identity Scale, Utrecht Work Engagement Scale, Psychological Capital Questionnaire, and Professional Quality of Life Scale. A total of 3147 primary and secondary school teachers in China, of which 2220 were women (70.5%) and 927 were men (29.5%), with an average age of 39 years (SD = 8.74), completed the questionnaire survey. SPSS PROCESS macro (version 21) was used to explore the mediating roles of work engagement and psychological capital in the relationship between professional identity and job burnout. Professional identity, work engagement, and psychological capital significantly negatively affected job burnout. Work engagement and psychological capital, when occurring in parallel or sequentially, partially mediated the relationship between professional identity and job burnout. Job burnout among teachers with high professional identity can be eliminated by increasing work involvement and promoting exercise to improve their psychological capital. These findings provide implications for preventing burnout among teachers in the future. PRACTITIONER POINTS: The relationship between professional identity and job burnout is mediated by work engagement.The relationship between professional identity and job burnout is mediated by psychological capital. The relationship between professional identity and job burnout is sequentially mediated by work engagement and psychological capital. [ABSTRACT FROM AUTHOR]

This study aimed to analyse the knowledge of Portuguese physical education (PE) teachers according to the health recommendations for physical activity (PA) for children and adolescents. A total of 764 teachers participated (55.2% men) with a mean age of 48.2 years. Data was collected using answering to an online survey. Teachers were asked about PA's frequency, duration and intensity to achieve the recommended level PA. Chi-square was applied to analyse the associations. The main finding is that PE teachers have a lack of knowledge of the health recommendations of PA. Specifically, only 7.5% of the PE teachers in our study could identify the PA recommendations correctly. The intensity component in the health recommendation is the one in which most PE teachers demonstrate correct knowledge of (60.5%), with significant differences in gender and teaching level. However, significantly fewer PE teachers knew the frequency component in the health recommendations for PA (25%), with significant differences in education level. For the duration component, only 37.6% of teachers knew the recommendations. In light of our findings, it is a concern that PE teachers generally lack knowledge according to children's fulfilment of health recommendations for PA. [ABSTRACT FROM AUTHOR]

Although much is known of the observable physical tasks associated with household management and child rearing, there is scant understanding of the less visible tasks that are just as critical. Grounding our research in the extant literature, the broader lay discussion, as well as our own qualitative research, we define, conceptualize, and operationalize this construct, which we label as "invisible family load." Using a mixed method, five-study approach, we offer a comprehensive, multidimensional definition and provide a nine-item, empirically validated scale to measure its component parts—managerial, cognitive, and emotional family load. In addition, we investigate gender differences and find, as expected, that women report higher levels of each dimension. We also examine the implications of invisible family load for employee health, well-being, and job attitudes, as well as family-to-work spillover. Although we substantiated some significant negative consequences, contrary to the popular view that consequences of invisible family load are uniformly negative, our results show some potential benefits. Even after accounting for conscientiousness and neuroticism, managerial family load related to greater family-work enrichment, and cognitive family load related to greater family satisfaction and job performance. Yet, emotional family load had uniformly negative potential consequences including greater family-to-work conflict, sleep problems, family and job exhaustion, and lower life and family satisfaction. Our research sets the stage for scholars to forge a path forward to enhance understanding of this phenomenon and its implications for individuals, their families, and the organizations for which they work. [ABSTRACT FROM AUTHOR]

In this study, we examined the relationships between perceived supervisor support, work engagement, and burnout levels of teachers by using multilevel analysis. We assumed that a high level of perceived supervisor support would relate positively to work engagement but negatively to burnout. We also suggested that work engagement would mediate the relationship between perceived supervisor support and burnout. The participants of the study consisted of 796 teachers from 87 schools located in the center of Elazig province in eastern Turkey. According to multilevel structural equation modeling analysis, we found that perceived supervisor support is positively related to work engagement but negatively to burnout at the teacher and school levels. We carried out a series of Sobel tests for multilevel mediation analyses and identified the presence of a mediating role in the relationship between perceived supervisor support and burnout at both levels of work engagement in general. In conclusion, this study indicates that perceived supervisor support can be a significant resource for teachers' well‐being. Practitioner points: Supervisor support is positively related to work engagement and negatively related to burnout at both teacher and school levels.Work engagement is negatively related to burnout at both the teacher and school levels. Work engagement generally mediates the relationship between supervisor support and burnout at both individual and school levels. [ABSTRACT FROM AUTHOR]

