Abstracts
Abstract
Over fifty years of research investigating teacher burnout has resulted in a well-accepted model of burnout that involves three dimensions: exhaustion, depersonalization, and loss of accomplishment. Recently, a new cause of teacher attrition has been proposed called “demoralization,” on the argument that demoralization is a distinct phenomenon from burnout. In light of new research methodologies that allow for examination of unique pathways or “profiles” of teacher burnout, we explore the question, providing an analysis that suggests instead that depersonalization can be fairly represented as one profile of burnout.
Keywords:
- burnout,
- demoralization,
- teacher,
- attrition,
- pandemic
Résumé
Plus de cinquante ans de recherche sur l’épuisement professionnel des enseignants ont abouti à un modèle d’épuisement professionnel bien accepté qui implique trois dimensions : l’épuisement, la dépersonnalisation et la perte d’accomplissement. Récemment, une nouvelle cause d’attrition des enseignants a été proposée appelée « démoralisation », basée sur l’argument que la démoralisation est un phénomène distinct de l’épuisement professionnel. À la lumière des nouvelles méthodologies de recherche qui permettent d’examiner les parcours ou « profils » uniques de l’épuisement professionnel des enseignants, nous explorons la question, en fournissant une analyse qui suggère plutôt que la dépersonnalisation peut être représentée de manière juste comme un profil d’épuisement professionnel.
Mots-clés :
- enseignant,
- épuisement professionnel,
- démoralisation,
- attrition,
- pandémie
Download the article in PDF to read it.
Download
Appendices
Bibliography
- Babb, J., Sokal., L., Eblie Trudel, L. (2022). THIS IS US: Latent profile analysis of Canadian teachers’ resilience and burnout during the COVID-19 pandemic. Canadian Journal of Education, 45(2), 555-585. http://dx.doi.org/10.53967/cje-rce.v45i2.5057
- Bakker, A, & Devries, D. (2021). Job-demands resources theory and self-regulation: New explanation and remedies for job burnout. Anxiety, Stress, and Coping, 34(1), 1-21. http://dx.doi.org/10.1080/10615806.2020.1797695
- Bass, B. (1990). From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics, 18(3), 19-31. http://dx.doi.org/10.1016/0090-2616(90)90061-S
- Bianchi, R., Schonfeld, I. S., & Laurent, E. (2015). Is burnout separable from depression in cluster analysis? A longitudinal study. Social Psychiatry and Psychiatric Epidemiology, 50(6), 1005–1011. https://doi.org/10.1007/s00127-014-0996-8
- Bodenheimer, G., & Shuster, S. (2020). Emotional labour, teaching and burnout: Investigating complex relationships. Educational Research, 62(1) 63-76. http://dx.doi.org/10.1080/00131881.2019.1705868
- Brunsting, N. C., Sreckovic, M. A., & Lane, K. L. (2014). Special education teacher burnout: A synthesis of research from 1979 to 2013. Education & Treatment of Children, 37(4), 681–712. http://dx.doi.org/10.1353/etc.2014.0032.
- Davies, B., & Sokal. L. (2021). What do a boat and a puzzle have to do with teachers during COVID-19? [podcast]. Research Questions. https://m.soundcloud.com/user-951740369/episode-4-what-do-a-boat-and-a-puzzle-have-to-do-with-teacher-burnout-during-covid-19
- Dorcet, A., Netolicky, D., Timmers, K., & Tuscano, F. (2020). Thinking about pedagogy in an unfolding pandemic: An independent report on approaches to distance learning during the COVID19 school closures [An independent report written to inform the work of education international and UNESCO]. https://issuu.com/educationinternational/docs/2020_research_covid-19_eng
- Dworkin, A., Saha, L., & Hill, A. (2003). Teacher burnout and perceptions of a democratic school environment. International Education Journal, 4(2), 108-120. https://researchers.anu.edu.au/publications/29993
- Eblie Trudel, L., Sokal, L., & Babb, J. (2021). Teachers’ voices: Pandemic lessons for the future of education. Journal of Teaching and Learning, 15(1), 4-19. https://doi.org/10.22329/jtl.v15i1.6486
- Farber, B. A. (2000). Treatment strategies for different types of teacher burnout. Psychotherapy in Practice, 56, 675-689. http://dx.doi.org/10.1002/(SICI)1097-4679(200005)56:5%3C675::AID-JCLP8%3E3.0.CO;2-D
- Feldt, T., Rantanen, J., Hyvönen, K., Mäkikangas, A., Huhtala, M., Pihlajasaari, P., & Kinnunen, U. (2014). The 9-item Bergen Burnout Inventory: factorial validity across organizations and measurements of longitudinal data. Industrial Health, 52(2),102-12. http://dx.doi.org/10.2486/indhealth.2013-0059.
