Adaptive psychological functioning and burnout in teachers: Implications on instructional processes

Main Article Content

Valeria Romero
José Carlos Núñez
https://orcid.org/0000-0002-9187-1201
Carlos Freire
https://orcid.org/0000-0002-6252-4016
María del Mar Ferradás
https://orcid.org/0000-0002-9716-8306

Abstract

Given the high levels of burnout in the teaching profession, there is a growing interest in identifying the personal resources that would favor the positive psychological functioning in this group. From this emerging perspective, the present study had two objectives: (1) analyze the effect of psychological capital and job satisfaction on burnout in teachers; (2) determine how this syndrome affects the instructional practice (self-efficacy for teaching self-regulation strategies and teaching approach adopted). A structural equations model analysis was carried out with 113 teachers (90.3% women; Mage = 38.13; SD = 11.01) from pre-school, elementary school, compulsory secondary education and Bachillerato [optional higher secondary education]), selected through a convenience sample. Psychological capital and job satisfaction were shown to be negative predictors of burnout. In turn, this syndrome showed a direct negative effect on self-efficacy, and an indirect one on the student-centered teaching approach. These findings suggest that psychological capital and job satisfaction can be valuable resources to reduce teacher burnout and favor their adaptive job performance.

Downloads

Download data is not yet available.

Article Details

How to Cite
Romero, V., Núñez, J. C. ., Freire, C., & Ferradás, M. del M. (2023). Adaptive psychological functioning and burnout in teachers: Implications on instructional processes. Psychology, Society & Education, 15(1), 1–10. https://doi.org/10.21071/pse.v15i1.15345
Section
Artículos

References

Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J. R., y Reeve, J. (2019). Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The merits of a circumplex approach. Journal of Educational Psychology, 111(3), 497-521. https://doi.org/10.1037/edu0000293

Arbuckle J. L. (2013). Amos 22 user’s guide. SPSS.

Azanza, G., Domínguez, Á. J., Moriano, J. A., y Molero, F. J. (2014). Capital psicológico positivo. Validación del cuestionario PCQ en España. Anales de Psicología, 30(1), 294-301. https://doi.org/10.6018/analesps.30.1.153631

Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.

Brasfield, M. W., Lancaster, C., y Xu, Y. J. (2019). Wellness as a mitigating factor for teacher burnout. Journal of Education, 199(3), 166-178. https://doi.org/10.1177/0022057419864525

Brouwers, A., y Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16(2), 239-253. https://doi.org/10.1016/S0742-051X(99)00057-8

Buonomo, I., Fiorilli, C., y Benevene, P. (2019). The impact of emotions and hedonic balance on teachers’ self-efficacy: Testing the bouncing back effect of positive emotions. Frontiers in Psychology, 10, 1670. https://doi.org/10.3389/fpsyg.2019.01670

Burić, I., y Frenzel, A. C. (2021). Teacher emotional labour, instructional strategies, and students’ academic engagement: A multilevel analysis. Teachers and Teaching, 27(5), 335-352. https://doi.org/10.1080/13540602.2020.1740194

Burić, I., Slišković, A., y Penezić, Z. (2019). Understanding teacher well-being: A cross-lagged analysis of burnout, negative student-related emotions, psychopathological symptoms, and resilience. Educational Psychology, 39(9), 1136-1155. https://doi.org/10.1080/01443410.2019.1577952

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Routledge. https://doi.org/10.4324/9780203771587

Collie, R. J., y Perry, N. E. (2019). Cultivating teacher thriving through social-emotional competence and its development. The Australian Educational Researcher, 46(4), 699-714. https://doi.org/10.1007/s13384-019-00342-2

Czerniak, C. M., y Schriver, M. L. (1994). An examination of preservice science teachers’ beliefs and behaviors as related to self-efficacy. Journal of Science Teacher Education, 5(3), 77-86. https://doi.org/10.1007/BF02614577