Background: Adverse childhood experiences (ACE) can have negative effects on cognitive, social and emotion regulation abilities, which can threaten the child's school integration and capacity to learn. While steady relations to sensitive, understanding adults may moderate these negative outcomes, the difficulties of children with ACEs pose a major challenge for teachers, whose insufficient preparation may lead to career attrition. Objective: Psychoeducational trauma-informed care (TIC) interventions targeting teachers may strengthen teacher preparation and buffer the deleterious outcomes of ACEs, yet the evidence-base for these interventions is limited. Importantly, while minority groups are overrepresented among those with ACEs and additionally risk exposure to ethno-racial trauma, TIC interventions lack a social disadvantage/discrimination perspective. The Present trial addresses these issues. Method: The study protocol employs a quasi-experimental design for assessing effects of a psychoeducational TIC intervention carried out in Swedish schools by Save the Children, Sweden (SCS). We compare, for the first time, an intervention group (N = 160) and a control group (N = 160) over time (pre-intervention, immediately after, 6 and 12 months post-intervention), assessing teacher stress, compassion fatigue, self-efficacy and trauma-informed knowledge. We monitor teacher attitudes and attributions of students' academic weaknesses and behavioural and mental difficulties. The trial is preregistered (). Results: We hope that the mitigating effects of the SCS-TIC school intervention may be independent of social category, and that the trial will additionally generate knowledge of how providers and recipients of TIC may respond to it differently depending on their social and cultural identities. As school-based TIC practices and interventions are expansively relied on as means of preventing teacher burnout and career attrition, and buffering negative consequences of ACEs for children, establishing their effects with methodological robustness is important and timely. Conclusion: Such knowledge may be used to tailor and target interventions to specific populations, while ensuring maximum effectiveness. Psychoeducational trauma-informed care interventions targeting teachers may strengthen teacher preparation and buffer the negative outcomes of adverse childhood experiences. The evidence based for these interventions is insufficient, while potential interactions with the teachers' and children's social identities are unexplored. Our quasi-experimental, longitudinal, preregistered trial will address these knowledge gaps and increase the knowledge for targeted intervention. [ABSTRACT FROM AUTHOR]

Student enrollment patterns have been studied during the COVID-19 pandemic, with many families seeking alternatives to traditional public schools. Less is known about teacher experiences in these alternatives. We explored predictors of teacher job satisfaction, burnout, and morale. Of particular interest was whether these presented differently across school types. We surveyed teachers nationwide (n = 798) in May 2022. Three linear regression models were tested. Results suggested that teacher autonomy and administrative support were significant predictors in each model. Private school teachers experienced greater job satisfaction and morale than traditional public school teachers; charter school teachers had greater levels of morale. [ABSTRACT FROM AUTHOR]

Teacher stress, burnout, and attrition are well‐documented problems that have been amplified as a result of the COVID‐19 pandemic. Recent efforts to study and improve teacher well‐being in response to such high levels of burnout are promising. However, the field continues to lack a unified definition of teacher well‐being and consistent use of tools with which to measure teacher well‐being. These inconsistencies may limit the ability to compare interventions and improve teacher well‐being over time. Clarifying how teacher well‐being is defined and operationalized can enable others to understand what a particular intervention or study does or does not improve. This systematic review explored 97 studies of teacher well‐being and documented tools used to measure the construct. The studies reviewed relied on a wide variety of instruments, ranging from mental health tools to subjective well‐being and teacher efficacy measures, with few using specific Teacher Well‐Being Scales. Findings suggest the need for more uniform approaches to measurement and the need for a clearly articulated definition of teacher well‐being that is distinct from stress or burnout. Researchers recommend the use of a multifactor scale that includes elements of teacher efficacy, school support, workload and time pressure, and job satisfaction. Practitioner points: Teacher well‐being is a complex construct that has been measured using a wide variety of well‐being scales.Researchers recommend using indicators of teaching efficacy and job satisfaction, school‐level support, and workload pressure to approximate well‐being.A uniform definition articulated by teachers themselves is needed. [ABSTRACT FROM AUTHOR]

