Relationship between occupational stress and burnout among Chinese teachers: a cross-sectional survey in Liaoning, China

Comparing the psychometric evidence of the Depression, Anxiety, and Stress Scale-21 (DASS-21) between Spanish and Chinese primary schoolteachers: insights from classical test theory and rasch analysis

BACKGROUND

Primary schoolteachers play a pivotal role in the education of children, highlighting the importance of addressing their psychological well-being and mental health. While the Depression, Anxiety, and Stress Scale-21 (DASS-21) is a globally recognized instrument for evaluating mental health, its systematic validation among primary schoolteachers, particularly in a cross-national context, remains understudied. The present cross-cultural study evaluated the psychometric properties of DASS-21 among primary schoolteachers in Spain and China to compare the DASS-21 between teachers across Western and Eastern cultures.

METHODS

The study sample comprised 1,350 Spanish and 2,580 Chinese primary schoolteachers. The DASS-21, alongside the Emotional Exhaustion Scale for Teachers, was used to evaluate its psychometric properties. The construct and concurrent validity of the DASS-21 were examined using Rasch analysis, Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM). Additionally, measurement invariance was tested across two national teacher cohorts.

RESULTS

Rasch analysis confirmed the validity of most DASS-21 items among both the Spanish and Chinese teachers, with only the same item from the Anxiety subscale showing inadequate fit in both countries. CFA across both countries initially favored a bifactor model, which was subsequently excluded due to problematic factor loadings. Instead, a single-factor model provided the best fit for Chinese teachers, while a correlated three-factor model was optimal for Spanish teachers. SEM demonstrated the DASS-21's concurrent validity with emotional exhaustion, with consistent findings across both samples. After excluding Differential Item Functioning (DIF) items, strict measurement invariance between Spanish and Chinese teachers was achieved, as verified by multi-group CFA.

CONCLUSION

The DASS-21 exhibits commendable psychometric properties, rendering it a suitable instrument for evaluating the mental illness of primary schoolteachers in both Spain and China.

Musculoskeletal pains, eye symptoms and associated factors among office workers: a cross-sectional study from Turkey

Objectives. This study aimed to identify potential health problems and ergonomic risks that office workers face. Methods. The cross-sectional study was conducted among Ankara Provincial Directorate of Youth and Sports office workers. The dependent variables of the study were musculoskeletal complaints and eye problems. Independent variables included gender, age, total and weekly working time, smoking, alcohol consumption, perceived health, burnout, working conditions and workplace ergonomic risks. The study successfully reached 251 office workers, achieving a response rate of 95.4%. Results. The participants spend an average of 5.79 h per day in front of their computers. The most common musculoskeletal disorders were neck pain (59.0%) and back pain (51.0%). Eye problems, such as itching, redness or watering, were reported by 45.8%. More than half of the participants reported not engaging in any form of exercise during work. Differences existed in back pain according to emotional and physical burnout, perceived health, and chair adjustability; and itching, redness and watering in the eyes according to the screen positioning at an appropriate distance. Conclusion. The findings highlight the importance of addressing musculoskeletal and eye issues among office workers. Integrating ergonomics into health and safety training can help employees mitigate hazards, promoting a healthier workplace.

Work-related burnout and its associated factors among kindergarten teachers: a multi-center cross-sectional study in Ethiopia

Introduction

Work-related burnout is a state of severe physical and mental fatigue and exhaustion resulting from unmanaged prolonged work stress. Kindergarten teachers are at higher risk of work-related burnout compared to other teaching professionals, due to their dual roles as both caregivers and educators for young children. The demands and stresses of these combined responsibilities, coupled with factors such as low salaries, contribute to an increased risk of burnout in this population. Therefore, this study aimed to investigate work-related burnout prevalence and associated factors among kindergarten teachers in Dessie City, Northeast Ethiopia.

Methods

An institution-based, cross-sectional study was conducted in March and April of 2024. A sample of 422 kindergarten teachers was recruited using simple random sampling techniques. A standardized, self-administered Copenhagen Burnout Inventory was utilized to measure work-related burnout. We used EpiData V4.6 and SPSS V26 for data entry and analysis, respectively. A bivariable logistic regression analysis (p-value < 0.2) was performed to find factors associated with work-related burnout. Variables found significant in the bivariable analysis were then exported into a multivariable logistic regression model to identify statistically significant variables at a p value < 0.05 and a 95% confidence interval.

Results

The response rate was 95% (401/422). 97.5% of the participants were female, and the participants' mean (standard deviation) age was 28.5 years (SD ± 5.8). In the past 6 months, the total prevalence of WRB was 39.7% [95% CI (34.8, 44.6)]. Work-family conflicts [AOR: 2.81; 95% CI (1.77, 4.45)], working conditions [AOR: 1.63; 95% CI (1.03, 2.56)], perceived stress [AOR: 1.91; 95% CI (1.21, 3.01)], job dissatisfaction [AOR: 1.75, 95% CI (1.10, 2.79)], and kindergarten type [AOR: 1.66; 95% CI (1.02, 2.68)] were factors significantly associated with WRB.

Conclusion

According to this study, a significant number of kindergarten teachers were affected by burnout due to their working nature. To address this issue, interventions focused at reducing work-family conflicts, increasing job satisfaction, and improving the school environment are necessary to support teachers' well-being, benefiting both young students and the broader educational landscape.

Professional agency in the classroom and burnout among early career teachers in China

The aim of the present study is to investigate early career teachers' professional agency in the classroom. In addition, the association between early career teachers' professional agency in the classroom and the burnout they experienced was examined. In this study, 779 early career teachers, teaching in primary and junior secondary schools in China, responded to the study survey in 2021. The Mplus statistical package (version 8.4) was used to conduct the analysis and the data were analyzed using structural equation modeling. The results indicated that early career teachers' professional agency in the classroom consists of three elements: motivation, self-efficacy beliefs, and skills to manage new learning, which entails building a collaborative environment by transforming teaching practices and reflection in the classroom. The results also showed that early career teachers' professional agency in the classroom was negatively related to their burnout.

The risk factors for burnout among nurses: An investigation study

The objective of this investigation study is to examine the levels of burnout and work engagement among nurses working on the front lines of the COVID-19 pandemic. Additionally, we aim to analyze the risk factors associated with nurse burnout. This investigation study included a sample of 1764 registered nurses from 6 tertiary comprehensive hospitals in Wuhan. A total of 1800 questionnaires were distributed via email between January 2021 and July 2021, and 1764 completed questionnaires were returned. Nurses who had been on the front lines of the COVID-19 fight for more than six months were included in the study. The Maslach Burnout Inventory-General Survey (MBI-GS) scale was utilized to assess burnout levels among all nurses. Work engagement was measured using the Utrecht Work Engagement Scale (UWES). The general health of the nurses was evaluated using the General Health Questionnaire-12 (GHQ-12) score. Demographic and clinical data, including age, sex, hospital, department, education, years of experience, daily overtime, weekly rest time, number of night shifts per month, smoking or drinking habits, marital status, etc, were also collected. Statistical analyses were performed using SPSS 25.0. The GHQ-12 scores in the FC group were significantly higher than those in the non-frontline COVID-19 (NFC) group. Compared to the average value of the 2 groups, we found that the dimension 2 average value of UWES in NFC group (3.52 ± 1.07) were remarkably higher than that in FC group (3.40 ± 1.08, P < .05). Furthermore, the dimension 1 (emotional exhaustion) average value and dimension 2 (depersonalization) average value of MBI-GS in NFC group were remarkably declined than that in FC group. Spearman rank correlation showed that negative correlation among the average value of each dimension and the overall average values between MBI-GS and UWES. Logistic regression analysis showed that daily Overtime, fight against COVID-19, GHQ-12 score and dimension 2 of UWES were the risk factors for nurse burnout. In summary, this study showed that the dimension 1 (emotional exhaustion) average value and dimension 2 (depersonalization) average value of MBI-GS in NFC group were remarkably declined than that in FC group. This study may provide some basis for addressing nurse burnout.

