Teacher Stress and Burnout

Overview

• Stress and burnout are ongoing issues for teachers, leading to anxiety and depression
• Burnout impacts a teacher's health, contributing to poor physical and mental wellbeing

Objective

• To determine the extent of existing data about the prevalence of stress, burnout, anxiety, and depression experienced by teachers

Method

• A scoping review utilized PRISMA-ScR to assess stress, burnout, anxiety, and depression among teachers, searching databases including MEDLINE, EMBASE, and ERIC

Results

• Considering only clinically significant instances, burnout ranged from 25.12% to 74%, stress from 8.3% to 87.1%, anxiety from 38% to 41.2%, and depression from 4% to 77%
• Socio-demographic factors (sex, age, marital status) alongside organizational factors like teaching experience, class size and job satisfaction correlate with stress, burnout, anxiety and depression

Conclusion

• Recognising the impact of stress and mental health on teachers is crucial
• Creating interventions and awareness in schools is needed to curb early deterioration in teaching staff mental health

Introduction

• Stress in teaching leads to reduced job satisfaction and burnout
• Stress is a normal response to upsetting events, but becomes harmful when chronic, leading to potential psychiatric illnesses
• High teacher stress negatively correlates with job satisfaction
• High teacher stress can cause inappropriate anger and increased substance abuse and poor mental wellbeing
• Maslach defines stress as when an external demand exceeds a person's perceived abilities
• High demoralization and a disrupted sense of self-consistency occurs due to stress

Canadian Teachers

• High stress levels are reported
• 40% reported psychological distress which is twice as high as the Quebec-wide general population sample of 20%
• 70% worried about mental healthcare during the COVID-19 pandemic
• Teacher workload can be one of the most common sources of stress

Burnout

• Considered a stress-related problem
• Can be caused by excessive energy demands
• As a negative stress response, it represents a risk factor for depression and cardiovascular disease
• Three connected components: emotional exhaustion, depersonalization, and reduced personal accomplishment
• Job satisfaction negatively correlates to emotional exhaustion
• Feelings of incompetence and lack of achievement can occur
• Manifests as irritability, fatigue, worry, or frustration (mild), or physical ailments like ulcers, back pain, and migraines (severe)
• Workplace improvements can improve health outcomes

Anxiety

• Is predicted by workload, student behavior, and employment issues
• A lack of admin decreases job satisfaction
• Participants with reported higher and more intense anxiety levels also reported high burnout levels
• Researchers call for research and interventions to address this critical issue
• More data needed that will help find root cause, such as role factors, of anxiety in teaching professionals

Depression

• Considered the primary cause of work disability internationally
• Profound impact on personal and professional life
• Most robust MDD indicators include low job satisfaction, increased stress, somatization and anxiety disorder indicators

Study Design

• A scoping review using PRISMA-SCR guidelines was conducted
• Adopted previous study and search strategies for replicability, reliability, and transparency

Research Question

• What's the scope of primary and secondary school teachers who experience stress, burnout, anxiety and depression and its correlation with different jurisdictions?

Search Strategy

• Used multiple databases: MEDLINE, EMBASE, ERIC, APA PsycINFO, ELSEVIER, CINAHL
• Used keywords and descriptors, including depress*, burnout, stress, anxiety, teacher, educator, and tutor
• Database search completed Feb 20, 2022

Selection of Studies

• Eligibility decided by inclusion criteria
• Considered if correlated to stress, burnout, depression or anxiety among teaching professionals
• Limited to articles originally researched, peer-reviewed and quantitative and in English
• Reviewed articles exclude student studies of secondary/tertiary level
• Excludes meta, thesis, opinion, commentary papers and non-research, conference publication works

PRISMA chart results

• 10,493 studies were tracked
• 5711 duplicates were removed
• 4782 were scanned
• 4592 are irrelevant
• 190 full-text articles were assessed
• 120 articles were excluded
• 70 studies are included

Data Extraction

• Domains included author, year, nation, study design, tools, size, age, findings, and conclusion

Data Reporting

• Organized to validate characteristics and results for all articles included
• Determined study prevalence range for high-quality studies of each psychological issue in this scoping review

Study Characteristics

• 10,493 citations identified
• 5711 duplicates removed
• 70 eligible for inclusion
• 67 quantitative cross-sectional
• 1 mixed method
• 2 randomized trials
• 143,288 participants/teachers across the 70 studies
• Individual article sample sizes ranged from 50-51,782
• Ages ranged from 18-75
• Minimum response of 13%, 97.4% maximum, 77% median
• Articles included studies, 1974-2022
• 79% published, 2007-2022
• 21% from 1974-2006
• 40% from Europe, 30% from Asia, and 19% North America
• 6% Africa, 1% South America and 4% respectively

Study Outcomes

• Multiple outcomes indicate the interrelation of stress, burnout, anxiety, and depression
• Articles report single outcome (stress, burnout, or depression), frequently paired
• Paired (stress and anxiety), (anxiety and depression) etc more commonly presented
• Few pair burnout * stress
• Limited studies explore interaction among >3 elements

Measures

• Depression was the predominant measure of study
• Maslach's Burnout Inventory is an element determining burnout
• The most commonly utilized scales include: CES-D, Anxiety and Stress Scale (DASS), Beck Depression Inventory (BDI),
• The most common stress tests included: The (DASS), The Teacher Stress Inventory, and The Perceived Stress Scale (PSS)

Study Results: Prevalence Rates

• Different stress measures result in heterogeneous data
• The prevalence of stress in all forms ranged rom 6.0% to 100%
• Median is 32.5%