The high attrition and turnover rates of qualified special education teachers (SETs) is a significant concern exacerbated by COVID‐19. Unfortunately, there are limited studies available on research‐based interventions to decrease burnout. The purpose of this study was to describe our processes and results for adaptations and modifications of BREATHE, a burnout intervention originally developed for community mental health workers, into Burnout Reduction: Enhanced Awareness, Tools, Handouts, and Education: Evidence‐based Activities for Stress for Educators (BREATHE‐EASE) for special educators with guidance from the Framework for Reporting Adaptation and Modifications to Evidence‐Based Interventions (FRAME). We applied the FRAME within a hybrid Type 1 trial for characterizing our approach. Four focus groups (N = 30; 83% female) were conducted separately according to job title (SETs; school administrators), with semi‐structured questions tailored to each group. Emergent thematic analysis was used to identify core themes related to adaptations, and results were presented to a subset of focus group members. Modifications involved content, context, and implementation changes for the adapted intervention, with most changes identified for content. FRAME was helpful for providing a systematic approach to integrate stakeholder‐informed adaptations of a burnout intervention, addressing significant concerns of SET stress, burnout, and attrition. Practitioner points: Special education teachers and administrators identified modifications for a burnout reduction/wellness intervention called Burnout Reduction: Enhanced Awareness, Tools, Handouts, and Education: Evidence‐based Activities for Stress for Educators (BREATHE‐EASE).Modifications related to the content, context, and implementation of BREATHE‐EASE.The most frequent modification was for changes in the content of BREATHE‐EASE for reducing psychological jargon; improving fit for special education teachers by providing classroom‐based examples; and increasing effectiveness. [ABSTRACT FROM AUTHOR]

The burnout syndrome is a public health problem and is considered a subjective experience, which depends on the interpretation and evaluation individuals make of their work. In the educational context, the causes and consequences of burnout in teachers are multiple. The aim of this study is to explore the profiles of teachers with burnout and teachers without burnout in terms of (i) cognitive appraisal, (ii) perceived organizational justice, (iii) perception of administrative tasks, (iv) perception of students' misbehavior, and (v) perceived impact of parents' role on teachers' well‐being. A total of 1878 Portuguese teachers from primary to secondary education, 81% women and 19% men, aged between 23 and 66 years (M = 48; SD = 7.67) participated in this study. The results indicate statistically significant differences between teachers with and without burnout, although the two groups show an identical response pattern (i.e., parallel). The results also suggest that administrative tasks, distributive justice of rewards, students' misbehavior, and parents, negatively impact the teachers' well‐being, regardless of whether they are burned out or not. The threat and challenge perceptions are the variables with the most accentuated average differences between teachers of the two groups. Practitioner points: There are significant differences between teachers with and without burnout, although the two groups show an identical response pattern.Administrative tasks, distributive justice of rewards, students' misbehavior, and parents, negatively impact teachers' well‐being.The role of parents is one of the primary causes of stress in teachers. [ABSTRACT FROM AUTHOR]

• Addressing ECSE well-being is a promising approach to tackle teacher stress, burnout, and attrition. • Teacher well-being is multidimensional and mixed methods research may help to support deeper and nuanced findings. • Recommendations to address teacher well-being must be differentiated, targeted and context specific. Recent research illustrates several gaps in understanding about teacher experiences of professional well-being, as well as how teachers understand and define their well-being. Given the limited understanding of the construct and correlates of teacher well-being and the omission of theoretical models in the development of prevention efforts and supports for teachers' mental health, it is valuable to investigate the translation and application of positive psychological well-being perspectives to better understand optimal teacher functioning. Using an explanatory sequential mixed-methods design, the purpose of this study was to explore teacher well-being and its influence on teacher burnout/attrition. Latent Class Analysis (LCA) was used to analyze data collected from a 76-item survey completed by 131 early childhood teachers. Follow-up interviews were conducted with 13 teachers to confirm or identify discrepancies within the quantitative results. Findings from the survey data and interview data revealed three profiles of Early Childhood Special Education (ECSE) teacher well-being, and qualitative interviews suggested that well-being related needs of these teachers varied. The results of this study address several gaps in the research and provide practical information for practitioners, researchers, and policymakers. [ABSTRACT FROM AUTHOR]