Stress in Chinese teachers who teach the mathematically gifted: a qualitative perspective

Those who teach mathematically gifted high school students play a key role in both their identification and cultivation. Teachers who teach the Mathematical Olympiad in China work long hours and teach difficult content; they are under a significant amount of work-based pressure, and that is worthy of further study. This study analyzed the sources of stress for 33 Chinese teachers who teach the Mathematical Olympiad, collected data through semi-structured in-depth interviews, and adopted a subject analysis method based on Bronfenbrenner's ecological system that considers the influences that the complexity of socio-cultural and environment have on individual emotions. It is divided into five structural or environmental systems in which human beings develop, namely the macroscopic, external, meso, micro, and chrono systems. The research results show that the greatest influences on these teachers' stress come from the mesosystem and microsystem levels, and that the key players are students and school leaders. Educational policy and culture are found to be key factors from the macrosystem. Overall, long-term stress was seen to affect both teachers' moods and their physical health. Finally, the results offered implications for education policy and school management and suggestions for the cultivation and management of mathematics teachers who teach the gifted. Limitations of the study are discussed, and directions for future research are proposed.

Multicultural Efficacy Beliefs in Higher Education: Examining University Instructors' Burnout and Mental Well-Being

Canadian universities are experiencing a dramatic increase in enrollment of students from diverse backgrounds. Evidence suggests many educators are not prepared to teach in multicultural contexts. Educators' lack of preparedness to teach in such contexts may lead them to develop burnout, which can negatively impact their mental and professional well-being. However, self-efficacy beliefs may buffer against job burnout and promote mental well-being. Hence, multicultural efficacy is an important factor for teaching in multicultural settings. In this study, we examined the relationships of multicultural efficacy with university instructors' burnout and mental well-being. A total of 158 faculty and sessional instructors were recruited from four prominent higher education institutions in Canada. The results revealed that multicultural efficacy was significantly related to the Personal Accomplishment facet of burnout and mental well-being, even after controlling variance accounted for by demographics, job-related characteristics, teaching self-efficacy, and colour-blind racial attitudes. These findings indicate that domain specific multicultural efficacy and general teaching self-efficacy are distinct constructs. Further, findings may inform the development of training opportunities and diversity-related workshops to enhance university instructors' awareness of diversity, social justice issues, and multicultural efficacy to better equip them for instruction in multicultural classrooms.

Temporomandibular disorder symptoms, sleep quality, and burnout syndrome in teachers

OBJECTIVE

The aim of this study was to assess the association between the symptoms of temporomandibular disorder (TMD), sleep quality, and indicators of burnout syndrome in teachers.

METHODS

This cross-sectional study included 330 teachers with an average age of 43 years. The Diagnostic Criteria for Temporomandibular Disorders, Pittsburgh Sleep Quality Index, and the questionnaire to assess burnout syndrome - teachers' version were used for data collection. Simple and multiple logistic regression models were applied to analyze the independent variables at a 5% significance level.

RESULTS

Teachers with poor sleep quality, indicators of burnout syndrome, female sex, and impact on the domains of psychological exhaustion and guilt were, respectively, 1.91,1.92, 2.66, 1.97, and 2.60 times more likely to present at least one TMD symptom (p < 0.05).

CONCLUSION

Teachers with indicators of burnout syndrome and impaired sleep quality were more likely to present with at least one TMD symptom.

The influence of environmental factors on the job burnout of physical education teachers in tertiary education

This study takes environmental factors and individual factors as variables to explore the deep internal mechanism of the impact of a comprehensive environment on higher education physical education (PE) teachers' job burnout. Little research has been done on how environmental factors affect the internal mechanism of college and university PE teachers' job burnout through individual factors (e.g., professional pressure and teaching efficacy). In this study, the participants were 231 PE teachers from seven comprehensive universities, and four questionnaires were administered to measure the participants' job burnout, perceived overall environment, teaching efficacy, and occupational stress. Research has found that environmental factors have a significant negative impact on occupational stress, and occupational stress plays an important mediating role between environment and occupational burnout. Research has shown that differences in external environments lead to varying levels of personal stress among college physical education teachers, which in turn affects their level of occupational burnout. The study concludes that a good social, working, and living environment helps to reduce the work pressure on PE teachers, improves their sense of teaching efficacy, and inhibits the occurrence of teachers' job burnout.

Associations of lifestyle with burnout risk and recovery need in Flemish secondary schoolteachers: a cross-sectional study

Teacher burnout and high recovery need are a topic of concern for educational institutions. This cross-sectional study assesses the association between lifestyle (including physical activity (PA), sedentary behavior (SB), dietary behavior and sleep), burnout risk and recovery need in 1878 secondary schoolteachers in Flanders. In September-October 2019, an online-questionnaire assessing burnout (i.e., emotional exhaustion, depersonalization, personal accomplishment), recovery need, PA-domains, SB-domains, dietary behavior (including fruit and vegetable intake and diet quality) and sleep during the week and the weekend was completed. Multiple linear regression models were applied. More emotional exhaustion was associated with more domestic and garden PA, work-related SB and sleep during the weekend, whereas higher scores of emotional exhaustion were associated with lower fruit intake, diet quality and less sleep during the week. More depersonalization was associated with more leisure-time PA and work-related SB and with lower fruit intake. Teachers showing more recovery need, showed more domestic and garden PA and work-related SB, but less leisure-time PA and sleep during the week. Future research should use longitudinal or experimental designs to get more insight into causality. Despite the low effect sizes, education networks and schools might benefit from promoting and facilitating a healthy lifestyle in secondary schoolteachers.

Testing a chain mediation model of effort-reward imbalance, Confucian values, job satisfaction, and intention to quit among Chinese vocational education teachers

Context

This research delves into the significant impact of Confucian Values on the societal fabric of China, particularly in the realm of vocational education. In this setting, these principles are instrumental in guiding both educators and students. The study employs the Culture-Value Structure (CVS) model to dissect the intricate dynamics between Confucian Values, the Effort-Reward Imbalance (ERI), educators' job satisfaction, and their inclination toward leaving the profession. Teachers in vocational education, who are often regarded as moral guides, play a pivotal role in the ethical and social upbringing of students. Adopting Confucian values not only promotes academic success but also nurtures all-round development, equipping students for conscientious societal roles. In the backdrop of Confucian influence, these educators face substantial stressors in the workplace due to varied demands. The ERI model, proposed by Siegrist, serves as a tool to comprehend the stress experienced when there is a disproportion between efforts and rewards. This study delves into how ERI correlates with job satisfaction among vocational education teachers, with a focus on the modifying effect of Confucian values. Additionally, it examines the potential role of job satisfaction in mediating the relationship between ERI and the tendency to consider leaving the job. The research illuminates the complex interrelation of cultural values, occupational stress, job contentment, and career decision-making in the context of vocational education in China.

Methodology

The research involved a group of 332 Vocational education teachers from diverse Chinese institutions. Through thorough statistical analysis, the study validated the model's effectiveness, notably indicating a substantial direct impact of ERI on the Intention to Quit.

Findings

The investigation pinpointed Factors I (Integrity), II (Confucian Ethos), and IV (Moderation) as key determinants of job satisfaction. Notably, an increase in job satisfaction was found to inversely relate to the likelihood of leaving the profession, implying it could lessen the propensity to resign. The research applied a Chain Mediation Model to elucidate the influence of ERI on the decision to quit, mediated by various factors. The findings highlight the complex interaction of elements influencing teachers' decisions to leave, showcasing the utility of sophisticated statistical methodologies in decoding complex social dynamics.

Having Children and Being Married Are Predictors of Burnout and Obesity Among Working Men: Effects of Latent Profile Analysis

Emergency call-takers and dispatchers' (ECDs) work makes them vulnerable to occupational burnout and health problems. The aim of this research was to apply a Person-Oriented approach in order to examine the relationships between burnout risk factors (having children), personal resources (being married), and health consequences (overweight and obesity) among men working in these positions. The burnout syndrome was assessed among 228 Polish ECDs using The Link Burnout Questionnaire and the method of latent profile analysis (LPA). All ECDs were characterized by high levels of occupational burnout exhibited in 3 out of its 4 dimensions. The LPA allowed us to differentiate 4 patterns of burnout, taking into account socio-demographic variables, the length of employment as ECD and body weight. The need to balance the demands of professional work with having children and marital roles played an important role in predicting the level of professional burnout. There was a relationship between the dimensions of occupational burnout and age, being married, and having children. Being married was associated with a greater intensity of emotional exhaustion, and the level of exhaustion was higher if the employee had children in their care. Health consequences in the form of overweight and obesity can be associated with levels of emotional exhaustion and professional effectiveness. The application of the Person-Oriented approach presents hidden correlations between burnout predictors and health consequences.

