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Deroncele-Acosta A, Gil-Monte PR, Norabuena-Figueroa RP, Gil-LaOrden P. Burnout en docentes universitarios: evaluación, prevención y tratamiento. RVG 2023; 28:936-953. [DOI: https:/doi.org/10.52080/rvgluz.28.e10.5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/31/2023]
Abstract
El objetivo consistió en evaluar el nivel de burnout en docentes universitarios con el fin de proponer un programa de intervención psicosocial para su prevención y tratamiento. Desde el punto de vista metodológico, el estudio cuantitativo involucró a 1060 docentes universitarios de tres instituciones universitarias de Lima. Se utilizó el Cuestionario para la Evaluación del Síndrome de Quemarse por el Trabajo (CESQT) con alta fiabilidad y estandarizado en varios países, incluyendo Perú. Además, se realizó una revisión de la literatura para fundamentar la necesidad de un programa psicosocial. Los hallazgos muestran los siguientes niveles de burnout, muy bajo: 200 docentes (18,90%), bajo: 298 (28,10%), medio: 297 (28%), alto: 166 (15,70%) y crítico: 99 (9,30%), la alarmante cifra de 265 docentes se encuentra en los niveles alto y crítico, lo cual exige un tratamiento inmediato, al mismo tiempo, un número significativo de docentes debe aprender enfoques preventivos para evitar el burnout, y la literatura científica respalda la importancia de abordar este problema en el contexto académico. El programa contiene acciones específicas de prevención y tratamiento para cada factor del burnout, ilusión por el trabajo, desgaste psíquico, indolencia y culpa, incluyendo estrategias proactivas y actividades para el equilibrio trabajo-familia. Se recomienda sensibilizar a la comunidad educativa sobre el diagnóstico, prevención y atención del burnout, para un entorno académico, saludable y productivo.
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Cano-Gutierrez JC, Pérez-Morán JC, Bernal-Baldenebro B, Arenas-Meneses D, Vazquez-Lira R, Olguín-Tiznado JE. Factor structure and measurement invariance of the psychosocial risk factors inventory of NOM-035-STPS-2018. Front Psychol 2023; 13:1022707. [PMID: 36687828 PMCID: PMC9845785 DOI: 10.3389/fpsyg.2022.1022707] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2022] [Accepted: 11/23/2022] [Indexed: 01/05/2023] Open
Abstract
The primary objective of this study was to analyze the psychometric properties of the Inventory for the Identification and Analysis of Psychosocial Risk Factors (IIA-PRF) of Reference Guide III proposed in NOM-035-STPS-2018. A total of 2,149 workers in Baja California, Mexico's industrial and education-government sectors, were administered an online inventory version. Preliminary analyses were performed, as well as a Confirmatory Factor Analysis (CFA) based on two models proposed by the standard itself: an eight-factor model (8-FM) and a four-factor model (4-FM). Likewise, based on the results and with the recommendations of the specialists, a threefactor model (3-FM) was proposed. In addition, nested model sequencing methods were subsequently applied to validate the invariance between the origin of the activity. The dimensionality of 3-FM was found to have adequate fit values according to a-priori established criteria. It is concluded that the IIAPRF does not have the reliability and validity parameters necessary to support interpretations, uses and consequences based on the theoretical structure established by NOM-035-STPS-2018 and that, although the 3-FM presents better reliability and validity indices, it is not invariant in terms of the origin of the activity. Finally, we discuss the implications and recommend reviewing and adjusting the design of the IIAPRF items to extend the measurement of invariance to other groups of relevance for decision making in the improvement of the work environment.
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Affiliation(s)
- Julio César Cano-Gutierrez
- Faculty of Engineering, Architecture and Design, Autonomous University of Baja California, Ensenada, Mexico
| | - Juan Carlos Pérez-Morán
- Promoter Network of Diagnostic Evaluation Methods and Educational Innovation, Mexico City, Mexico
| | - Brando Bernal-Baldenebro
- Institute for Educational Research and Development, Autonomous University of Baja California, Ensenada, Mexico
| | - Daniela Arenas-Meneses
- Promoter Network of Diagnostic Evaluation Methods and Educational Innovation, Mexico City, Mexico
| | - Ramsés Vazquez-Lira
- Faculty of Psychology, National Autonomous University of Mexico, Mexico City, Mexico
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Iacolino C, Cervellione B, Isgrò R, Lombardo EMC, Ferracane G, Barattucci M, Ramaci T. The Role of Emotional Intelligence and Metacognition in Teachers' Stress during Pandemic Remote Working: A Moderated Mediation Model. Eur J Investig Health Psychol Educ 2023; 13:81-95. [PMID: 36661756 DOI: 10.3390/ejihpe13010006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2022] [Revised: 12/09/2022] [Accepted: 12/18/2022] [Indexed: 01/06/2023] Open
Abstract
During the COVID-19 pandemic, in adapting to social and work changes and new technological methods for remote teaching, teachers were subjected to increased work pressure, which affected their well-being and led to increased negative stress and burnout. This study was designed to test whether dysfunctional outcomes resulting from adapting to new ways of teaching via technological tools can be mitigated by the protective factors of emotional intelligence and metacognition. The study involved 604 teachers in Sicily filling out a questionnaire consisting of four different scales: (1) the Schutte Self-Report Emotional Intelligence Test (SREIT); (2) the Metacognitive Functions Screening Scale (MFSS-30); (3) the Link Burnout Questionnaire (LBQ); and (4) the Secondary Traumatic Stress Scale STSS-I. The results show that emotional intelligence mediates the relationship between certain remote work risk factors, as well as stress and burnout. In addition, metacognition was found to be a significant moderating factor in the relationship between risk factors and emotional intelligence. With regard to the United Nations' Agenda 2030 Goals, our results emphasize the importance of teachers' emotional and metacognitive skills in promoting quality of life and psychological well-being.
