Burnout e patologia psichiatrica negli insegnanti
... Teaching is not an easy task: during the last years, students and their families have become increasingly critical and demanding towards teachers; the students have being developing many expectations, classes are overcrowded, so that the workload of teachers has increased dramatically (Lodolo D'Oria et al., 2003). In Italy, another critical aspect is that teachers' salary is rather low compared with the retributions paid in other European countries (OECD Report-Talis, International Survey on Teaching and Learning carried out by the Italian Ministry of Education, University and Research, 2014). ...
... In Italy, another critical aspect is that teachers' salary is rather low compared with the retributions paid in other European countries (OECD Report-Talis, International Survey on Teaching and Learning carried out by the Italian Ministry of Education, University and Research, 2014). Teachers are not highly considered by the public, rather they are seen as part-time workers, who can even enjoy three months of vacation per year (Lodolo D'Oria et al., 2003). Because of these critical factors and others that will be examined later, teachers may experience tiredness, physical fatigue, and see their energies depleted: teachers hardly cope with this demanding situation and many gradually develop a state of Burnout. ...
... The study showed how Burnout is a syndrome characterized by a series of psychological and behavioral manifestations that can be grouped into three components: Exhaustion, Depersonalization and reduced Personal Accomplishment. There have been identified more than 40 causes from which Burnout can originate, grouped within two main categories (Lodolo D'Oria et al., 2003;Swider and Zimmermann, 2010). The first category is related to subjects' individual factors, both social and personal, as age, gender, marital status, etc., the second one includes environmental factors, related to the workplace, and the modalities through which work is organized and managed. ...
Burnout is a psychological syndrome, stemming as a response to chronic interpersonal jobs stressors, characterized by three principal dimensions: Exhaustion (the state of depletion of the individual’s emotional and physical resources due to the difficulties in facing customers’ demands); Depersonalization (the negative, off-putting and extremely distant reaction to diverse facets of the job); reduced Personal Accomplishment (referring to reduced self-esteem concerning competence, achievement and productivity at work). (Maslach and Jackson, 1981).
The stream of reforms that has recently changed the Italian School, by favoring educational deregulation and increasing levels of autonomy for school boards, has increased Burnout levels among school teachers, who may feel thorn between their internal expectations (personal beliefs, motivations and professional style) and the external pressures emerging not only from students, but also from a more and more demanding school organization, oriented towards efficiency. Various contributions have posited that in the Burnout prevention a pivotal role is played by the Interpersonal Trust at work both among teachers and between teachers and the School Manager (Ceyanes and Slater, 2005; Timms et al., 2006; Van Maele and Van Houtte, 2014), and by a good School Climate perception (Aron and Milicic, 2000; Dorman, 2003; Grayson and Alvarez, 2008).
The present contribution aims at analyzing the relation between each of the three aspects of Burnout and, respectively, the diverse facets of Interpersonal Trust and the components of School Climate. Data have been collected by means of a survey encompassing three well-known instruments, namely the Maslach Burnout Inventory (MBI; Maslach and Jackson, 1981), the Interpersonal Trust at Work (ITW; Cook and Wall, 1980) and the Revised School Level Environment Questionnaire (SLEQ-Revised; Johnson et al., 2007). 120 teachers have been interviewed in six schools of Southern Italy, in the period between March and May 2014.
Globally, results suggest the importance of Interpersonal Trust and School Climate in the prevention of Burnout. Exhaustion was negatively and significantly correlated with the dimension of Interpersonal Trust concerning the Faith in intentions of Peers, and with three dimensions of School Climate, namely, Student Relations, Instructional Innovation and School Resources. Depersonalization was negatively and significant correlated with three out of the four dimensions of Trust (with the exception of Faith in intentions of Management) and with two dimensions of School Climate, namely, Student Relations and School Resources. Finally, Personal Accomplishment was positively and significantly correlated with Faith in intentions of Peers and with Student Relations.
Hence, support programs focusing on these crucial dimensions, might be helpful in increasing teachers’ well-being and reducing the level of burnout.
... Teaching is not an easy task: during the last years, students and their families have become increasingly critical and demanding towards teachers; the students have being developing many expectations, classes are overcrowded, so that the workload of teachers has increased dramatically (Lodolo D'Oria et al., 2003). In Italy, another critical aspect is that teachers' salary is rather low compared with the retributions paid in other European countries (OECD Report-Talis, International Survey on Teaching and Learning carried out by the Italian Ministry of Education, University and Research, 2014). ...