A Longitudinal Study of the Psychological State of Teachers Before and During the COVID-19 Outbreak in Mexico

The COVID-19 outbreak significantly impacted people's lives. Within the education system, the teaching mode drastically changed to adapt to the social distancing restrictions due to the pandemic. Consequently, teachers have been facing challenges associated with remote learning in addition to those of the pandemic. The aim of the present study was to assess the psychological state among teachers at two stages: pre-pandemic (November 2019) and during the pandemic (June-July 2020 and June-July 2021). Information regarding demographic data, depression, anxiety, and stress (DASS-21), and burnout syndrome (MBI-ES) was collected using validated questionnaires. Results showed a significantly higher scores as well as a higher prevalence in the DASS-21 and the MBI-ES scales, on the second measurement taken during the pandemic compared to the pre-pandemic period and the first evaluation during the pandemic. During the second evaluation on pandemic stage, female teachers of ≥45 years of age with a college-level of education, 11 years of teaching experience, and currently teaching at preschools and primary schools were significantly associated with higher anxiety, stress, EE, and burnout scores. In addition, female teachers aged ≥45 years reported higher PD and PA scores. Finally, an association between burnout syndrome and depression was identified in the evaluations carried out during the pandemic considering both the total sample and the analysis per gender. The study shows that teachers' mental health has been negatively affected by the pandemic. Efforts from the education system and health authorities are crucial to design and implement strategies to improve teachers' mental health during the fight against COVID-19.

Working time reduction, mental health, and early retirement among part-time teachers at German upper secondary schools - a cross-sectional study

Objective

Many secondary school teachers work part-time in order to cope with the high workload and to remain as healthy as possible until regular retirement. However, due to the acute shortage of teachers, the increase in the teaching obligation for part-time teachers (PTT) has become a topic of discussion in Germany. Whether a reduction in teaching hours is associated with benefits for mental health has not yet become evident. Therefore, this study investigated the relationship between the real working hours of PTT and their mental health as well as individual pension prognosis.

Methods

The cross-sectional study included 5,905 PTT at German upper secondary schools (female proportion: 81%, average age: 44 ± 9 years) who logged their working hours over four weeks. Four part-time groups (PTG) were formed based on the proportion of a full-time position worked: maximum (<100-90% = PTGmax - reference group - 17%), high (<90-75% = PTGhigh - 34%), medium (<75-50% = PTGmed - 40%) and low (<50% = PTGlow - 9%) teaching commitment. These groups were compared in terms of their average weekly working hours, mental health (inability to recover, risk of burnout) and predicted retirement age.

Results

The contractually agreed working time is exceeded to a relevant extent for PTT. The extent of unpaid overtime increases significantly the lower the teaching obligation is and lies on average between -0.4 (PTGmax) and 7.3 (PTGlow) hours/week. A reduction in teaching hours is neither related to the mental health of teachers nor to their decision to retire early (42%) or regularly (58%). However, predicted retirement is mainly explained by mental health status, gender and age (variance explanation: 24%, OR of predictors: maximum 2.1). One third of PTT reported inability to recover, 47% burnout symptoms and 3% a burnout syndrome.

Conclusion

Mental health is also a risk for PTT; reducing teaching hours alone does not improve it. However, good mental health increases the chance of regular retirement. Therefore, instead of a legal obligation, PTT should be encouraged to increase the number of teaching hours voluntarily in order to counteract the general shortage of teachers.

A Meta-Analysis of Variables Related to Burnout Among Chinese Preschool Teachers

There are many studies on variables related to burnout among preschool teachers, but the results of these studies are inconsistent. This study explored the variables most associated with preschool teachers’ burnout through meta-analysis. The researchers conducted an extensive search of the China Knowledge Network (CNKI), Vip journal, and Wanfang databases. A total of 59 papers were included through strict inclusion criteria, and a total of 14 variables were analyzed. The results indicate that the variables that have large effect sizes with burnout are turnover intention ( r = 0.7124), job stress ( r = 0.4744), teacher efficacy ( r = −0.4331), and job satisfaction ( r = −0.4229). This study provides a data reference for the prevention and improvement of burnout among preschool teachers in China, and will also provide directions for further research to follow.

The role of school organizational conditions in teacher psychological resilience and stress during COVID-19 pandemic: A moderated mediation model

Educational revisions facilitate the relief of teacher stress by means of enhancing school organizational conditions. However, limited research has explored the effects of school organizational conditions on teacher stress in China. Using a sample of 734 primary and secondary school teachers from 30 provinces or municipalities of China, this study examined the effects of school organizational conditions on teacher stress in China, with a particular focus on the mediating role of psychological resilience and moderating role of perceived COVID-19 crisis strength. The results demonstrated that school organizational conditions were negatively associated with teacher stress. Furthermore, psychological resilience partially mediated the relation between school organizational conditions and teacher stress. In addition, perceived COVID-19 crisis strength significantly moderated the direct and indirect relations between school organizational conditions and teacher stress. The relations between school organizational conditions and teacher stress and between school organizational conditions and psychological resilience were stronger for teachers who perceived low levels of COVID-19 crisis strength. However, the indirect relation between psychological resilience and stress was stronger for teachers who perceived high levels of COVID-19 crisis strength. Implications have been provided accordingly.

Distance Under Pandemic Conditions (COVID-19): Professional Burnout of Primary and Secondary Grade Teachers

This study elaborates on the possibility that distant education via online platforms increased the levels of burnout among teachers of primary and secondary general education during the school year 2020-2021. The main goal was to identify the factors that cause additional stress and intensify burnout. Data was collected with Google Forms by simple random sampling method. A standardized questionnaire was used as a research tool which includes demographic data in the first part of the research and the scale of stress levels, the scale of professional burnout of teachers, as well as the teaching scale self-efficacy.The final sample consisted of 169 primary and secondary education teachers during the school year 2020-2021 both in live and distant teaching. The results showed that mostly women who were permanently employed in special education or language teachers with 6-15 or more years of experience suffered from depression, anxiety, stress, and burnout. In conclusion, live teaching is considered much more effective, regardless of teacher gender or age, with the exception of teachers experienced in distance education programs. Teachers do not feel ready and sufficient to implement distant learning regarding classroom management and student involvement.

The role of demographic, job-related and psychological characteristics on the prevalence of repetitive patient safety incidents among Iranian nurses

BACKGROUND

Job-related psychosocial factors have a substantial effect on the occurrence of adverse events among healthcare professionals.

OBJECTIVE

An analytical and descriptive survey was conducted to evaluate the relationship between the occurrence of patient safety incidents and psychological factors.

METHODS

The study sample consisted of 177 nurses who were asked about patient safety events over six months. Repetitive patient safety incidents were selected by examining medical records and interviewing specialists. Also, psychological factors were assessed using job content questionnaire (JCQ).

RESULTS

Repetitive patient safety incidents were involved medication administration error, pressure ulcer and skin-muscular injuries, patient falls, inability to CPR patients, blood transfusion reactions, and death due to human error. The findings showed that 92 participants (52%) had at least one case of patient safety incident. Among patient safety incidents, medication administration error and death due to human error had the highest and lowest repletion, respectively. Nurses training, job insecurity and peer support were significant predictors of different aspects of patient safety (p < 0.05).

CONCLUSION

Proper collaboration between new and experienced nurses can have a significant impact to reduce patient safety incidents. In addition, nursing training can be a good way to understand risk points in medical errors.