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Gil-Monte PR, Espejo B, Checa I, Gil-LaOrden P, Angeline J K, Carlotto MS, Converso D, Deroncele-Acosta Á, Figueiredo-Ferraz H, Galarza L, Gómez-Ortiz V, Grau-Alberola E, Labarthe J, Llorca-Pellicer M, Mekala V C, Misiolek-Marín A, Román-Cao E, Salas-Blas E, Schoenenberger S, Unda-Rojas S, Viotti S. Factor Structure and Measurement Invariance of the Spanish Burnout Inventory Among Professionals Across 17 Countries and Regions. Appl Res Qual Life 2022; 18:869-892. [PMID: 36345422 PMCID: PMC9631596 DOI: 10.1007/s11482-022-10108-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/18/2022] [Accepted: 09/19/2022] [Indexed: 11/06/2022]
Abstract
Studies on the prevalence of burnout in professionals in service organizations who work in direct contact with the clients or users of the organization have concluded that burnout is a serious health disorder that has increased due to the COVID-19 pandemic. A significant advantage of the Spanish Burnout Inventory (SBI) over other instruments is that it provides a broader conceptualization of burnout by including feelings of guilt as a dimension of burnout to explain its development. However, the measurement invariance of the SBI across countries has not been investigated. The purpose of this study was to test the measurement invariance of the SBI among professionals across 17 countries and regions in Europe, Latin America, and Asia, and in different languages. All the countries showed a good fit to the four-factor model, except the Indian sample, which was excluded from the measurement invariance study. Using the alignment method, it was possible to verify the scalar measurement invariance of the four SBI factors across 15 countries and one Spanish region (16 samples). The comparison of estimated latent means indicates that France is the country with the lowest scores on the Enthusiasm factor and the highest scores on the negative factors (Exhaustion, Indolence, and Guilt). In contrast, the Andean countries, Colombia, Peru, and Ecuador, show the highest latent means on the Enthusiasm factor and the lowest means on the negative factors. These results support the validity of the SBI in the countries and regions in Europe and Latin America included in this study.
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Affiliation(s)
- Pedro R. Gil-Monte
- Unidad de Investigación Psicosocial de la Conducta Organizacional (UNIPSICO), Valencia, Spain
- Faculty of Psychology (Dep. Methodology of Behavioral Sciences), University of Valencia, Av. Blasco Ibáñez, 21; 46010, Valencia, Spain
| | - Begoña Espejo
- Faculty of Psychology (Dep. Methodology of Behavioral Sciences), University of Valencia, Av. Blasco Ibáñez, 21; 46010, Valencia, Spain
| | - Irene Checa
- Faculty of Psychology (Dep. Methodology of Behavioral Sciences), University of Valencia, Av. Blasco Ibáñez, 21; 46010, Valencia, Spain
| | - Pedro Gil-LaOrden
- Unidad de Investigación Psicosocial de la Conducta Organizacional (UNIPSICO), Valencia, Spain
- Faculty of Psychology (Dep. Methodology of Behavioral Sciences), University of Valencia, Av. Blasco Ibáñez, 21; 46010, Valencia, Spain
| | | | | | | | | | - Hugo Figueiredo-Ferraz
- Unidad de Investigación Psicosocial de la Conducta Organizacional (UNIPSICO), Valencia, Spain
- Universidad Internacional de Valencia (VIU), Valencia, Spain
| | | | | | - Ester Grau-Alberola
- Unidad de Investigación Psicosocial de la Conducta Organizacional (UNIPSICO), Valencia, Spain
- Universidad Internacional de La Rioja, Logroño, Spain
| | | | - Marta Llorca-Pellicer
- Unidad de Investigación Psicosocial de la Conducta Organizacional (UNIPSICO), Valencia, Spain
| | | | | | | | | | | | - Sara Unda-Rojas
- Universidad Nacional Autónoma de México, FES Zaragoza, Ciudad de Mexico, Mexico
| | - Sara Viotti
- Università degli Studi di Torino, Turin, Italy
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Arnett MC, Ramaswamy V, Evans MD, Rulli D. Impact of Covid-19 on dental hygiene educators: A national survey. J Dent Educ 2022; 86:781-791. [PMID: 35032051 PMCID: PMC9015507 DOI: 10.1002/jdd.12877] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2021] [Revised: 12/03/2021] [Accepted: 12/27/2021] [Indexed: 02/05/2023]
Abstract
