Nichola Shackleton1, Chris Bonell2, Farah Jamal3, Elizabeth Allen4, Anne Mathiot5, Diana Elbourne4, Russell Viner6. 1. Centre of Methods and Policy Application in the Social Sciences (COMPASS), University of Auckland, Private Bag 92019, Auckland, 1142, New Zealand. 2. Faculty of Public Health and Policy, London School of Health and Tropical Medicine, 218, 15-17 Tavistock Place, London, WC1H 9SH, UK. 3. Social Science Research Unit, Department of Childhood, Families and Health, University College London, Institute of Education, London, WC1H 0AL, UK. 4. Department of Medical Statistics, London School of Health and Tropical Medicine, London, WC1E 7HT, UK. 5. General and Adolescent Paediatrics, Population, Policy & Practice Programme, Institute of Child Health, University College, London, WC1N 1EH, UK. 6. Institute of Child Health, University College London, 30 Guilford Street, London, WC1N 1EH, UK.
Abstract
BACKGROUND: Teachers report higher levels of stress than most occupational groups. Burnout is a specific psychological condition that results from chronic job stress characterized by emotional exhaustion, low personal accomplishment, and depersonalization. This study considers associations between aspects of the school environment and teacher burnout. METHODS: Exploratory analysis of baseline data from a cluster randomized controlled trial of 40 schools and 2278 teachers in the United Kingdom. Multilevel methods were used to consider the associations between different compositional and contextual aspects of the school environment and teacher burnout. RESULTS: There was evidence for school effects on teacher burnout, evidenced by ICCs and likelihood ratio tests, supporting the association between school environment and teacher burnout. The factors most consistently associated with teacher burnout in our study were teachers' perceptions of the school's safety and support and student attitudes to learning. CONCLUSIONS: The school environment does influence teacher burnout. More research is needed to develop and test causal pathways between the school environment and teacher burnout, and to understand ecological and individual predictors of teacher burnout and the interaction between the two.
RCT Entities:
BACKGROUND: Teachers report higher levels of stress than most occupational groups. Burnout is a specific psychological condition that results from chronic job stress characterized by emotional exhaustion, low personal accomplishment, and depersonalization. This study considers associations between aspects of the school environment and teacher burnout. METHODS: Exploratory analysis of baseline data from a cluster randomized controlled trial of 40 schools and 2278 teachers in the United Kingdom. Multilevel methods were used to consider the associations between different compositional and contextual aspects of the school environment and teacher burnout. RESULTS: There was evidence for school effects on teacher burnout, evidenced by ICCs and likelihood ratio tests, supporting the association between school environment and teacher burnout. The factors most consistently associated with teacher burnout in our study were teachers' perceptions of the school's safety and support and student attitudes to learning. CONCLUSIONS: The school environment does influence teacher burnout. More research is needed to develop and test causal pathways between the school environment and teacher burnout, and to understand ecological and individual predictors of teacher burnout and the interaction between the two.
Authors: Valentina Gómez-Domínguez; Diego Navarro-Mateu; Vicente Javier Prado-Gascó; Teresa Gómez-Domínguez Journal: Int J Environ Res Public Health Date: 2022-06-10 Impact factor: 4.614
Authors: Carla Estrada-Muñoz; Alejandro Vega-Muñoz; Dante Castillo; Sheyla Müller-Pérez; Joan Boada-Grau Journal: Int J Environ Res Public Health Date: 2021-05-20 Impact factor: 3.390