An ecological examination of the emotions of Chinese high school mathematics teachers in a long-term teaching improvement program

Teacher emotions are essential for teaching effectiveness and teachers' professional development. Studying teacher emotions during a program in today's world is crucial, where teachers are commonly involved in professional development programs. From an ecological perspective, this study employed a case study method to examine the emotions of two Chinese high school mathematics teachers in a 4-year teaching improvement program. Semi-structured interviews, teacher emotion logs, researcher memos, and informal dialogues were all used to collect data. This study aimed to better understand the emotions that Chinese high school mathematics teachers developed and the processes that generated them in their interactions with various ecosystems within a specific professional development program overlay. The study's findings revealed that the two teachers triggered 65 emotions in their interactions with the various ecosystems over 4 years-A describing 51 and B describing 46-with an overall predominance of positive emotions. They triggered the broadest range of emotions in the mesosystem, particularly during interactions with program companions. During the early, medium, and late stages, their internal psychological factors and interactions with each system changed, resulting in significant changes in their emotions. They all went through phases of mixed sadness and happiness, ending in a state of delight and calmness. Finally, we recommended teachers' professional development based on the study's findings.

The Association between Occupational Stress and Mental Health among Chinese Soccer Referees in the Early Stage of Reopening Soccer Matches during the COVID-19 Pandemic Outbreak: A Moderated Mediation Model

BACKGROUND

The sudden and unpredictable changes caused by the COVID-19 pandemic are a serious threat to the occupational stress and mental health of referees worldwide, which has not attracted widespread attention. The mental health of football referees has a certain influence on their job satisfaction or the accuracy of judgments.

METHODS

This study constructed a moderated mediation model to explore the buffer factors between occupational stress and mental health in Chinese soccer referees in the early stage of reopening soccer matches during the COVID-19 pandemic outbreak. Data from 317 Chinese soccer referees (aged 19-45) were collected through an online questionnaire in September-October 2022. Occupational stress, mental health, job burnout and perceived social support were measured, and moderated mediation model was analyzed.

RESULTS

The results of this study showed that occupational stress was negatively correlated with mental health through the mediating effect of job burnout and the moderated effect of perceived social support after controlling for demographic variables. Specifically, the association between occupational stress and mental health was weaker when perceived social support was higher and stronger.

CONCLUSIONS

The results demonstrate that job burnout and perceived social support played important roles in buffering the negative effects of occupational stress on the mental health of Chinese soccer referees in the early stage of reopening soccer matches during the COVID-19 pandemic outbreak. The findings provide implications for mental health interventions in soccer referees during the public health crises.

The relationship between occupational stress and job burnout among female manufacturing workers in Guangdong, China: a cross-sectional study

This study aims to investigate the relationship between occupational stress and job burnout in female manufacturing workers. A random sample of 1081 female workers in electronic manufacturing in Guangdong Province participated in the present study. An anonymous self-administered questionnaire that covered social-demographic characteristics, the Chinese version of the Job Content Questionnaire, the Chinese version of the Effort-reward Imbalance Questionnaire, and the Maslach Burnout Inventory for the General Survey, was used to assess occupational stress and job burnout. Independent sample t-test, one-way analysis of variance (ANOVA), correlation analysis, hierarchical multiple regression analysis and logistic regression analysis were used in data analysis. Occupational stress was positively correlated with emotional exhaustion and depersonalization and negatively correlated with personal accomplishment. After adjusting for sociodemographic characteristics, job strain was a risk factor for emotional exhaustion (OR = 2.27, 95% CI: 1.61-3.20) and depersonalization (OR = 1.96 95% CI: 1.45-2.64). Female workers with high effort-reward imbalance had an increased risk of depersonalization (OR = 1.96, 95% CI: 1.33-2.90). Furthermore, female workers with high overcommitment had an increased risk of emotional exhaustion (OR = 3.07, 95% CI: 2.06-4.58) and depersonalization (OR = 2.83, 95% CI: 1.92-4.17), while higher social support reduced the risk of emotional exhaustion (OR = 0.37, 95% CI: 0.26-0.53). The job burnout of female manufacturing workers is significantly correlated with their occupational stress. Higher job strain and overcommitment might be important contributors to job burnout. Increased worker social support can reduce job burnout.

Occupational burnout among teachers: is it seasonal?

The aim of this cross-sectional study was to compare occupational burnout in two groups of teachers from the district of Bijeljina (Bosnia and Herzegovina) measured with the Serbian version of the Maslach Burnout Inventory survey for workers in human services (MBI-HSS) at the beginning (group 1) and the end of the school year 2018/2019 (group 2) to see if there are seasonal differences. The questionnaire also included standard sociodemographic data and job description (primary and/or secondary school position, length of service, and overtime work). The prevalence of emotional exhaustion and depersonalisation was low in both groups. However, emotional exhaustion and depersonalisation scores significantly shifted to higher values between the beginning and the end of the school year. We also found a statistically significant association between emotional exhaustion and overtime and between depersonalisation and work in a secondary school (p<0.05). These findings invite further research of occupational burnout seasonality in schoolteachers, preferably by following up cohorts which would be controlled for sociodemographic and work-related variables.

Association between work stress and health behaviours in Korean and Japanese ageing studies: a cross-sectional study

OBJECTIVES

Limited research has focused on the association between work stress and health behaviours in Asian countries. We aimed to explore the effect of work stress on two health behaviours among employees aged 45 years or above in two countries with ageing populations, Korea and Japan.

DESIGN

A cross-sectional study.

SETTING

This secondary data analysis was conducted on baseline data from the Korean Longitudinal Study of Aging (KLoSA, 2006) and the Japanese Study of Aging and Retirement (JSTAR, 2007 and 2009).

PARTICIPANTS

Included in the analytical sample were 4982 responders without missing data aged 45 years or older who reported work positions and hours (KLoSA n=3478, JSTAR n=1504).

MAIN OUTCOME MEASURES

Work stress was represented by the short version of the effort-reward imbalance (ERI) model. We used logistic regression and multinomial logistic regression to investigate the association between work stress and smoking (binary current smoking) and between work stress and drinking (categorical volume of alcohol). Socioeconomic and work-related characteristics were taken into consideration, and we examined the potential interaction between ERI and gender.

RESULTS

Work stress as measured by ERI ratio was significantly associated with both smoking and drinking in the KLoSA analysis; after the model was fully adjusted, ORs were 1.45 (95% CI 1.17 to 1.80) and 1.44 (95% CI 1.09 to 1.90), respectively. In analysis of the data from JSTAR, the ERI ratio was associated with smoking (OR 1.37, 95% CI 1.01 to 1.89) but not with drinking. No statistically significant interaction was found between ERI and gender in any model (p=0.82 in KLoSA data and p=0.19 in JSTAR data).

CONCLUSIONS

Statistically significant associations were found between work stress and both smoking and drinking behaviours in Korea and between work stress and smoking in Japan. Government integration of effort-reward balance programmes and health promotion programmes could effectively promote population health in these two Asian countries.

A review of burnout in college English teachers in China

College English teachers' job burnout has become prominent in the field of education. Using China National Knowledge Infrastructure (CNKI) database, this review research on burnout of college English language teachers in China from 2006 to 2021. The review demonstrates key research areas including teacher burnout severity and influencing variables related to teacher burnout. Individual factors, such as age, gender, marital status, educational background, professional title, and years of teaching experience are associated with burnout rates. University type and level, teaching-related role overload, scientific research stress induced by promotion, limited job autonomy, a stern hierarchical organizational system, and opaque operating rules are influencing factors discussed. Possible ways to reduce burnout across micro, meso, and macro-levels, along with practical implications and limitations are discussed.

Job load, job stress, and job exhaustion among Chinese junior middle school teachers: Job satisfaction as a mediator and teacher’s role as a moderator

Job exhaustion is not uncommon among Chinese middle school teachers, but the key antecedents of job exhaustion and the underlying mechanisms in this historically underrepresented population remain poorly understood. This study examined the association between job demand and exhaustion, and tested the mediating role of job satisfaction and the moderating role of teachers’ role (i.e., homeroom versus subject) in this association. The two-wave, China Education Panel Survey data from 701 Chinese junior middle school teachers (M_age = 30.05 years old, SD_age = 7.86; 78.75% females) were used. Primary hypotheses were tested using structural equation modelling. Results indicated that job load rather than job stress at Wave 1 was positively associated with job exhaustion at Wave 2 indirectly through its negative association with job satisfaction at Wave 2 only among subject teachers; in contrast, for homeroom teachers, job satisfaction at Wave 2 was the only factor that was identified to be negatively associated with job exhaustion at Wave 2. Notably, all significant associations emerged after controlling for a number of covariates, including job exhaustion at Wave 1. Such findings shed initial light on the complexity inherent within the phenomena of middle school teachers’ occupational health in a Chinese cultural context. Reducing teachers’ work load associated with long working hours and promoting teachers’ job satisfaction may be effective ways to relieve and prevent job exhaustion, especially for Chinese subject teachers.

