Direct and Indirect Factors Affecting Teachers’ Burnout in the New Normal
DOI:
https://doi.org/10.32871/rmrj2008.02.06Keywords:
education, perceived control, teachers’ personality traits, teachers’ burnout, descriptive correlational, PhilippinesAbstract
The outbreak of the COVID-19 has brought about tiring tasks and unending demands in the Philippine educational system. With the abrupt shift of the teaching-learning process, teachers are pressured and stressed, which leads them to be burned out. The descriptive correlational research design determines the direct and indirect effects of perceived control to burnout through teachers’ personality traits of the 240 early childhood teachers. Data are analyzed using the Pearson r formula, Bivariate parametric correlation, and the Structural Equation Model (SEM). The study reveals that despite the challenges experienced in this time of pandemic, teachers have control over themselves and with the people around them. The teachers’ level of control does not influence their burnout; instead, their burnout is dependent on their emotional stability. Thus, burnout is a personal choice which is triggered by one’s emotion. A person with high perceived control may still be burned out if he does not have control over his emotions.
References
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Evers, W., Tomic, W., Brouwers, A. (2004). Burnout among teachers students’ and teachers’ perceptions compared. School Psychology International, 25(2), 131–148.
Frenzel, A.C., Lu¨dtke, O., Pekrun, R., Goetz, T., & Sutton, R. (2009). Emotion transmission in the classroom: Exploring the relationships between teacher, and student enjoyment. Journal of Educational Psychology, 101(3), 705–716.
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Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397–422.
Patrick, C. L. (2011). Student evaluations of teaching: Effects of the big five personality traits, grades, and the validity hypothesis. Assessment & Evaluation in Higher Education, 36, 239–249.
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Pei, G.-g., Li, W.-d., & Zhang, J.-x. (2009). Perceived control, perceived organizational support, job burnout, and psychological health of officers in Chinese armed police force: An Structural Equation Modeling study. Chinese Journal of Clinical Psychology, 17(1), 115–117.
Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38, 109–119.
Pillay, H., Goddard, R., & Wilss, L. (2005). Well-Being, Burnout and Competence : Implications for Teachers. Australian Journal of Teacher Education, 30(2). http://dx.doi.org/10.14221/ajte.2005v30n2.3
Reyes, C. & Valencia, M. (2014). Competitive edge of migrant Filipino teachers in selected countries. https://www.researchgate.net/publication/268138812
Richmond, V. P., Wrench, J. C., & Gorham, J. (2001). Communication, affect, and learning in the classroom. Acton, MA: Tapestry Press.
Sheema, A. (2005). Emotional stability among college Youth. Journal of Indian Academy of Applied Psychology, 31(1-2), 100-102.
Tamban, V., & Banasihan G. (2017). Big Five Personality Traits and Teaching Performance of Faculty of College of Teacher Education, Laguna State Polytechnic University. International Journal of Research-Granthaalayah, 5(9), 99–105. http://doi.org/10.5281/zenodo.999273
Tanjutco, C. (2017). Filipino teachers highly praised and in demand in the US. https://usa.inquirer.net/8169/filipino-teachers-highly-praised-demand-us
Thompson, S & Spacapan, S, (2010). Perceptions of control in vulnerable populations. Journal of Social Issues, 47(4), 1 – 21.
Toussi, M., & Ghanizadeh, A. (2012). A study of EFL teachers' locus of control and self-regulation and the moderating role of self-efficacy. Theory and Practice in Language Studies, 2(11), 2363-2371.
Tsytsarev S.V., Shiryaev E.B. (2017) Addictive nature of control: An issue of the psychopathology of power. International conference "Psychology of Power." St. Petersburg, 45-49.
Viernes, R. & de Guzman A. (2005). Filipino Teachers’ experiences of supportive relationships with colleagues: A narrative-biographical inquiry. Asia Pacific Education Review, 6(2), 137-142.
World Health Organization (2019). Burn-out an "occupational phenomenon": International Classification of Diseases.
Yazon, A. & Manaig, K. (2019). Emotional Intelligence, and Occupational Stress among Filipino Teachers. Universal Journal of Educational Research, 7(11): 2303-2313.
Bevis, K. (2008). Teacher Burnout: Locus of Control and its Correlation to Teacher Burnout and Job Satisfaction. Theses, Dissertations and Capstones, 466. https://mds.marshall.edu/etd/466
Chang, M.-L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21(3), 193–218. https://doi.org/10.1007/s10648-009-9106-y
Chipperfield, J. G., Perry, R. P., & Stewart, T. L. (2012). Perceived control. https://www.researchgate.net/publication/316747941_Perceived_control
Cipriano, C. & Brackett, M. (2020). Teachers are anxious and overwhelmed. They need SEL now more than ever. https://www.edsurge.com/
Colomeischi, A. & Colomeischi, T. (2014). Teachers’ attitudes towards work in relation with emotional intelligence and self-efficacy. Procedia - Social and Behavioral Sciences, 159, 615-619.
Corcoran, R. (2017). Teachers’ emotions. https://irinstitutes.org/teacher- emotions/
Dilekmen, M & Erdem, B. (2013). Depression levels of elementary school teachers. Procedia - Social and Behavioral Sciences, 106 (2013), 793 – 806.
Evers, W., Tomic, W., Brouwers, A. (2004). Burnout among teachers students’ and teachers’ perceptions compared. School Psychology International, 25(2), 131–148.
Frenzel, A.C., Lu¨dtke, O., Pekrun, R., Goetz, T., & Sutton, R. (2009). Emotion transmission in the classroom: Exploring the relationships between teacher, and student enjoyment. Journal of Educational Psychology, 101(3), 705–716.
