Eleni Kalamara1, Clive Richardson2. 1. European Asylum Support Office, MTC Block A, Winemakers Wharf, Grand Harbour Valletta Waterfront, Valletta, MRS 1917, Malta. eleni.kalamara@easo.europa.eu. 2. Panteion University of Social and Political Sciences, 17671, Athens, Greece.
Abstract
OBJECTIVES: The purpose of this study was to identify burnout profiles in Greek secondary school teachers using latent profile analysis. METHODS: Burnout was measured using the Maslach Burnout Inventory (MBI) in a sample of 460 teachers. RESULTS: In partial agreement with the literature, latent profile analysis revealed four profiles: Burnout (high on all three dimensions of the MBI), Engagement (low on all three), Overextended (high on exhaustion only) and Ineffective (high on inefficacy only). The most common profile among the teachers in this sample was overextended (50%). Teachers in each profile behaved differently with regard to job satisfaction and attitudes towards school-related sources of problems. In particular, Burnt-out teachers were more negative than the Engaged ones in almost all variables assessed, except educational policy, while differences between the two intermediate profiles were less marked. Engaged teachers showed the highest levels of job satisfaction, followed by Overextended and Ineffective, with Burnt-out teachers showing the lowest levels. CONCLUSIONS: The derived profiles and their different attitudes showed the significance of all three dimensions of burnout syndrome. In practical terms, interventions appropriately targeted to each profile can be designed and implemented to prevent or reduce burnout.
OBJECTIVES: The purpose of this study was to identify burnout profiles in Greek secondary school teachers using latent profile analysis. METHODS: Burnout was measured using the Maslach Burnout Inventory (MBI) in a sample of 460 teachers. RESULTS: In partial agreement with the literature, latent profile analysis revealed four profiles: Burnout (high on all three dimensions of the MBI), Engagement (low on all three), Overextended (high on exhaustion only) and Ineffective (high on inefficacy only). The most common profile among the teachers in this sample was overextended (50%). Teachers in each profile behaved differently with regard to job satisfaction and attitudes towards school-related sources of problems. In particular, Burnt-out teachers were more negative than the Engaged ones in almost all variables assessed, except educational policy, while differences between the two intermediate profiles were less marked. Engaged teachers showed the highest levels of job satisfaction, followed by Overextended and Ineffective, with Burnt-out teachers showing the lowest levels. CONCLUSIONS: The derived profiles and their different attitudes showed the significance of all three dimensions of burnout syndrome. In practical terms, interventions appropriately targeted to each profile can be designed and implemented to prevent or reduce burnout.