Toward the Impact of English as a Foreign Language Teachers' Grit and Self-Efficacy on Their Burnout

Due to the adverse effects of teachers' burnout on their professional performance, remarkable attention has been devoted to this mental state and its negative predictors. In this regard, multiple empirical research has been carried out to assess the effects of grit and self-efficacy as negative predictors of teacher burnout. Yet, no empirical or review study has delved into the impact of these variables at the same time. The current study attempts to fill this gap by delineating the impact of English as a Foreign Language (EFL) teachers' grit and self-efficacy on their burnout. The significant role of grit and self-efficacy in curbing EFL teachers' burnout was illustrated using theoretical and empirical evidence. The pedagogical implications are also offered.

The Relationship between Mindfulness and Job Burnout of Chinese Preschool Teachers: The Mediating Effects of Emotional Intelligence and Coping Style

Preschool teachers’ job burnout has many adverse effects on their career development; although some studies have examined the influencing factors of teachers’ burnout, less were explored from the perspective of individual factors. This study aimed to examine the relationship between mindfulness and job burnout of preschool teachers, and the mediating effects of emotional intelligence and coping style. A total of 394 preschool teachers in China filled in questionnaires measuring mindfulness, emotional intelligence, coping style, and job burnout. The findings suggested that: (1) mindfulness was negatively related to job burnout; (2) emotional intelligence and negative coping style played independent mediating effects between mindfulness and job burnout; and (3) emotional intelligence and positive coping style played a chain mediating effect between mindfulness and job burnout. The results revealed the mechanism of mindfulness on preschool teachers’ job burnout, which is of great significance for the psychological intervention of preschool teachers in the future.

Profiles of Work Engagement and Work-Related Effort and Reward Among Teachers: Associations to Occupational Well-Being and Leader–Follower Relationship During the COVID-19 Pandemic

This study examined teachers’ occupational well-being by identifying profiles based on teachers’ self-ratings of work engagement as well as work-related effort and reward. It also did so by examining whether the identified subgroups differed with respect to teachers’ self-reported occupational stress and emotional exhaustion as well as with respect to work-related resources such as the individual resource of work meaningfulness and the leader-level resource of the leader–follower relationship. The participants in the study were 321 Finnish elementary school teachers. The data were collected in spring 2021, that is, at the time when the COVID-19 pandemic was present, yet there were no national school closures. Three groups of teachers were identified with latent profile analysis: (1) teachers recognized as being poorly engaged with the highest effort and lowest reward (4.7%); (2) teachers recognized as being averagely engaged with higher effort than reward (32.1%); and (3) teachers recognized as being highly engaged with higher reward than effort (63.2%). The subsequent analyses examining the differences among the profile groups revealed, for example, that each profile group differed with respect to the individual resource of work meaningfulness and profile groups 2 and 3 differed with respect to the leader-level resource of the leader–follower relationship. Thus, the findings indicate that there are differences in the ways in which teachers are able to benefit from the work-related resources and how they cope with job-related demands during the COVID-19 pandemic.

Factors Related to Smoking and Perceptions of a Behavioral Counseling and Messenger Service-Delivered Smoking Cessation Intervention for People with HIV in China: A Qualitative Study (Preprint)

Background

China, where half of the adult male population smoke tobacco, has one of the highest global burdens of smoking. Smoking rates are even higher among people with HIV. People with HIV can be affected by smoking in multiple ways, including more severe HIV-related symptoms and worse antiretroviral therapy treatment outcomes. However, smoking cessation services targeted for people with HIV are not routinely integrated into HIV care in China. Given the widespread mobile phone ownership, an exploration of factors related to smoking among people with HIV in China who smoke could inform the design and implementation of mobile smoking cessation interventions that target the needs of this vulnerable population.

Objective

This study aims to explore the perspectives of smoking, barriers and facilitators to quitting, and perceptions related to a smoking cessation intervention delivered through behavioral counseling sessions and brief daily messenger service (WeChat)–delivered messages.

Methods

We recruited people with HIV from the People’s 4th Hospital of Nanning, Guangxi, China, and conducted semistructured face-to-face interviews. All interviews were audio-recorded, transcribed verbatim in Chinese, and translated into English for data analysis. We conducted a thematic analysis using a codebook, which was guided by a team-based consensus approach to identify 5 main themes. We also explored themes according to the demographic groups.

Results

A total of 24 participants were enrolled in the study. The mean age was 37.2 (SD=13.5) years. The participants had lived with HIV for a mean of 2.4 years. The majority were male (18/24, 75%) and lived in urban or metropolitan settings (19/24, 79%). We identified five main themes: variable knowledge of the harms of smoking, both related and unrelated to HIV; willpower perceived as the primary quitting strategy; a duality of the effect of social factors on quitting; perceptions about optimal features of the smoking cessation intervention (eg, messages should be brief and most frequent during the first few weeks); and the largely negative impact of their HIV diagnosis on smoking behaviors. In addition, some themes differed according to participant demographic characteristics such as age, sex, and education level.

Conclusions

We identified barriers to and facilitators of smoking cessation among people with HIV in China by conducting semistructured qualitative interviews. Owing to the adverse impact of smoking on HIV outcomes, targeting cessation interventions to the unique needs and preferences of people with HIV in China may be needed to increase the effectiveness of future interventions. A pilot clinical trial will be conducted in the future to evaluate this behavioral counseling and brief daily messenger service (WeChat)–delivered messages approach among people with HIV who smoke in China.

Gender-Specific Aspects of Teachers Regarding Working Behavior and Early Retirement

Worldwide, a significant proportion of teachers retires prematurely for health reasons or at their own request. The study examines whether male and female teachers differ in terms of working conditions and coping with high work demands as well as individual factors that promote early retirement. A cross-sectional study was conducted to collect data from 6,109 full-time teachers in high schools (56% women). Weekly working hours from a four-week working time record and psychosocial work stress (effort-reward model, ER ratio) were used as workloads. In addition, emotional exhaustion (Maslach Burnout Inventory) and coping strategies that endangered health were recorded in the form of overcommitment and inability to recover. Also, the teachers gave a prediction and reasons for early retirement and made their own suggestions on how to prevent this. The results show that both workloads and emotional exhaustion are comparable between the genders, but women have a greater tendency than men to overcommit and be unable to recover. As ER ratio and emotional exhaustion increase, the chances for both genders to reach the regular retirement age decrease significantly; for health-endangering coping strategies, the relationship is somewhat weaker. The majority of male and female teachers (79%) indicates excessive workloads as the main reason for leaving the profession early. In order to protect teachers from high workloads, measures at the organizational, social, and individual level are necessary. Proposals for schools and policy makers are critically discussed on the basis of teacher recommendations.

The association between pupils´ aggressive behaviour and burnout among Danish school teachers - the role of stress and social support at work

Background

Pupils´ aggressive behaviour towards teachers is a serious problem which is slowly gaining attention and has been found to be linked to burnout. However, prospective studies investigating the role of stress and social support from colleagues and supervisor are lacking. Therefore, the aims of the present study were 1. to investigate the association between pupils´ aggressive behaviour and burnout among Danish primary and lower secondary school teachers, 2. to investigate whether the association between pupils´ aggressive behaviour and burnout depends on the level and duration of stress, and 3. to investigate whether social support from colleagues or a supervisor at the work place has a mitigating effect on the association between pupils´ aggressive behaviour and burnout among teachers.

Methods

This study is a longitudinal study using data from 1198 teachers collected in two survey rounds at an interval of 1-year. Teacher-reported aggressive behaviour in pupils measured as harassment, threats, and violence towards teachers was collected at baseline. Burnout was measured at follow-up. The analyses were performed using multilevel logistic regression.

