The Netherlands has a considerable shortage of teachers because the teaching profession suffers from an image of high workload. Moreover, that workload has developed very negatively in recent years. This has resulted in a higher incidence of burnout (and therefore higher absenteeism), which in turn affects the quality of education.
Although workload in primary education may seem unavoidable, the way teachers deal with it determines whether they will also develop psychological complaints as a result. The researchers from Nyenrode Business University therefore investigated the relationship between work attitude and burnout among primary education teachers. The researchers conducted several surveys among 401 teachers.
Emotional exhaustion and teachers’ well-being
This study examined well-being in relation to teachers’ work environment in education. For the study, burnout was measured based on emotional exhaustion. In addition, another study was conducted into teachers’ well-being, teachers’ non-conformism and, finally, self-efficacy in four important educational areas: performance, skills development, social interaction and stress.
Importantly, the researchers define burnout as a long-term response to chronic emotional and personal stress factors at work, and therefore not in the home situation. In time, this response leads to a chronic lack of energy, fatigue and the feeling of being overburdened. It is also characterised by disinterest in the work environment and a detached attitude towards other people at work.
Teachers can apply their own standards
Based on several questionnaires, the researchers arrived at an interesting finding. The more autonomy teachers claim and the more freedom they take in the educational process, the lower their likelihood of burnout appears to be. When teachers do not have to conform very much, they can apply their own standards and methods in their lessons. When teachers have to conform to a high degree, they will experience low self-efficacy. Teachers who feel that they are generally able to achieve their goals effectively—in other words, those who experience a high degree of self-efficacy—appear better able to adopt a non-conformist attitude in the classroom and at school.
At first glance, these results may not be surprising, the authors also state. Positive emotions in education are negatively associated with emotional exhaustion. Negative emotions, in turn, cause emotional exhaustion. Self-efficacy correlates negatively with negative emotions and emotional exhaustion. Non-conformism, on the other hand, is positively associated with self-efficacy.
In short, as the researchers expected, positive emotions correlate significantly and negatively with emotional exhaustion, while negative emotions in education correlate significantly and positively with emotional exhaustion. Self-efficacy also appears to be significantly and strongly related to positive emotions. In addition, non-conformism appears to be a good predictor of self-efficacy.
Provides a sense of authenticity
The researchers did not conduct further research into why pursuing one’s own course has a positive influence. They did, however, offer several suggestions. Non-conformism provides a sense of authenticity and creates a feeling of independence. By challenging the status quo, teachers gain a greater sense of autonomy and control.
According to universal psychology, autonomy and control are important elements and needs that contribute to overall well-being. This creates the feeling that one can manage and influence one’s own situation, thereby reducing the likelihood of burnout. The researchers also established, albeit with somewhat less pronounced results, that the degree of non-conformism may be a predictor of burnout.
Urgently address this problem
The researchers say that the implications of this study are that teachers’ self-efficacy is important for limiting burnout. Given the annual increase in burnout in the Netherlands and the fact that research shows that burnout is highest in education, it is urgently necessary to address this problem. A teacher’s degree of self-reliance is important for limiting emotional exhaustion.
Because of the importance of retaining people in education, it is important that teachers be given practical tools to improve these competencies, the authors emphasise. This is not only in the teacher’s interest, but naturally also in the student’s interest. It is therefore also necessary to conduct further research into the factors that are generally known to influence teachers’ well-being at work. These include self-efficacy, preventing burnout and engagement with the profession.
Ignore administrative tasks
Practical suggestions arising from these findings include ignoring administrative tasks and teaching more lessons outside school in the form of field trips. Not accepting the status quo is also beneficial to students’ learning process, and non-conformism also has a positive effect on teachers’ engagement.
Burnout and emotional exhaustion pose a serious threat to the education sector. The role of teachers in the success of students, the education system and society as a whole is crucial. Teachers’ well-being must be cherished, the researchers say. Resources must therefore be made available to reduce the risk of burnout.
Source: www.scienceguide.nl