Fore, C., Martin, C., & Bender, W. (2002). Teacher burnout in special education: The causes and the recommended solutions. The High School Journal, 86(1), 36-44. https://www.jstor.org/stable/40364344.
Garcia, P. L. S., Kupczynski, L., & Holland, G. (2011). The impact of teacher personality styles on the academic excellence of secondary students. National Forum of Teacher Education Journal, 21, 1–8.
Goldberg, Lewis R. (1992). The development of markers for the Big-Five factor structure. Psychological assessment, 4(1), 26.
Göncz, L. (2017). Teacher personality: a review of psychological research and guidelines for a more comprehensive theory in educational psychology, Open Review of Educational Research, 4(1), 75-95. https://doi.org/10.1080/23265507.2017.1339572
Hammarberg, A. (2003). Pre-school teachers’ perceived control and problem behaviours in children. Acta Universitatis Upsaliensis, 123(56).
John, O. P., Naumann, L. P., & Soto, C. J. (2008). The Paradigm shift to the integrative big five trait taxonomy. Handbook of Personality: Theory and Research, 3, 114–158.
Johnson, S., Cooper, C., Cartwright, S., Donald, I., Taylor, P., & Millet, C. (2005). The experience of work-related stress across occupations. Journal of Managerial Psychology, 20, 178–187. https://doi.org/10.1108/02683940510579803
Judge, T. A., Rodell, J. B., Klinger, R. L., Simon, L. S., & Crawford, E. R. (2013). Hierarchical representations of the five-factor model of personality in predicting job performance: Integrating three organizing frameworks with two theoretical perspectives. Journal of Applied Psychology, 98, 875–925.
Khatoon, N. (2015). Emotional stability, Self Professional Development and Its Role in Effective Teaching. International Journal of Business and General Management, 4(4), 9-14.
Klassen, R. M., Durksen, T., Kim, L., Patterson, F. Rowett, E., Warwick, J., Warwick, P., Wolpert, M. et al. (2017). Developing a proof-of-concept selection test for entry into primary teacher education programs. International Journal of Assessment Tools in Education, 4, 96–114.
Kim, L. E., & MacCann, C. (2018). Instructor personality matters for student evaluations: Evidence from two subject areas at university. British Journal of Educational Psychology, 88, 584–605, 4.
Kim, L. E, Verena Jörg & Robert M. Klassen (2019). A meta-analysis of the effects of teacher personality on teacher effectiveness and burnout. Educational Psychology Review, 31, 163–195.
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53, 27–35.
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397–422.
Patrick, C. L. (2011). Student evaluations of teaching: Effects of the big five personality traits, grades, and the validity hypothesis. Assessment & Evaluation in Higher Education, 36, 239–249.
Paulhus, D. (1990). The sphere of control scale: 10 yrs of research. Personality and Individual Differences, 32(1), 121-131. https://doi.org/10.1016/S0191-8869(01)00010-1
Pagnini, F., Bercovitz, K., & Langer, E. (2016). Perceived control and mindfulness: Implications for clinical practice. Journal of Psychotherapy Integration, 26(2), 91–102. https://doi.org/10.1037/int0000035
Pei, G.-g., Li, W.-d., & Zhang, J.-x. (2009). Perceived control, perceived organizational support, job burnout, and psychological health of officers in Chinese armed police force: An Structural Equation Modeling study. Chinese Journal of Clinical Psychology, 17(1), 115–117.
Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38, 109–119.
Pillay, H., Goddard, R., & Wilss, L. (2005). Well-Being, Burnout and Competence : Implications for Teachers. Australian Journal of Teacher Education, 30(2). http://dx.doi.org/10.14221/ajte.2005v30n2.3
Reyes, C. & Valencia, M. (2014). Competitive edge of migrant Filipino teachers in selected countries. https://www.researchgate.net/publication/268138812
Richmond, V. P., Wrench, J. C., & Gorham, J. (2001). Communication, affect, and learning in the classroom. Acton, MA: Tapestry Press.
Sheema, A. (2005). Emotional stability among college Youth. Journal of Indian Academy of Applied Psychology, 31(1-2), 100-102.
Tamban, V., & Banasihan G. (2017). Big Five Personality Traits and Teaching Performance of Faculty of College of Teacher Education, Laguna State Polytechnic University. International Journal of Research-Granthaalayah, 5(9), 99–105. http://doi.org/10.5281/zenodo.999273
Tanjutco, C. (2017). Filipino teachers highly praised and in demand in the US. https://usa.inquirer.net/8169/filipino-teachers-highly-praised-demand-us
Thompson, S & Spacapan, S, (2010). Perceptions of control in vulnerable populations. Journal of Social Issues, 47(4), 1 – 21.
Toussi, M., & Ghanizadeh, A. (2012). A study of EFL teachers' locus of control and self-regulation and the moderating role of self-efficacy. Theory and Practice in Language Studies, 2(11), 2363-2371.
Tsytsarev S.V., Shiryaev E.B. (2017) Addictive nature of control: An issue of the psychopathology of power. International conference "Psychology of Power." St. Petersburg, 45-49.
Viernes, R. & de Guzman A. (2005). Filipino Teachers’ experiences of supportive relationships with colleagues: A narrative-biographical inquiry. Asia Pacific Education Review, 6(2), 137-142.
World Health Organization (2019). Burn-out an "occupational phenomenon": International Classification of Diseases.
Yazon, A. & Manaig, K. (2019). Emotional Intelligence, and Occupational Stress among Filipino Teachers. Universal Journal of Educational Research, 7(11): 2303-2313.
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Published
2020-12-31
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Dela Cruz, A. A. (2020). Direct and Indirect Factors Affecting Teachers’ Burnout in the New Normal. Recoletos Multidisciplinary Research Journal, 8(2), 75–86. https://doi.org/10.32871/rmrj2008.02.06
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