Results

Statistically significant associations between harassment, threats, or violence and burnout 1 year later were found (all ORs 1.6) after adjustment for potential confounders. After further adjustment for stress, the estimates attenuated to ORs between 1.4 and 1.5, and were also statistically significant. Pupils´ aggressive behaviour in combination with low support from colleagues increased the risk of burnout, whereas the risk of burnout increased among those experiencing pupils´ aggressive behaviour in combination with receiving high support from the supervisor.

Conclusions

The results indicate associations between all three types of pupils´ aggressive behaviour and burnout among teachers in Danish primary and lower secondary schools. Stress explained only a minor part of the association between teachers’ perceptions of pupils’ aggressive behaviour and burnout in teachers, and the results regarding social support were conflicting. The results of this study emphasize the growing need for preventive initiatives directed towards pupils´ aggressive behaviour, and future research should focus on exploring in depth how to support and prevent burnout in teachers exposed to aggressive behaviour.

Supplementary Information

The online version contains supplementary material available at 10.1186/s12889-022-12606-1.

Psychological distress, burnout, and coping strategies among Nigerian primary school teachers: a school-based cross-sectional study

BACKGROUND

The teaching profession is highly stressed job. A high level of stress is associated with poor health outcomes, such as burnout and psychological distress. Therefore, teachers' use of coping styles becomes imperative. However, relatively little is known about primary school teachers' psychological distress, burnout, coping strategies, and associated factors in Nigeria. The study investigated psychological distress, burnout, coping strategies among primary schools, and associated factors in Nigeria.

METHODS

A total of 264 teachers aged 20-59 years participated in the study between May 2019 to October 2019. Questionnaires on psychological distress, burnout, coping strategies, and demographic profile form were used for data collection. Factors associated with psychological distress, burnout, and coping strategies were identified using t-test, univariate ANOVA, Pearson's correlation, Chi-square test, and hierarchical linear regression analysis.

RESULTS

Of 264 participants enrolled for the study, 253 responded, giving a response rate of 95.8%. The prevalence of psychological distress and burnout was 69.9% (176/253) and 36.0% (91/253), respectively. Sex (β = 0.158), a high level of emotional exhaustion (β = 0.193) and reduced personal accomplishment (β = 0.358), adoption of problem-focused strategies (β = 0.904), and dysfunctional strategies (β = 0.340) were positively associated with psychological distress. Age (β = - 0.338), academic qualification (β = - 0.210), and income level (β = - 0.146) were inversely associated with psychological distress, which together explained 51.5% of the total variance. Psychological distress (β = 0.275 vs. β = 0.404) was significantly associated with emotional exhaustion (EE) and reduced personal accomplishment (PA) and explained 11.4 and 24.2% of the variance in EE and reduced PA, respectively.

CONCLUSIONS

The high prevalence of psychological distress and burnout among teachers should receive urgent attention. Teachers' training curricula should include developing interpersonal skills, stress management abilities, and resilience to equip them for the job. Also, teacher training curricula should integrate mental health promotion interventions.

Burnout Syndrome in public school teachers in Sorocaba, São Paulo, Brazil

Objective: To identify the prevalence of Burnout Syndrome (BS) in a sample of 107 elementary school teachers (cycle II and high school) in Sorocaba/SP and analyze possible associations of psychosocial and organizational factors at work with the dimensions of burnout. Methods: Cross-sectional epidemiological study, conducted through a selection of a convenience sample, which included 107 teachers from state schools in Sorocaba using the following criteria: having entered the public teaching career for at least one year and working predominantly as a teacher, that is, not having more hours in administrative positions. Data collection was conducted in eight schools in the city, and two forms were used, the “Maslach Burnout Inventarie-Educators Survey” (MBI-ES) and a biopsychosocial form. Pearson's chi-square test and logistic regression analysis were performed for data analysis, adopting a significance level of 5%. Results: There was a prevalence of BS in 4.7% of teachers, with 29% of teachers showing high Emotional Exhaustion, 33.6% high Depersonalization and 18.7% low Professional Fulfillment. Positive associations were found between factors such as lack of recognition, dissatisfaction with work and situations of harassment with the dimensions of the BS. Conclusion: The results suggest a warning sign for illness characterized by burnout in the sample of teachers studied.

Playing Roles in Work and Family: Effects of Work/Family Conflicts on Job and Life Satisfaction Among Junior High School Teachers

Junior high school teachers play an essential role in education. How to relieve the worries of teachers, that is, the pressure they face in the fields of work and family, has increasingly become an urgent problem. Based on the COR theory, this study aims to investigate the effects of two types of work/family conflicts (i.e., work-family conflict and family-work conflict) on teachers' job and life satisfaction. We adopted a handy sample method and collected a total of 560 junior high school teachers data. The results confirmed that both work-family and family-work conflicts are not significantly related to junior high school teachers' job satisfaction and life satisfaction directly. However, both work-family and family-work conflicts have significantly negatively influence on junior high school teachers' job satisfaction and life satisfaction via psychological capital and emotional exhaustion. Our findings provide new suggestions on how to alleviate the conflicts between work and family faced by teachers and further improve their satisfaction about work and family.

Teachers "Finding Peace in a Frantic World": An Experimental Study of Self-Taught and Instructor-Led Mindfulness Program Formats on Acceptability, Effectiveness, and Mechanisms

Mindfulness training (MT) is considered appropriate for school teachers and enhances well-being. Most research has investigated the efficacy of instructor-led MT. However, little is known about the benefits of using self-taught formats, nor what the key mechanisms of change are that contribute to enhanced teacher well-being. This study compared instructor-led and self-taught MT based on a book (Williams & Penman, 2011) in a sample of secondary school teachers. We assessed expectancy, the degree to which participants believed the intervention was effective, their program engagement, well-being and psychological distress, and evaluated whether mindfulness and self-compassion skills acted as mediators of outcomes. In total, 206 teachers from 43 schools were randomized by school to an instructor-led or self-taught course—77% female, mean age 39 years (SD = 9.0). Both MT formats showed similar rates of participant expectancy and engagement, but the instructor-led arm was perceived as more credible. Using linear mixed-effects models, we found the self-taught arm showed significant pre-post improvements in self-compassion and well-being, while the instructor-led arm showed such improvements in mindfulness, self-compassion, well-being, perceived stress, anxiety, depression, and burnout. Changes over time significantly differed between the groups in all these outcomes, favoring the instructor-led arm. The instructor-led arm, compared with the self-taught, indirectly improved teacher outcomes by enhancing mindfulness and self-compassion as mediating factors. Mindfulness practice frequency had indirect effects on teacher outcomes through mindfulness in both self-taught and instructor-led arms. Our results suggest both formats are considered reasonable, but the instructor-led is more effective than the self-taught. Trial registration: ISRCTN18013311.

Mindfulness training enhances teachers’ well-being. This study compared two different mindfulness training formats with a sample of 206 secondary school teachers using an experimental design. Results suggested that teachers’ well-being was increased in both formats of delivery and both generated similar expectancy and engagement with the mindfulness practice; but the instructor-led format appeared to be more credible and effective and was also able to reduce teachers’ stress, anxiety, depressive symptomatology, and burnout. In contrast, the self-taught program might be useful for those teachers who cannot access or commit to an instructor-led program, provided they engage with mindfulness practice. This study suggests two forms for teachers to learn mindfulness, instructor-led and self-taught, as a way to support well-being, each with its own advantages.

Impact of grit, resilience, and stress levels on burnout and well-being of dental students

OBJECTIVE

Dentistry is demanding and requires a high level of diligence and resilience, resulting in high stress that may impact students' burnout and well-being. The aims were to: (1) investigate the levels of grit, resilience, stress, burnout, and well-being among students at King Abdulaziz University-Faculty of Dentistry; (2) explore age, gender, dentistry as the first career choice, academic level, grit, resilience, and stress as predictors for burnout and well-being among dental students; (3) investigate the correlations among grit, resilience, stress, burnout, and well-being among dental students.