De Bruijn-Smolders, M., Timmers, C. F., Gawke, J. C., Schoonman, W., y Born, M. P. (2016). Effective self-regulatory processes in higher education: Research findings and future directions. A systematic review. Studies in Higher Education, 41(1), 139-158. https://doi.org/10.1080/03075079.2014.915302

De Smul, M., Heirweg, S., Van Keer, H., Devos, G., y Vandevelde, S. (2018). How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning. Teaching and Teacher Education, 71, 214-225. https://doi.org/10.1016/j.tate.2018.01.001

Dreer, B. (2021). Teachers’ well-being and job satisfaction: The important role of positive emotions in the workplace. Educational Studies. https://doi.org/10.1080/03055698.2021.1940872

Esteras, J., Chorot, P., y Sandín, B. (2019). Sintomatología física y mental asociada al síndrome de burnout en los profesionales de la enseñanza. Revista de Psicopatología y Psicología Clínica, 24(1), 29-37. https://doi.org/10.5944/rppc.23776

Ferradás, M. M., Freire, C., García-Bértoa, A., Núñez, J. C., y Rodríguez, S. (2019). Teacher profiles of psychological capital and their relationship with burnout. Sustainability, 11(18), 5096. https://doi.org/10.3390/su11185096

Finney, S. J. y DiStefano, C. (2006). Non-normal and categorical data in structural equation modeling. En G. R. Hancock y R. O. Mueller (Eds), Structural Equation Modeling. A Second Course (1ª ed., pp. 269-314). Information Age Publishing.

Fong, C. J., Dillard, J. B., y Hatcher, M. (2019). Teaching self-efficacy of graduate student instructors: Exploring faculty motivation, perceptions of autonomy support, and undergraduate student engagement. International Journal of Educational Research, 98, 91-105. https://doi.org/10.1016/j.ijer.2019.08.018

Freire, C., Ferradás, M. M., García-Bértoa, A., Núñez, J. C., Rodríguez, S., y Piñeiro, I. (2020). Psychological capital and burnout in teachers: The mediating role of flourishing. International Journal of Environmental Research and Public Health, 17(22), 8403. https://doi.org/10.3390/ijerph17228403

Gillet, N., Morin, A. J., Sandrin, É., y Fernet, C. (2022). Predictors and outcomes of teachers’ burnout trajectories over a seven-year period. Teaching and Teacher Education, 117, 103781. https://doi.org/10.1016/j.tate.2022.103781

González, A., Conde, Á., Díaz, P., García, M., y Ricoy, C. (2018). Instructors’ teaching styles: Relation with competences, self-efficacy, and commitment in pre-service teachers. Higher Education, 75(4), 625-642. https://doi.org/10.1007/s10734-017-0160-y

González-Geraldo, J. L., y Hernández-Pina, F. (2015). Análisis psicométrico del cuestionario Approaches to Teaching Inventory (ATI) y propuesta en castellano (S-ATI-20). Anales de Psicología, 31(1), 172-183. https://doi.org/10.6018/analesps.31.1.190261

Granziera, H., Collie, R., y Martin, A. (2021). Understanding teacher wellbeing through job demands-resources theory. En C. F. Mansfield (Ed.), Cultivating teacher resilience. International approaches, applications and impact (pp. 229-244). Springer. https://doi.org/10.1007/978-981-15-5963-1_14

Hajovsky, D. B., Chesnut, S. R., y Jensen, K. M. (2020). The role of teachers’ self-efficacy beliefs in the development of teacher-student relationships. Journal of School Psychology, 82, 141-158. https://doi.org/10.1016/j.jsp.2020.09.001

Hernández-Pina, F., Maquilón, J., y Monroy, F. (2012). Estudio de los enfoques de enseñanza en profesorado de educación primaria. Profesorado, 16(1), 61-77.