Basic aim of newly created PROMEHS curriculum is to strengthen socio-emotional well-being, resilience and mental health of students aged from 3 to 18 years. Starting from the whole-school approach, its task was also to have positive impact on teachers' mental health what was explored in this study regarding PROMEHS implementation in Croatia and Romania. Based on the quasiexperimental design, data was collected during pre-and post-test phases of the PROMEHS curriculum implementation in experimental and control group, for both countries. The experimental group was engaged in PROMEHS education, i.e. 16 hours training, and control group was not. In-service teachers from preschool to secondary education from Croatia and Romania (N=97 in pre-test and N=97 in post-test; N=83 control and N=97 experimental group), completed the Teachers' Sense of Efficacy (short form), the Connor Davidson Resilience (CD 10), and the Social and Emotional Competence of Teachers (SECTRS). No significant differences were determined between those two groups in pre-test. However, after teachers' training, experimental group of teachers showed statistically higher levels of their self-efficacy, resilience and socio-emotional competencies than control group. Since these significant differences have been found only in experimental and not control group between pre- and post-test, the determined differences could be attributed only to the PROMEHS training effect. Even though the burnout level was lower in experimental group than in control after teachers' training, it was not determined as significant difference in the analysis. The findings are discussed within the frame of PROMEHS teachers' training contribution and the need for its sustainability. [ABSTRACT FROM AUTHOR]

External and internal accountabilities and emotional labor are possible factors triggering teacher burnout, but the relationships between the constructs have not been fully addressed. Thus, this study aimed to construct and test a chain mediation model to demonstrate the relationships between external accountability and burnout, mediated by internal accountability and emotional labor sequentially. By surveying 814 teachers (years of teaching: M = 13.42, SD = 10.97) from 10 provinces in China, it shows: (1) external and internal accountabilities are both negatively related to burnout; (2) internal accountability, deep acting, and expression of naturally felt emotions mediate the relationship between external accountability and burnout; (3) internal accountability and surface acting sequentially play a chain mediating role between external accountability and burnout; and (4) internal accountability and expression of naturally felt emotions sequentially play a chain mediating role between external accountability and teacher burnout. [ABSTRACT FROM AUTHOR]

Special education teacher attrition is a significant and chronic problem that has worsened since the pandemic. A longitudinal survey of burnout was conducted with rural special education teachers (N = 48) over four timepoints through the school year just prior to COVID-19. Both school and intrapersonal predictors of burnout obtained at the beginning of the school year were used to predict burnout at the end of the school year. Findings revealed that burnout is highly stable over the course of the school year. Furthermore, the strongest predictors of burnout at the end of the school year were baseline scores of burnout. Only one school factor—excessive work demands—and several teacher intrapersonal variables—coping, social support, and mindfulness skills—predicted at least one indicator of burnout. In a regression analysis, the baseline scores of each of the different domains of burnout (emotional exhaustion, depersonalization, personal accomplishment) accounted for the most variance in burnout reported at the end of the school year, except for passive avoidance. Passive avoidance accounted for unique variance with depersonalization. These findings suggest that burnout is stable and help identify teacher intrapersonal or school factors that might be useful targets for prevention or intervention research related to burnout. [ABSTRACT FROM AUTHOR]

Aim: The present study was an attempt to investigate the relationship between teachers' sense of burnout and students' language achievement in their online classes. Methods: To this end, 40 male and female English as a Foreign Language (EFL) teachers and 100 EFL learners were randomly selected from both public schools and private language institutes. The Oxford Placement Test (OPT) and MBI-ES questionnaire were employed as the instruments of the present study. The researcher distributed MBI-ES questionnaire among the teacher participants and also used OPT test and gave it to 100 students of each class in order to measure their achievement and their language performance. The present study used Pearson correlation in order to find the correlation between the aforementioned variables. Conclusion: Then, after collecting the data about the two above-mentioned variables, the results revealed that there is no significant relationship between teachers' sense of burnout and students' language achievement during the Covid-19 pandemic. [ABSTRACT FROM AUTHOR]

The article discusses how teachers are facing challenges such as low pay, high workload, burnout, and lack of support, leading many to leave the profession. The COVID-19 pandemic further exacerbated these issues, leaving teachers demoralized. The article emphasizes the importance of cultivating joy in teaching and learning, providing examples of how a summer camp for young writers served as a nurturing space that reignited educators' passion for teaching and writing.