METHODS

An electronic questionnaire was distributed, comprised of demographic information and five validated scales: (1) grit (grit-8-item); (2) resilience (The Connor-Davidson resilience scale (CD-RISC)); (3) stress (perceived stress scale); (4) burnout (Oldenburg Burnout Inventory); (5) well-being (World Health Organization-5). The total students number was (n = 1057), number of participants were (n = 355), and the response rate was (33%). Predictors of well-being and burnout (multiple linear regression analyses) and correlations among the scales (Spearman Correlation Coefficient) were performed.

RESULTS

Median age (22 years old). Trait levels varied among students. Grit, stress, and academic year were significant predictors for burnout (p < 0.0001), where sixth-year undergraduates showed significantly high, third-year undergraduate and graduates showed significantly low burnout levels. Age, gender, stress, and academic year were significant predictors for well-being (p < 0.0001), where older students and fifth-year undergraduates showed significantly low, and males showed significantly high well-being levels. Burnout had a significant moderate positive relationship with stress and a weak negative relationship with resilience and grit. Well-being had a significant negative moderate relationship with burnout and stress and a weak positive relationship with resilience.

CONCLUSION

The levels of grit, resilience, stress, burnout, and well-being, and correlations varied among dental students. The academic level was a common significant predictor between burnout and well-being. We recommend reinforcing existing programs at the school and implementing a resilience program to reduce burnout levels and improve students' well-being.

Burnout and Perceived Stress of Polish Emergency Call Takers and Dispatchers

A scientific research has demonstrated that emergency call operators face unique risks to job stress and burnout. It was hypothesized that perceived stress (demonstrated as resourcefulness–helplessness dimension) may mediate relationships between work environments and burnout taking into account the buffering effect of self-efficacy. The participants of the study were 546 emergency dispatchers and call-takers from 14 Polish public-safety answering points. The Link Burnout Questionnaire, the Perceived Stress Scale and the Generalized Self-Efficacy Scale were employed. The method of path analysis was used and direct and indirect interactions between the variables were identified. Shorter work experience (fewer years on this specific job position) was associated with a higher level of burnout. The greater number of shifts per month was associated with a higher level of perceived stress (higher level of helplessness). Self-efficacy was combined with perceived stress by antagonistic relationships, but the assumed buffering effect on burnout was not confirmed. It was observed that engaging the resource of one’s own self-efficacy in professional work may lead to the loss of other personal resources, manifesting itself in the form of greater disappointment with the work performed.

Teacher Teleworking during the COVID-19 Pandemic: Association between Work Hours, Work-Family Balance and Quality of Life

BACKGROUND

Teachers worldwide had to reinvent their work routine according to teleworking during the COVID-19 pandemic, a work format that negatively impacts individuals' physical and mental health. This study evaluates the association between work hours, work-family balance and quality of life (QoL) among teachers during the Chilean health emergency of the COVID-19 pandemic. Teachers from across Chile were contacted via email and social media to answer an online survey. QoL was evaluated via the SF-36 questionnaire, work hours and work-family balance in the pandemic. A total of 336 teachers from across Chile participated in this study. Teachers had a low QoL score, associated with age (p < 0.05). Teachers who were ≤44 showed lower deterioration risks in the Physical Component Summary (OR: 0.54) than the ≥45-year-old age group; simultaneously, the younger group (≤44 years) had a greater risk (OR: 2.46) of deterioration in the Mental Component Summary than teachers over 45 years. A total of 78.7% of teachers reported having increased their work hours during the COVID-19 pandemic due to teleworking and 86% indicated negative effects on their work-family balance. Pandemic work hours and negative work-family balance increase the risk of reducing the Mental Component Summary (OR: 1.902; OR: 3.996, respectively). Teachers presented low median QoL scores, especially in the Mental Component Summary, suggesting that it would be beneficial to promote a better workload distribution for teachers in emergency contexts, considering the adverse effects of teleworking.

The Forgotten Health-Care Occupations at Risk of Burnout-A Burnout, Job Demand-Control-Support, and Effort-Reward Imbalance Survey

AIMS

We conducted a cross-sectional study on healthcare workers from the University Hospital in Clermont-Ferrand. They received a self-report questionnaire consisting of the Maslach Burnout Inventory, Job Demand Control Support, Effort-Reward Imbalance model, and questions about ethical conflict in order to investigate on burnout.

RESULTS

We included 1774 workers. Overinvestment was the only factor explaining the increase in emotional exhaustion, depersonalization, and the decrease in personal accomplishment. Taking into account the absence of burnout as a reference, overinvestment multiplied the risk of high burnout by 22.0 (5.10 to 94.7).

CONCLUSION

Some "forgotten" occupations among healthcare workers are at risk of burnout. Overinvestment was the main factor explaining the increase in the tree dimensions of burnout. Moreover, the two main models of stress at work were highly predictive of burnout.

Correlation between Occupational Stress and Coronary Heart Disease in Northwestern China: A Case Study of Xinjiang

Objective

To study the correlation between occupational stress and coronary heart disease in western China.

Method

A case-control design was used. From June 2016 to May 2017, 310 patients with coronary heart disease (CHD) confirmed by coronary angiography (CAG) at the Heart Center of the First Affiliated Hospital of Xinjiang Medical University were recruited by cluster sampling, along with 536 healthy controls. The questionnaire was developed based on a Job Content Questionnaire (JCQ). An epidemiological survey was conducted to collect clinical data. Chi-squared test, analysis of variance, and binary logistic regression analysis were adopted.

Results

(1) In the Han population, there were statistically significant differences in the composition of smoking, diets, sleep duration, sleep quality, and physical activity between two groups (all P < 0.05). In the Uygur population, statistically significant differences in the composition of smoking, drinking, diets, sleep quality, and physical activity were found between two groups (all P < 0.05). (2) Differences in sleep duration and physical activity between the Han and Uygur case groups were statistically significant (P < 0.05). (3) Differences in Gensini scores between the Han and Uygur case groups were statistically significant (P < 0.05). Differences in coronary artery lesions between the Han and Uygur case groups were statistically significant (P < 0.05). (4) In the Uygur population, the difference between the occupational stress level and CHD were statistically significant (P < 0.05). (5) The differences between the number of different pathological changes and the level of occupational stress in the Han and Uygur case groups were not statistically significant (P > 0.05). In the Han and Uygur case groups, the difference between the occupational stress level and Gensini high-level group were statistically significant (P < 0.05). (6) After adjustment for age and sex, significant increased risk effects for Han patients with CHD were found to be associated with sleep quality (OR = 1.88; 95% CI: 1.047-1.782; P < 0.05). Uygur patients with CHD was significantly associated with smoking (OR = 3.094; 95% CI: 1.025-1.103; P < 0.05) and occupation stress (OR = 1.523; 95% CI: 1.757-3.062; P < 0.05).

Conclusion

Occupational stress is correlated with CHD for the Uygur population.

Burnout, salud y capital psicológico: un acercamiento desde la teoría de la conservación de recursos

La investigación realizada sobre Burnout ha mostrado de manera reiterada que es un síndrome presente en el contexto laboral con graves consecuencias para la salud del trabajador. Sin embargo, los estudios que proponen medidas eficaces para reducir los niveles de exposición al Burnout son escasos. Investigaciones previas han relacionado al capital psicológico de manera negativa y significativa con el burnout. El objetivo de este trabajo es analizar el papel mediador del capital psicológico en la relación entre las tres dimensiones del Burnout y la salud autopercibida de los trabajadores. La muestra está compuesta por 195 trabajadores españoles de distintos sectores de actividad. Los resultados muestran que el capital psicológico media la relación entre las tres dimensiones del burnout y la salud autopercibida de los trabajadores. Para finalizar, se pone de manifiesto la importancia de los recursos psicológicos personales para reducir las consecuencias negativas del Burnout en el bienestar de los empleados.