Study Results: Earlier Assessments

• Early teacher stress assessments had a high stress level at significant(87.1%) and moderate rate (76%)
• 45.6% reported "much stress"

Study Results: 2021 Reports

• Consistent recent findings are that severe stress remains challenging through COVID-19 times
• 6.0% prevalence of teachers were determined as severely stressed in 2021
• 7.0% "severe to extremely severe" before that, and rates are similar

Burnout Levels

• Varying levels, with a 25.12%-48.37% prevalence
• Low exhaustion rate, personal accomplishment
• Depersonalization and exhaustion (high rates)
• Variable burnout with psychological distress reported (47%)
• Prevalence of all levels ranged 2.81%-70.9% with a 28.8% median(Table A1)
• Lowest levels 3.1-70.9% with 27.6% median during COVID pandemic (2020-2022)
• Likewise, pre-pandemic lowest and highest 2.81-63.43%(7) with median 25.09%
• Some indicate that only >10% teachers had burnout, and those who didn't experience >half (68.5%)
• Burrnout prevalence reported between 11 and 40%
• There may be 18.3%-34.9% of teaching professionals at risk of burnout (25, 51)

Gender- Based Study Results

• Studies state burnout is significantly higher in males
• Likewise, higher burnout rates reported in female teachers
• Lack of personal accomplishment also found as more prevalent in less experienced teachers

Burnout Levels

• Varying levels found
• Ranging low (58.12%), average (2.81 – 70.9 %) and severely impacted levels found (3.1-33.3%) (7,25,37)
• Science and science teachers with slightly more burnout vs Arts and Art staff teachers.
• The anxiety symptoms prevalence ranged from 4.9% to 68.0%
• Medium was 26% (42, 56)
• Respectively, the prevalance was 10.5%- 66%
• Lowest 38.9% medium from the surveys (41,57) after pandemic began
• Pre-pandemic ranges 7% -68 % with 26% median
• Early results are consistent with past results, and more recent trends are similar to pre-pandemic, with mild at 23.2 %

Teachers Reports and Anxiety

• Teacher anxiety increased by 4.9%
• Did not change
• Most did not change

Depression Results

• Prevalence : 0.6% at the median, with levels as high as 85.7% ( 48,59) and media an 30.7%. Median ranges (low0.6 to high 85,7 after onset 2020) from that
• Before COVID 24.1% medium versus 23.5 % now. In a past studies there was high degrees
• 79% of the staff tested had at at to slightly low level report

JBI Checklist Report

• Moderate to severe : Burnout is at 25.12% to 74%
• Stress levels- Moderate to Severe and Meaningfully great stress 8.3%- 87.1%. Anxiety and Stress with 38- 41.2 levels
• There seems there's reports- significant Major vs Moderate to severe depression reports 4% (45) and 77 % for category reports

Key Indicators for Studies

• The factors identified include
• The subject that teachers work with, sex, gender, age, teacher and material status, job
• Emotions can be caused by both work related problems and home (such as age in relations stress)

School Setting and Key Causes

• Causes included school setting, as well as a student's ability to function in society
• Many females reported low work/high stress with low to average education
• Higher rate of married with the couples and social issues and anxiety

Contradictory Factors

• Reports show that increase to both the women and men have been at level with a correlation relationship, but with lower levels
• It must be noted the poorness of underperformance in the students the low or lack help from the parents (78) are contributing stress level reports

Addressing Factors

• Governments need to address the following and schools to teach them
• Provide funding for day-care to reduce class sizes

Resilience's Factors

• People to be resilient when they are facing trauma and other negative traits (118) , burnout to prevent quitting one's job is increased with a
• Conversely, a survey indicated physicians resilience levels significant in general

Gender - Study results

• Women depression rate was higher reported then female teachers (female high), for the levels and depression
• There is no clear understanding with gender in this
• Various studies indicate both that higher in depression levels and others reporting younger teachers for the lowest
• There are scales in the review that showed there was high amount of teachers had some disorders with subjective matter is included (43)

Scope & Prevalence Details

• The studies prevalence to find out details of to be seen what the specific ranges
• There are terms of the to be used that some degree, that can make the stress and anxiety
• However, it should consider those and that some it was all there of in 20 articles there may be burnout, there have been

Determinants of Stress

• sex, age and marital status was found to strongly impact and effect
• some researchers indicate high stressors may experience and have the highest prevalence, stress
• Higher rates of supervisor of levels of lower than have some social relations
• Sex differ when it comes to gender-related and stress
• Refugee teachers that that is found
• Over 40 years was over report score.
• Performance and work both school are important to report
• Stress is important is a key factor in early ages

Determinants of Teachers

• A wide range is very true to gender sex, age and material school of your learning and they have to to and the nature there is a is it requires with it a teacher
• Female teachers must be there is the support in many areas

Other Facets to Teachers

• For high school that the teachers are some of more that a increased more was found(110) or increase in cell tower (3'75 89-111) teachers phone

Rapid System Review In COVID Time

• Rapid system with report in metal this teachers had been over. High teachers in high universities

Burnout Determinants

• The same things are just too age of all the teachers with with it had the highest high degrees
• Higher score in both dimensions - burnout and all
• Different studies needs for future analysis
• There is no significant effects
• With teacher had had a difficult students then also have some burnout for the stress(84)

Study Contributions

• This was an excellent scope with some high level view at a higher and the burnout level for this study
• As well as they have to support design teachers with is very as many needs