Hongying, S. (2007). Literature review of teacher job satisfaction. Chinese Education & Society, 40(5), 11-16. https://doi.org/10.2753/CED1061-1932400502

Hu, L., y Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi.org/10.1080/10705519909540118

Jansen, R. S., Van Leeuwen, A., Janssen, J., Jak, S., y Kester, L. (2019). Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: A meta-analysis. Educational Research Review, 28, 100292. https://doi.org/10.1016/j.edurev.2019.100292

Klusmann, U., Aldrup, K., Roloff, J., Lüdtke, O., y Hamre, B. K. (2022). Does instructional quality mediate the link between teachers’ emotional exhaustion and student outcomes? A large-scale study using teacher and student reports. Journal of Educational Psychology, 114(6), 1442-1460. https://doi.org/10.1037/edu0000703

Kurt, N., y Demirbolat, A. O. (2019). Investigation of the relationship between psychological capital perception, psychological well-being and job satisfaction of teachers. Journal of Education and Learning, 8(1), 87-99. https://doi.org/10.5539/jel.v8n1p87

Leiter, M. P. (1992). Burn-out as a crisis in self-efficacy: Conceptual and practical implications. Work & Stress, 6(2), 107-115. https://doi.org/10.1080/02678379208260345

Lenhard, W., y Lenhard, A. (2016). Computation of effect sizes. Psychometrica. https://doi.org/10.13140/RG.2.2.17823.92329

Li, Y., Li, Y., y Castaño, G. (2019). The impact of teaching-research conflict on job burnout among university teachers: An integrated model. International Journal of Conflict Management, 31(1), 76-90. https://doi.org/10.1108/IJCMA-05-2019-0080

Luthans, F., Avolio, B. J., Avey, J., y Norman, S. (2007) Positive psychological capital: Measurement and relationship with performance and satisfaction. Personnel Psychology, 60(3), 541-572. https://doi.org/10.1111/j.1744-6570.2007.00083.x

Luthans, F., y Youssef-Morgan, C. M. (2017). Psychological capital: An evidence-based positive approach. Annual Review of Organizational Psychology and Organizational Behavior, 4(17), 1-17. https://doi.org/10.1146/annurev-orgpsych-032516-113324

Luthans, F., Youssef-Morgan, C. M., y Avolio, B. (2015). Psychological capital and beyond. Oxford University Press.

Martínez, J. P., Méndez, I., Ruiz-Esteban, C., Fernández-Sogorb, A., y García-Fernández, J. M. (2020). Profiles of burnout, coping strategies and depressive symptomatology. Frontiers in Psychology, 11, 591. https://dx.doi.org/10.3389/fpsyg.2020.00591

Maslach, C., Jackson S. E., y Leiter, M. P. (1996). Maslach Burnout Inventory manual (3ª ed.). Consulting Psychologists Press.

McCullough, S. N., Granger, K. L., Sutherland, K. S., Conroy, M. A., y Pandey, T. (2022). A preliminary study of BEST in CLASS-elementary on teacher self-efficacy, burnout, and attributions. Behavioral Disorders, 47(2), 84-94. https://doi.org/10.1177/01987429211010672

Melamed, S., Ugarten, U., Shirom, A., Kahana, L., Lerman, Y., y Froom, P. (1999). Chronic burnout, somatic arousal and elevated salivary cortisol levels. Journal of Psychosomatic Research, 46(6), 591-598. https://doi.org/10.1016/S0022-3999(99)00007-0

Molero, M. M., Pérez-Fuentes, M. C., Atria, L., Oropesa, N. F., y Gázquez, J. J. (2019). Burnout, perceived efficacy, and job satisfaction: Perception of the educational context in high school teachers. BioMed Research International, 2019, 1021408. https://doi.org/10.1155/2019/1021408

Monroy, F., Hernández-Pina, F., y Martínez-Clares, P. (2014). Enfoques de enseñanza de estudiantes en formación pedagógica. Un estudio exploratorio. REOP - Revista Española de Orientación y Psicopedagogía, 25(3), 90-105. https://doi.org/10.5944/reop.vol.25.num.3.2014.13860

Organización Mundial de la Salud (2019). Mental health in the workplace. Information sheet. Organización Mundial de la Salud