Influence of Work-Related and Personal Characteristics on the Burnout Risk among Full- and Part-Time Teachers

Teachers are at increased risk of stress-related illnesses and burnout symptoms. Thus, a cross-sectional study involving 6109 full-time and 5905 part-time teachers at upper-level secondary schools examined the influence of presumed work-related and personal characteristics on burnout risk between January and April 2018. Burnout was recorded using the Maslach Burnout Inventory—General Survey (MBI-GS). Work-related characteristics were weekly working hours and work stress, operationalized with the effort-reward imbalance (ERI) model. Overcommitment and the inability to recover were determined as personal characteristics. Multiple linear regression analyses were performed, adjusted for age and gender. Overall, 47% of the teachers reported burnout symptoms and 3% had an indication of burnout. Full-time and part-time teachers did not differ in their risk of burnout. ERI, overcommitment, and inability to recover were identified as predictors of burnout risk (explained variance: 29%), whereby the inability to recover was the strongest predictor. In contrast, weekly working hours, extent of employment, gender and age were not related to the burnout risk. ERI was found in 33%, inability to recover in 36% and overcommitment in 39% of all the teachers studied. In particular, the inability to recover should be taken into account as an early indicator of burnout.

Professional stress and burnout syndrome in teachers: Are there differences among the Republic of Srpska regions?

Introduction: Burnout syndrome occurs as a result of prolonged exposure to emotional and interpersonal stressors in the workplace and is characterised by three dimensions: emotional exhaustion, depersonalization and personal achievements. Research and prevention of this phenomenon are of public health importance due to numerous consequences it leaves on the health of the working population and work organisation, and among teachers, on children as direct users of their services. The research aims to examine the presence of the stress and burnout syndrome at work in teachers in the regions of the Republic of Srpska, as well as to determine the existence of differences between regions. Methods: The research was conducted as a cross-sectional study in the period August-September 2018, in the territory of the Republic of Srpska. The target population was represented by teachers of primary and secondary schools. The response rate in all regions was 75 % or above it. For this research, a special questionnaire was constructed, consisting of sociodemographic data, data on economic characteristics of the respondents, characteristics of the work environment, as well as data on satisfaction with equipment and resources at work, support from family and friends and presence of work-life conflict. In addition to the general questionnaire, the Maslach Burnout Inventory-Human Services Study (MBI-HSS) questionnaire for the assessment of the burnout syndrome at work, and Karasek's questionnaire (Job Content Questionnaire) for the assessment of stress at work were used. Results: A statistically significant difference in the prevalence of occupational stress among teachers between RS regions was found. Also, a statistically significant difference was found between the regions of the Republic of Srpska related to the dimensions of burnout syndrome at work. A high level of emotional exhaustion was more often reported by teachers from the territory of the region of East Sarajevo and Prijedor (8.0 % and 7.7 %) comparing to teachers from other regions. Teachers from the territory of Prijedor more often showed moderate and high levels of depersonalization, as well as a low level of personal achievements comparing to teachers from other regions. Conclusion: This research shows the presence of burnout syndrome in teachers of all the Republic of Srpska regions at the beginning of the school year, as well as statistically significant differences between the regions. This indicates the need for additional research on risk factors by regions to form targeted and thus more effective prevention measures.

Work Ability among Upper-Secondary School Teachers: Examining the Role of Burnout, Sense of Coherence, and Work-Related and Lifestyle Factors

Maintaining and promoting teachers’ work ability is essential for increasing productivity and preventing early exit from the teaching profession. This study aimed to identify the predictors of work ability among upper-secondary school teachers and examine the mediating role of burnout. A large and diverse group of Czech upper-secondary school teachers was surveyed to address this goal. The sample comprised 531 upper-secondary school teachers (50.0 ± 9.94 years, 19.9 ± 10.62 in the teaching profession, 57.6% females). Relatively greater empirical support was found for the effects of burnout, sense of coherence, work–life balance, and perceived relationships in the school environment on work ability than for the impact of age, homeroom teacher duties, workload, and caring for elderly relatives. Furthermore, burnout served as an important mediator of the relationship between sense of coherence and work ability. Teachers with a higher sense of coherence are thus better able to cope with adverse work circumstances and identify and mobilize internal and external resources to prevent professional exhaustion and the subsequent decline in work ability. The study can guide interventions on the work ability of teachers.

Interferência do comportamento sedentário e da prática de atividade física nos indicativos de burnout de estudantes de educação física

Objetivo: verificar se o comportamento sedentário e a duração e frequência da prática de atividades físicas interferem nos indicativos de burnout de estudantes universitários de educação física. Métodos: trata-se de um estudo transversal, realizado com 147 acadêmicos de educação física, bacharelado, de ambos os sexos. Foi utilizado uma adaptação para o contexto acadêmico (estudantes) do Cuestionario para la Evaluación del Síndrome de Quemarse por el Trabajo, e o Questionário Internacional de Atividade física (IPAQ – versão curta). Os dados foram analisados pelos testes Kolmogorov-Smirnov e “U” de Mann-Whitney e o nível de significância adotado foi de p < 0,05. Resultados: os estudantes que caminham até 40 min por dia apresentaram maiores sintomas de burnout do que os estudantes com maior tempo de caminhada no dia (p = 0,007). Os estudantes que caminham até 135 min semanais apresentaram maiores indicativos para desenvolvimento de desgaste psíquico do que os que caminham mais de 135 min semanais (p = 0,017). Os estudantes que praticam até 60 min de atividades moderadas por dia apresentaram escore superior aos estudantes que praticam mais de 60 min de atividades moderadas por dia (p = 0,011). Foram encontradas diferenças significativas nas dimensões de indolência (p = 0,011) e culpa (p = 0,023), evidenciando que os estudantes que passam mais tempo sentados apresentaram escore superior em ambas as dimensões de burnout. Conclusão: a duração e frequência da atividade física e o comportamento sedentário interferem nos indicativos de burnout em estudantes de educação física.

The effect of job demands on health and work outcomes: A longitudinal study among Malaysian employees

The purpose of the current study was to investigate the impact of job demands on health and work outcomes among Malaysian workers. We hypothesized that job demands (i.e., emotional demands and physical demands) would predict future work-related burnout and work engagement, in turn affecting sleep problems and job performance (in-role, extra-role). A longitudinal two-wave survey was conducted among Malaysian workers and valid data from 345 participants were analyzed using structural equation modeling. The results revealed that work-related burnout predicts sleep problems while work engagement increased employees' job performance over time. Overall, the current study highlights the importance of specific job demands (i.e., emotional demands and physical demands) that specifically affect health-related behavior and work-related behavior among workers.

Occupational Stress and Employees Complete Mental Health: A Cross-Cultural Empirical Study

Given the shortcomings of previous research on occupational stress and mental health (e.g., predominantly in Western, educated, industrialized, rich and democratic (WEIRD) societies, based on the traditional mental health model and a lack of comparative studies), this study aimed to (a) examine the relationship between occupational stress and complete mental health among employees in Cabo Verde and China, and also explored the mediation and moderation roles of burnout and optimism in accounting for the empirical link. Mental health was defined as comprised of two distinguishable factors: positive and negative mental health. The Pearson correlation test, structural equation modeling (SEM) analysis, bootstrap analysis, hierarchical moderated regression and an independent t-test were used to analyze the data. The results indicated that, in both countries, occupational stress showed a negative relation to positive mental health and lower psychopathology symptoms—and job burnout mediated the relation between occupational stress and mental health. Optimism moderated the relation between occupational stress and burnout, but not the relation between occupational stress and complete mental health. The results are interpreted in light of the comparative framework.

Factors Associated with Burnout Syndrome in Primary and Secondary School Teachers in the Republic of Srpska (Bosnia and Herzegovina)

Objectives: The aim of this study was to estimate the prevalence of burnout syndrome in a large sample of primary and secondary school teachers in the Republic of Srpska (Bosnia and Herzegovina) and identify the factors associated with burnout in this population. Methods: This cross-sectional study was conducted in August and September of 2018, on a sample of 952 teachers. Beside socio-demographic information, Bortner scale, Job Content Questionnaire, and Maslach Burnout Inventory were filled in by the study participants. Results: Only 5.1% of teachers reported high levels of emotional exhaustion, 3.8% reported high levels of depersonalization, and 22.3% reported low levels of personal accomplishment. Behavior type, specifically type-A behavior, was associated with higher levels of emotional exhaustion. The most important factors associated with burnout were work–life characteristics and job-demand-control model of occupational stress. Conclusions: Our study shows a low prevalence of emotional exhaustion and depersonalization in teachers in the Republic of Srpska before the beginning of the new school year. Since similar studies show a high prevalence of burnout at the end of the school year, a potential seasonality of this syndrome should be considered and explored further.