- Ford, T. G., Olsen, J., Khojasteh, J., Ware, J., & Urick, A. (2019). The effects of leader support for teacher psychological needs on teacher burnout, commitment, and intent to leave. Journal of Educational Administration, 57(6), 615-634. http://dx.doi.org/10.1108/JEA-09-2018-0185
- Gardner, H., Csikszentmihalyi, M., & Damon, W. (2001). Good work: When excellence and ethics meet. Basic.
- Gil-Monte, P. R., Pieró Silla, J. M., & Valcárcel, P. (1995). El síndrome de burnout entre profesionales de enfermería: Una perspectiva desde los modelos cognitivos de estrés laboral. In L. Gonzales Fernandes, A. De la Torre, & J. De Elena (Eds.), Psicología del trabajo y de las organizaciones, gestion de recursos humanos y nuevas tecnologías (pp. 211- 224). Eudema.
- Herman, K., Hickmon-Rosa, J., & Reinke, W. (2018). Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated teacher outcomes. Journal of Positive Behavioural Interventions, 20(2), 90-100. http://doi.org/10.1177/1098300717732066
- Jennings, P., & Greenberg, M. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525. http://dx.doi.org/10.3102/0034654308325693
- Larsen, A. C., Ulleberg, P., & Rønnestad, M. H. (2017). Depersonalization reconsidered: An empirical analysis of the relation between depersonalization and cynicism in an extended version of the Maslach Burnout Inventory. Nordic Psychology, 69(3), 160–176. https://doi.org/10.1080/19012276.2016.1227939
- Lau, P., Chan, R., Yuen, M., Myers, J., & Lee, Q. (2008). Wellness of teachers: A neglected issue in teacher development. In J. Lee & L. Shiu (Eds.), Developing teachers and developing schools in changing contexts (pp. 101-116). The Chinese University Press.
- Leiter, M. P., & Maslach, C. (1999, spring). Six areas of worklife: A model of the organizational context of burnout. Journal of Health and Human Services Administrators, 472- 489.
- Leiter, M. P., & Maslach, C. (2004). Areas of worklife: A structured approach to organizational predictors of job burnout. In P. Perrewé & D. C. Ganster, (Eds.), Research in occupational stress and well being: Emotional and physiological processes and positive intervention strategies, (pp.91-134). JAI Press/Elsevier.
- Leiter, M. P., & Maslach, C. (2016). Latent burnout profiles: A new approach to understanding the burnout experience. Burnout Research, 3(4), 89–100. https://doi.org/10.1016/j.burn.2016.09.001
- Leithwood, K. (2004). Educational leadership: A review of the research. Laboratory for Student Success.
- Leithwood, K., & Beatty, B. (2008). Leading with teacher emotions in mind. Corwin Press.
- Mäkikangas, A., & Kinnunen, U. (2016). The person-oriented approach to burnout: A systematic review. Burnout Research, 3, 11-23. http://dx.doi.org/10.1016/j.burn.2015.12.002
- Manzano-Garcia, G., & Ayala-Convo, J. C. (2013). New perspectives: Towards an integrated concept of “burnout’ and its explanatory models. Anales de Psicología, 29, 800-809.
- Maslach, C. (2003). Job burnout: New directions in research and intervention. Current Directions in Psychological Science, 12, 189-192. http://dx.doi.org/10.1111/1467-8721.01258
- Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behaviour, 2, 99-113. http://dx.doi.org/10.1002/job.4030020205
- Maslach, C., & Jackson, S. E. (1984). Burnout in organizational settings. Applied Social Psychology Annual, 5, 133-153.
- Maslach, C., & Leiter, M. (1997). The truth about burnout: How organizations cause personal stress and what to do about it. Jossey-Bass.
- Maslach, C., Schaufeli, W., & Leiter, M. (2001). Job burnout. Annual Review of Psychology, 52, 397-422.
- Meyer, J. P., Stanley, L. J., & Vandenberg, R. J. (2013). A person-centered approach to the study of commitment. Human Resource Management Review, 23, 190–202. https://doi.org/10.1016/j.hrmr.2012.07.007
- Moeller, J., Ivcevic, Z., White, A. E., Menges, J. I., and Brackett, M. A. (2018). Highly engaged but burned out: Intra-individual profiles in the US workforce. Career Development International, 23, https://doi.org/10.1108/CDI-12-2016-0215
- Pines, A. M. (1993). Burnout: An existential perspective. In W. Schaufeli, C. Maslach, & T. Marek (Eds.), Professional burnout: Recent development in theory and research (pp. 19-32). Taylor & Francis.
- Pines, A. M. (2002). Teacher burnout: A psychodynamic existential perspective. Teachers and Teaching: Theory and Practice, 8(2), 121–140.
- Pines, A. M., & Maslach, C. (1978). Characteristics of staff burnout in mental health settings. Hospital & Community Psychiatry, 29(4), 233–7.