... In Italy, another critical aspect is that teachers' salary is rather low compared with the retributions paid in other European countries (OECD Report-Talis, International Survey on Teaching and Learning carried out by the Italian Ministry of Education, University and Research, 2014). Teachers are not highly considered by the public, rather they are seen as part-time workers, who can even enjoy three months of vacation per year (Lodolo D'Oria et al., 2003). Because of these critical factors and others that will be examined later, teachers may experience tiredness, physical fatigue, and see their energies depleted: teachers hardly cope with this demanding situation and many gradually develop a state of Burnout. ...
... The study showed how Burnout is a syndrome characterized by a series of psychological and behavioral manifestations that can be grouped into three components: Exhaustion, Depersonalization and reduced Personal Accomplishment. There have been identified more than 40 causes from which Burnout can originate, grouped within two main categories (Lodolo D'Oria et al., 2003;Swider and Zimmermann, 2010). The first category is related to subjects' individual factors, both social and personal, as age, gender, marital status, etc., the second one includes environmental factors, related to the workplace, and the modalities through which work is organized and managed. ...
Burnout is a psychological syndrome, stemming as a response to chronic interpersonal jobs stressors, characterized by three principal dimensions: Exhaustion (the state of depletion of the individual’s emotional and physical resources due to the difficulties in facing customers’ demands); Depersonalization (the negative, off-putting and extremely distant reaction to diverse facets of the job); reduced Personal Accomplishment (referring to reduced self-esteem concerning competence, achievement and productivity at work). (Maslach and Jackson, 1981).
The stream of reforms that has recently changed the Italian School, by favoring educational deregulation and increasing levels of autonomy for school boards, has increased Burnout levels among school teachers, who may feel thorn between their internal expectations (personal beliefs, motivations and professional style) and the external pressures emerging not only from students, but also from a more and more demanding school organization, oriented towards efficiency. Various contributions have posited that in the Burnout prevention a pivotal role is played by the Interpersonal Trust at work both among teachers and between teachers and the School Manager (Ceyanes and Slater, 2005; Timms et al., 2006; Van Maele and Van Houtte, 2014), and by a good School Climate perception (Aron and Milicic, 2000; Dorman, 2003; Grayson and Alvarez, 2008).
The present contribution aims at analyzing the relation between each of the three aspects of Burnout and, respectively, the diverse facets of Interpersonal Trust and the components of School Climate. Data have been collected by means of a survey encompassing three well-known instruments, namely the Maslach Burnout Inventory (MBI; Maslach and Jackson, 1981), the Interpersonal Trust at Work (ITW; Cook and Wall, 1980) and the Revised School Level Environment Questionnaire (SLEQ-Revised; Johnson et al., 2007). 120 teachers have been interviewed in six schools of Southern Italy, in the period between March and May 2014.
Globally, results suggest the importance of Interpersonal Trust and School Climate in the prevention of Burnout. Exhaustion was negatively and significantly correlated with the dimension of Interpersonal Trust concerning the Faith in intentions of Peers, and with three dimensions of School Climate, namely, Student Relations, Instructional Innovation and School Resources. Depersonalization was negatively and significant correlated with three out of the four dimensions of Trust (with the exception of Faith in intentions of Management) and with two dimensions of School Climate, namely, Student Relations and School Resources. Finally, Personal Accomplishment was positively and significantly correlated with Faith in intentions of Peers and with Student Relations.
Hence, support programs focusing on these crucial dimensions, might be helpful in increasing teachers’ well-being and reducing the level of burnout.
... Nelle prassi di prevenzione del burnout, come peraltro in altre tipologie di programmi preventivi, si fa spesso riferimento ad una triplice articolazione che distingue l'azione preventiva primaria, quella secondaria e quella terziaria (si vedano a tal proposito Blandino, 2008;Lodolo D'Oria et al., 2002;Messineo & Messineo, 2000;Papart, 2003) in base alla seguente definizione: "la prevenzione primaria [è definita come la] presa di coscienza da parte della comunità e dei politici della necessità di attuare forme di "benessere socio ambientale" in grado di promuovere la tutela della salute nella collettività. La prevenzione secondaria […] si riferisce all'individuazione dei primi sintomi del burnout e alla correzione degli stessi, attraverso l'eliminazione delle conflittualità, estese a tutto il gruppo, per promuovere la crescita psicologica degli individui; la prevenzione terziaria […] avviene in una fase avanzata della sindrome e si collega alla cura del disturbo" (Messineo & Messineo, 2000, p. 64). ...