Pellerone, M., Rapisarda, V., Trischitta, M. C. A., Vitale, E., y Ramaci, T. (2020). Burnout and self-perceived instructional competence: An exploratory study of a group of Italian female elementary school teachers. International Journal of Environmental Research and Public Health, 17(4), 1356. https://doi.org/10.3390/ijerph17041356

Peng, J., He, Y., Deng, J., Zheng, L., Chang, Y., y Liu, X. (2019). Emotional labor strategies and job burnout in preschool teachers: Psychological capital as a mediator and moderator. Work, 63(3), 335-345. https://doi.org/10.3233/WOR-192939

Pisanti, R., Soraci, P., y Schwarzer, R. (2022). The Italian version of the Teacher Self Efficacy Scale (TSES-Ita): Dimensionality, internal consistency and validity. Journal of Psychoeducational Assessment. https://doi.org/10.1177/07342829221133621

Poulou, M. S., Reddy, L. A., y Dudek, C. M. (2019). Relation of teacher self-efficacy and classroom practices: A preliminary investigation. School Psychology International, 40(1), 25-48. https://doi.org/10.1177/0143034318798045

Righi, M. P., De Godoi, A. P. T., Venezian, G. C., Degan, V. V., y de Menezes, C. C. (2021). Temporomandibular disorder symptoms, sleep quality, and burnout syndrome in teachers. CRANIO®. https://doi.org/10.1080/08869634.2021.1966585

Schaufeli, W. B. (2017). Applying the job demands-resources model: A ‘how to’ guide to measuring and tackling work engagement and burnout. Organizational Dynamics, 46(2), 120-132. https://doi.org/10.1016/j.orgdyn.2017.04.008

Schaufeli, W. B., y Taris, T. W. (2014). A critical review of the job demands-resources model: Implications for improving work and health. En G. F. Bauer y O. Hämming (Eds.), Bridging occupational, organizational and public health: A transdisciplinary approach (pp. 43-68). Springer Science + Business Media.

Schwab, S. (2019). Teachers’ student-specific self-efficacy in relation to teacher and student variables. Educational Psychology, 39(1), 4-18. https://doi.org/10.1080/01443410.2018.1516861

Seisdedos, N. (1997). Manual MBI: Inventario burnout de Maslach. TEA Ediciones.

Skaalvik, E. M., y Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611-625. https://doi.org/10.1037/0022-0663.99.3.611

Skaalvik, E. M., y Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059-1069. https://doi.org/10.1016/j.tate.2009.11.001

Skaalvik, E. M., y Skaalvik, S. (2020) Teacher burnout: Relations between dimensions of burnout, perceived school context, job satisfaction and motivation for teaching. A longitudinal study. Teachers and Teaching, 26(7-8), 602-616. https://doi.org/10.1080/13540602.2021.1913404

Turner, K., y Theilking, M. (2019). Teacher wellbeing: Its effects on teaching practice and student learning. Issues in Educational Research, 29(3), 938-960.

Vermote, B., Aelterman, N., Beyers, W., Aper, L., Buysschaert, F., y Vansteenkiste, M. (2020). The role of teachers’ motivation and mindsets in predicting a (de) motivating teaching style in higher education: A circumplex approach. Motivation and Emotion, 44(2), 270-294. https://doi.org/10.1007/s11031-020-09827-5

Xie, M., Huang, S., Ke, L., Wang, X., y Wang, Y. (2022). The development of teacher burnout and the effects of resource factors: A latent transition perspective. International Journal of Environmental Research and Public Health, 19(5), 2725. https://doi.org/10.3390/ijerph19052725

Zhang, L. F., Fu, M., Li, D. T., y He, Y. (2019). Emotions and teaching styles among academics: The mediating role of research and teaching efficacy. Educational Psychology, 39(3), 370-394. https://doi.org/10.1080/01443410.2018.1520970

Zhang, Y., Zhang, S., y Hua, W. (2019). The impact of psychological capital and occupational stress on teacher burnout: Mediating role of coping styles. The Asia-Pacific Education Researcher, 28(4), 339-349. https://doi.org/10.1007/s40299-019-00446-4

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2