- Porter, T. (2018). Addressing the demoralization crisis: Why teachers are quitting and how to stop them. Bowdoin College. https://www.bowdoin.edu/news/2018/11/addressing-the-demoralization-crisis-why-teachers-are-quitting-and-how-to-stop-them.html
- Pyhalto, K., Pietarinen, J., Haverinen, K., Tikkanen, L., & Soini, T. (2020). Teacher burnout profiles and proactive strategies. European Journal of Psychology of Education, 36, 219–242. https://doi.org/10.1007/s10212-020-00465-6
- Salmela-Aro, K., Hietajärvi, L., & Lonka, K. (2019). Work burnout and engagement profiles among teachers. Frontiers in Psychology, 10(2254). http://doi.org/10.3389/fpsyg.2019.02254
- Santoro, D. A. (2011). Good teaching in difficult times: Demoralization in the pursuit of good work. American Journal of Education, 118(1), 1–23. https://doi.org/10.1086/662010
- Santoro, D. A. (2018). Is it burnout? Or demoralization? Educational Leadership, 75, 10-15.
- Santoro, D. A. (2020). The problem with stories about teacher "burnout." Phi Delta Kappan, 101(4), 26–33. http://dx.doi.org/10.1177/0031721719892971
- Schaufeli, W. B., Bakker, A. B., & Van Rhenen, W. (2009). How changes in job demands and resources predict burnout, work engagement, and sickness absenteeism. Journal of Organizational Behavior, 30(7), 893–917. http://dx.doi.org/10.1002/job.595
- Schaufeli, W., & Enzmann, D. (1998). The burnout companion to study and practice: A critical analysis. Taylor & Francis.
- Schaufeli, W., & Taris, T. (2005). The conceptualization and measurement of burnout: Common ground and worlds apart. Work & Stress, 19(3), 256–262.
- Scott, C., Stone, B., & Dinham, S. (2001). “I love teaching but…” International patterns of teacher discontent. Educational Policy Analysis Archives, 9(28), 1-18.
- Shen, B., McCaughtry, N., Martin, J., Garn, A., Kulik, J., & Fahlman, M. (2015). The relationship between teacher burnout and student motivation. British Journal of Educational Psychology, 85, 519-532. http://doi.org/10.1111/bjep.12089
- Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333-339. https://doi.org/10.1016/j.jbusres.2019.07.039
- Sokal, L., Eblie Trudel, L., & Babb, J. (2020a). Canadian teachers’ attitudes toward change and technology, efficacy, and burnout during the initial wave of the COVID-19 pandemic. International Journal of Educational Research- Open. https://doi.org/10.1016/j.ijedro.2020.100016
- Sokal, L., Eblie Trudel, L., & Babb, J. (2020b). I’ve had it! Factors associated with burnout and low organizational commitment in Canadian teachers during the second wave of the COVID-19 Pandemic. International Journal of Educational Research- Open. https://www.sciencedirect.com/science/article/pii/S2666374020300236
- Sokal, L., Eblie Trudel, L., & Babb, J. (2020c). Opportunity solving: Ordinary people doing extraordinary things, every day. Education Canada. https://www.edcan.ca/articles/opportunity-solving/ This article was invited as a department article, and then elevated to the lead article for a three-volume series on teacher wellness.
- Sokal, L., Eblie Trudel, L., & Babb, J. (2020d). It’s okay to be okay too. Why calling out teachers’ “toxic positivity” may backfire. Education Canada, 60(3). https://www.edcan.ca/articles/its-ok-to-be-ok-too/
- Sokal, L., Eblie Trudel, L., Babb, J. (2020e). Supporting teachers in times of change: The job demands-resources model and teacher burnout during the COVID-19 pandemic. International Journal of Contemporary Education, 3 (2). http://redfame.com/journal/index.php/ijce/issue/view/243
- Sokal, L, Eblie Trudel, L., & Babb, J. (2020f) COVID-19’s Second Wave: How are teachers faring with the return to physical schools? https://www.edcan.ca/articles/covid-teacher-survey-2/
- Swider, B., & Zimmerman, R. (2010). Born to burnout: A meta-analytic path model of personality, job burnout and work outcomes. Journal of Vocational Behaviour, 76(3), 487-506. http://dx.doi.org/10.1016/j.jvb.2010.01.003
- Torraco, R. (2005). Writing integrative literature reviews: Guidelines and examples. Human Resource Development Review, 4, 456-367. http://dx.doi.org/10.1177/1534484305278283
- Tsang, K., & Liu, D. (2016). Teacher demoralization, disempowerment, and school administration. Qualitative Research in Education, 5(2), 200-225. https://doi.org/10.17583/qre.2016.1883
- Walden University. (no date). The resilient educator: Recognizing the signs of teacher burnout. https://www.waldenu.edu/online-masters-programs/ms-in-education/resource/the-resilient-educator-recognizing-the-signs-of-teacher-burnout
- World Health Organization. (2018). International classification of diseases for mortality and morbidity statistics (11th revision). https://www.who.int/news/item/28-05-2019-burn-out-an-occupational-phenomenon-international-classification-of-diseases