... L'insegnamento rappresenta ad oggi una categoria professionale che, al pari di altre professioni ad alta intensità relazionale (Loera, Gattino & Converso, 2013;, riporta secondo un crescente rischio per lo sviluppo di stress e burnout (Lodolo D'Oria et al., 2006;Gil-Monte, Carlotto & Gonçalves Câmara, 2011;Restrepo, Rodriguez, Padilla & Avella-Garcia, 2009;Van Droogenbroeck & Spruyt, 2015). ...
The aim of the study is to identify relationships between levels of burnout in a sample of Italian teachers in middle school and the quality of the classroom relational climate experienced from their students. Method: analysis identified three different teachers' burnout profiles, defined as "Enthusiastic", "Exhausted-Indifferent" and "Exhausted-Guilty". ANOVA showed that were significant differences in the quality of classroom relational climate perceived by students. The Enthusiastic group was associated with better levels regarding the students' perception about teachers support and, concerning student-peers relationship, better support and mutual respect.The results are consistent with literature that underlines how burned-out teachers experience more difficult and conflictive relationship with their students. Moreover, it emerges how deficiencies in relational experience could impact not only on the student-teacher relationship, but also on the quality of student-peer interactions.
... Like other human service professions, teaching represents a highly stressful occupation (Lodolo D'Oria et al. 2006;Stoeber and Rennert 2008) given the presence of societal, organizational, and interpersonal challenges. At the societal level, teachers have to face increased pressure on the job, resulting in less autonomy, increased accountability demands, and non-teaching-related workloads (Van Droogenbroeck and Spruyt 2015). ...
This study aimed at the assessment of psychometric properties of the Italian version of the Spanish Burnout Inventory (SBI-Ita) in a sample of Italian teachers and the analysis of burnout profiles based on a model that includes four dimensions: Enthusiasm toward job, Psychological exhaustion, Indolence, and Guilt. A self-reported questionnaire was filled out by 689 Italian teachers. Data analyses performed Multi-sample Confirmatory Factor Analysis and Hierarchical Cluster Analysis. Results confirmed the hypothesized four-factor structure and the discriminant role of Guilt in differentiating clusters. Results highlights the reliability of the SBI-Ita in the assessment of teachers’ burnout. Furthermore, results evidence for a new typology of burnout that differentiate guilty from non-guilty professionals.
Introduction
Work ability constitutes one of the most studied well-being indicators related to work. Past research highlighted the relationship with work-related resources and demands, and personal resources. However, no studies highlight the role of collective and self-efficacy beliefs in sustaining work ability.
Purpose
The purpose of this study was to examine whether and by which mechanism work ability is linked with individual and collective efficacies in a sample of primary and middle school teachers.
Materials and methods
Using a dataset consisting of 415 primary and middle school Italian teachers, the analysis tested for the mediating role of self-efficacy between collective efficacy and work ability.
Results
Mediational analysis highlights that teachers’ self-efficacy totally mediates the relationship between collective efficacy and perceived work ability.
Conclusion
Results of this study enhance the theoretical knowledge and empirical evidence regarding the link between teachers’ collective efficacy and self-efficacy, giving further emphasis to the concept of collective efficacy in school contexts. Moreover, the results contribute to the study of well-being in the teaching profession, highlighting a process that sustains and promotes levels of work ability through both collective and personal resources.
Using teachers as a prototype, this article suggests that there are three types of burnout: “wearout,” wherein an individual gives up, feeling depleted in confronting stress; “classic” burnout, wherein an individual works increasingly hard in the face of stress; and an “underchallenged” type, wherein an individual is faced not with excessive degrees of stress per se (e.g., overload), but rather with monotonous and unstimulating work conditions. The major arguments put forward are that: a) clinicians should avoid treating teacher burnout as if it were a single phenomenon, and instead tailor their treatment to the specific type of burnout manifested by their client; and b) these treatments, while embodying different elements, should be essentially integrative in nature. Psychoanalytic insight, cognitive restructuring, empathic concern, and stress-reduction techniques may all be necessary, albeit in different combinations, to treat successfully burnout of each type. © 2000 John Wiley & Sons, Inc. J Clin Psychol/In Session 56: 675–689, 2000.