The burnout syndrome is an occupational health indicator that intervenes in the teaching-learning process and may harm the quality of education offered by institutions. The relationship between individual characteristics and the work environment may have different effects over the teaching performance. The current investigation seeks to analyze the fit of a model to predict teaching performance based on the teacher burnout, while including individual characteristics and the work environment perception in university teachers. The sample is composed of 94 teachers who provided information related to the Conscientiousness trait, their burnout and engagement levels, their teaching performance, and their perception of the work environment. This quantitative and cross-sectional research makes use of structural equation models to test its hypothesis. The second tested model showed the best fit, considering teaching performance as different variables for each component. This model shows that the perception of the work environment is the main predictor of performance (β = .116 - .239). The implications of these findings are discussed, focusing specially on performance as a construct. [ABSTRACT FROM AUTHOR]

A relevant, well-crafted emergency plan can help schools most optimally return to normal following a disaster. During this time, educators find themselves facing unintended responsibilities like operating on the front lines of providing social-emotional support for their students. Researchers conducted 115 interviews with educators impacted by Hurricanes Harvey and Matthew in Texas and North Carolina to assess their mental health and their school's role in returning to normal. Findings suggest that emergency plans often did not take into account the social-emotional factors of recovery. This paper seeks to provide insight into the experiences of educators following a disaster and propose elements to consider in revising school emergency plans. [ABSTRACT FROM AUTHOR]

Internationally and in the United States, teachers are leaving the profession in an expedited rate resulting in a teacher shortage. This systematic literature review synthesizes empirical literature to identify current characteristics or factors related to stress, job satisfaction and burnout for secondary general education teachers. Four themes are developed from examination: stress factors, job satisfaction, teacher burnout, and teachers' intent to remain in the profession. Within the identified themes, four subthemes are also developed: administration effect or relationship on teacher burnout, policy on teachers, new teachers vs, veteran teachers, and leavers and stayers. The factors presented from this review could support future research in developing new approaches to prevent teacher turnover and promote instead teacher retention in schools. [ABSTRACT FROM AUTHOR]

Background: Teacher burnout is characterized by emotional and physical exhaustion resulting from excessive work-related stress. Previous research based on traditional latent variable theory has revealed a significant negative relationship between TB and psychological capital (PsyCap). This study explored the complex symptoms of TB and the contact points of PsyCap in reducing TB using psychometric network analysis.Methods: A total of 3991 teachers completed the burnout subscale of the Professional Quality of Life and Psychological Capital Scale.Results: The results showed that: (a) In the TB network, the core symptoms displayed by teachers due to burnout are difficulty feeling "I am a very caring person", "I am happy", and "I am the person I always wanted to be"; (b) The TB-PsyCap network was closely connected, and the symptoms affected each other. PsyCap affected the TB network through "I feel optimistic and happy almost every day" and "I often feel that there is a future as a teacher"; (c) PsyCap's bridge symptoms had a negative impact on TB, and PsyCap may reduce TB primarily through optimistic, hopeful dimensions.Conclusion and Implications: Psychometric network analysis helps us understand the complex symptoms of TB and the contact points of PsyCap in reducing TB. This study offers valuable insights into the prevention of, and intervention in, burnout within the teaching community. [ABSTRACT FROM AUTHOR]

Preschool teacher burnout is a significant concern, including the lack of professionals in the field, high turnover rates, and understaffed facilities and schools. Burnout in general, has increased during the COVID-19 pandemic as preschool teacher stress is at an all-time high. Preschool teachers are an understudied population exiting the workforce at a high rate, and a lot of the focus is on attrition. The majority of literature involving teachers has focused on the K-12 sector, or the higher education population, indicating a significant need to study the pre-school population more in-depth. This narrative serves as a review of the literature in journals and educational organizational sites on burnout among early childhood educators over the last ten years. The current review of literature focused on poor wages, work-family conflict, and lack of support in the classroom. Future research should assess burnout and determine ways to counter stress among this population. The literature on burnout in the preschool and early childhood education professions are scarce, and further research is needed to understand how to combat burnout in this population. [ABSTRACT FROM AUTHOR]

Since the COVID-19 outbreak in Chile teachers have been struggling with increased levels of stress, aggravating burnout symptoms. The present study aims to explore burnout syndrome in Chilean teachers during confinement and how worries about COVID-19, emotional balance, life satisfaction, and resilience may mediate the emotional impact. A total of 614 teachers from different education levels participated in this study (94.60% female) using a cross-sectional design and incidental sampling method. Self-report data were analysed conducting descriptive statistics, Pearson's correlations, hierarchical regressions, and mediation models. The results indicated that burnout was associated with pre-pandemic mental health problems, more worries about COVID-19, lower levels of emotional balance and resilience. The relationships between worries about COVID-19 and burnout was mediated by resilience and emotional balance. Our findings stress the need to address potential risk and protective factors for teachers' mental health and subjective well-being during the current pandemic. [ABSTRACT FROM AUTHOR]