A three-part self-report questionnaire, which incorporated portions of the Maslach Burnout Inventory, was used to assess the degree of burnout among 111 instructors of moderately retarded children, 133 teachers of mildly retarded students and 218 regular educators. Contrary to expectations, teachers of nonretarded students reported significantly fewer and weaker feelings of success and competence accompanied by more frequent and stronger impersonal attitudes toward their students. Demographic variables were found to be significant but weak predictors of teacher burnout. The teachers also reported a low incidence of chronic or serious health problems. Comparisons were presented between regular and special educators in addition to suggestions for stress reduction.
For a sample of 462 elementary and junior high school Southern California teachers, the responses scored separately for frequency and intensity to 22 items of the Maslach Burnout Inventory (MBI) were intercorrelated and subjected to a principal factors solution followed by varimax rotation. In each of the two rotated factor matrices empirical support was obtained for the presence of three a priori (hypothesized) dimensions of Emotional Exhaustion, Depersonalization, and Personal Accomplishment—constructs around which three MBI subscales had been designed. It was concluded that the two scoring systems could be expected to yield comparable factor structures and hence equivalent constructs. A conclusion also was reached that two of the three factors in the MBI were invariant with two found for a group of Massachusetts teachers who participated in a parallel investigation.
Questionnaire data collected from a sample of 238 Australian teachers drawn from primary and secondary, government and non-government schools, were used to identify the factors associated with stress arising from four aspects of the teaching role: time/work-load pressures, student factors, school administration/staff tensions, and employment/community factors. About a third of the teachers reported a considerably high level of job stress. The greatest sources of stress were time and work-load pressures, which were related to being female, permanently employed, committed to teaching, and seeing oneself as conscientious, shy and unhappy. Stress arising from student factors was related to being female, highly committed to teaching, degree-trained rather than certificate-trained, lacking masculinity and lacking self-sufficiency. System and community-related stress was associated with teaching higher grade levels, a perceived lack of promotional opportunities, being employed in the government rather than the non-government system, being unwilling to take risks and being understanding. Stress associated with the school administration did not relate to any identifiable variables. All four areas of stress were positively associated with the use of emotion-focused appraisals, but did not relate systematically to the use of problem-focused appraisals despite the relatively high incidence of these appraisals. Implications of the findings are discussed.
This study utilized stepwise multiple regression analysis to examine the relationship between motivational factors and teacher perceived burnout when controlling for the background variables of age, sex, level of teaching, and years of teaching experience. Motivational factors consisted of teacher perceived security, social, esteem, autonomy, and self-actualization need deficiencies. Teacher perceived burnout was examined in terms of the frequency and intensity of emotional exhaustion, depersonalization, and reduced personal accomplishment. Generally, the higher level self-actualization and esteem need deficiencies explained a significant amount of the variance in burnout among teachers.
Among 574 Western Australian secondary teachers the level of psychological distress was found to be twice that expected in the general population. Eight school‐related factors were found to be statistically related to stress as measured by the General Health Questionnaire, with relationships being stronger for female than for male teachers. Factors correlated with psychological distress were: perceived lack of efficacy/achievement, inadequate access to facilities, lack of collegial support, excessive societal expectations, lack of influence/autonomy, student misbehaviour and lack of praise/recognition. Differences between male and female teachers in both the pattern and the strength of the relationships suggest that teachers’ responses to their working environment are sex‐related.
This study explores a model predicting burnout among human service workers in terms of their social involvement with coworkers and their job satisfaction. The model is presented as a step toward recognizing the rich diversity of social contact occurring in health service settings. The results were consistent with expectations that burnout would be higher for workers who communicated extensively regarding work, but maintained relatively few informal, supportive relationships with cowork ers. The model included job satisfaction in conjunction with the communication variables as predictors of burnout. The results are discussed as having relevance to the development of peer supervision procedures in mental health settings. Methods of clarifying departures from the model are discussed.
This study examined a research model developed to understand psychological burnout and emotional and physical well-being. Data were collected from 833 school-based educators using questionnaires completed anonymously. Three groups of predictor variables identified in previous research were considered: individual demographic and situational variables, work stressors and social support. Some support for the model was found. Individual demographic characteristics and work stressors were strong predictors of psychological burnout. Individual demographic characteristics, work stressors and components of psychological burnout were strong predictors of work attitudes and emotional and physical health. Social support had little effect on these dependent variables.