Introduction: The aim of this study was to determine the role of job stress and job satisfaction in predicting job burnout in teachers of students with special needs in Shiraz, Iran. Methods: The sample included 136 teachers of students with special needs that were selected through convenience sampling. For data collection, the Burnout Inventory, Job Stress Questionnaire, and the Minnesota Satisfaction Questionnaire were used. Data were analysed using Pearson correlation coefficient and simultaneous multiple regression. Results: The results showed that job stress positively and significantly predicted job burnout and job satisfaction negatively and significantly predicted job burnout. Conclusion: According to the findings of this study, it is suggested that organisations related special education field to design and develop appropriate educational and supportive programs (such as holding workshops on stress management in the workplace, providing free counseling and psychological services, identifying individual and environmental factors affecting job satisfaction in teachers of students with special needs, helping to increase their job satisfaction, providing assistants for these teachers, and etc.). This will increase job satisfaction and reduce job stress in teachers of students with special needs. In this way, the burnout of teachers of students with special needs will be reduced. [ABSTRACT FROM AUTHOR]

As a well-known phenomenon with significant social, biological, and psychological impacts, burnout syndrome has been viewed and treated from different therapeutic perspectives. However, few studies have evaluated interventions to prevent and alleviate teacher burnout. This study comprised a randomized controlled trial (RCT) of a group-based cognitive–behavioral therapy (CBT) program for teacher burnout, with assessments at pre-treatment, post-treatment, and 6-month follow-up. The Maslach Burnout Inventory-Educators Survey (MBI-ES) was administered to 242 English language teachers with diverse professional profiles in Iran. Of these, 62 teachers with burnout symptoms were randomly assigned to either a group-based eight-week CBT treatment program or a waiting list control condition. The results of a series of mixed factorial ANOVAs demonstrated significantly greater improvements for the treatment compared to the control condition on the total score and three subscales of the MBI-ES (teachers' emotional exhaustion, depersonalization, and reduced personal accomplishment) at post-treatment, with treatment effects maintained at 6-month follow-up. This CBT intervention has promise for supporting teachers in stressful occupational conditions and reducing their burnout. [ABSTRACT FROM AUTHOR]

Burnout (BT) is a vital determinant of work effectiveness and a well-studied psychological construct. The dominant theoretical perspectives have defined BT via the proposed dimensional structures and have provided the corresponding instruments for measuring them. The present endeavor adopts the Oldenburg Burnout Inventory (OLBI), as its purpose is to examine the psychometric properties of a short version for the Greek teachers and to find differences across their individual characteristics. The Greek short version of OLBI comprises two dimensions: Disengagement (four items) and Exhaustion (five items), with reliability measures utilizing Cronbach's alpha and McDonald's omega: Exhaustion (α = 0.810/ω = 0.823) and Disengagement (α = 0.742/ω = 0.756). Confirmatory factor analysis showed an adequate fit of the measurement model: χ2 = 320.291, df = 26, p < 0.001; CFI = 0.970; TLI = 0.958; RMSEA = 0.068; 90% CI of RMSEA = [0.062; 0.075]; SRMR = 0.067; NFI = 0.967; GFI = 0.986]. The proposed model is extracted after two studies (N1 = 134, N2 = 2437). The novel aspect of this endeavor is the measurement invariance explored across selected demographic variables. The findings supporting the measurement invariance make an essential contribution to the field, and the implications for educational research are provided along with a concise presentation of theoretical issues. [ABSTRACT FROM AUTHOR]

This article will provide a brief reflection on Garwood's summary of research on special education teacher burnout and fidelity of implementation in delivery of evidence-based behavioral interventions. Subsequently, we provide a conceptual and empirical summary of key issues for supporting teachers of students with emotional and behavioral disorders (EBDs) through the lens of BEST in CLASS (a Tier 2 intervention supporting teacher's use of evidence-based practices with students with or at risk for EBD). This summary will (a) outline the theoretical structure that supports how BEST in CLASS may improve teacher–student relationships and reduce teacher burnout, (b) demonstrate the influence of BEST in CLASS on teacher burnout in a sample of elementary school teachers and discuss findings, (c) propose that researchers consider burnout within the context of dynamic classroom systems, and (d) link these suggestions to theoretical frameworks. We conclude with a discussion of Garwood's call to action and implications for future research. [ABSTRACT FROM AUTHOR]