PURPOSE The purpose of this study was to assess the impact of the Covid-19 pandemic on dental hygiene (DH) educators' perception of personal and professional burnout and efficacy in the online/hybrid learning environment. METHODS A cross-sectional study of DH faculty members from 327 United States entry level DH programs was invited to participate in this study. A 36 item survey was disseminated in Qualtricsxm March 2021. The Copenhagen Burnout Inventory was used to measure personal, work-related, and burnout related to working with students. The Michigan Nurse Educators Sense of Efficacy for Online Teaching instrument was used to measure efficacy in online/hybrid learning. RESULTS The survey had an institutional response rate of 46%. Personal burnout scores had a significantly higher mean as compared to work-related and burnout working with students' scores. A majority (66%) of respondents reported often feeling tired. Only personal burnout scores had a significant negative correlation with teaching efficacy scores. Administrators/program directors and full-time faculty had significantly higher mean personal and work-related burnout scores as compared to part-time/adjunct clinical faculty. There were no significant differences in teaching efficacy scores by faculty position and institutional setting. CONCLUSION COVID-19 had significant impact on full-time DH educators' personal and professional burnout levels. Full-time administrators/program directors/DH educators reported higher levels of personal burnout. It seems that personal burnout has a negative relationship with teaching efficacy. Faculty position rather than institution impacted personal burnout. Despite personal and professional burnout, DH faculty reported low-levels of burnout related to working with students.
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Affiliation(s)
- Michelle C. Arnett
- Department of Primary Dental CareDivision of Dental Hygiene, University of Minnesota School of DentistryMinneapolisMinnesotaUSA
| | - Vidya Ramaswamy
- Pre‐Doctoral Studies, University of Michigan School of DentistryAnn ArborMichiganUSA
| | - Michael D. Evans
- Biostatistical Design and Analysis CenterClinical and Translational Science InstituteUniversity of MinnesotaMinneapolisMinnesotaUSA
| | - Danielle Rulli
- Department of Periodontics and Oral MedicineDivision of Dental Hygiene, University of Michigan School of DentistryAnn ArborMichiganUSA
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Alqassim AY, Shami MO, Ageeli AA, Ageeli MH, Doweri AA, Melaisi ZI, Wafi AM, Muaddi MA, El-Setouhy M. Burnout Among School Teachers During the COVID-19 Pandemic in Jazan Region, Saudi Arabia. Front Psychol 2022; 13:849328. [PMID: 35719515 PMCID: PMC9205293 DOI: 10.3389/fpsyg.2022.849328] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2022] [Accepted: 04/20/2022] [Indexed: 11/13/2022] Open
Abstract
Background Burnout is a syndrome that results from stressors in the work environment that have not been successfully managed. The prevalence of burnout among schoolteachers was always controversial. COVID-19 pandemic added more stressors to teachers since they had to change their working styles in response to the pandemic lockdowns or curfews. In Saudi Arabia, the prevalence and determinants of burnout among school teachers were not measured by any other group during the COVID-19 pandemic stressors. Methods A cross-sectional survey was conducted among 879 teachers in the Jazan region, Saudi Arabia, using the Maslach Burnout Inventory (MBI), during April 2021. Multistage cluster random sampling was used. Results The mean age of the participants was 41.4 (±6.9) years. Male teachers represented 52.6% of the participants while females represented 47.4%. Most teachers showed burnout symptoms (69.6%). Consequences of burnout were observed, such as using psychotropic medications (4.6%), absenteeism (45.6%), lack of job satisfaction (7.7%), and changing schools (15.8%). Using the MBI scale, most teachers showed medium or high emotional exhaustion (57.6%), low depersonalization (62.2%), and low personal accomplishment (51.4%). Conclusion Most teachers showed symptoms of burnout during the COVID-19 pandemic. Being an expert and ability to adapt to technology during the COVID-19 pandemic proved to effectively reduce burnout symptoms. Increasing incentives, early detection, and improving the work environment is recommended to diminish burnout consequences.
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Affiliation(s)
- Ahmad Y Alqassim
- Department of Family and Community Medicine, Faculty of Medicine, Jazan University, Jazan, Saudi Arabia
| | | | - Ahmed A Ageeli
- Faculty of Medicine, Jazan University, Jazan, Saudi Arabia
| | | | - Abrar A Doweri
- Jazan Health Affairs, Ministry of Health, Jazan, Saudi Arabia
| | | | - Ahmed M Wafi
- Department of Physiology, Faculty of Medicine, Jazan University, Jazan, Saudi Arabia
| | - Mohammed A Muaddi
- Department of Family and Community Medicine, Faculty of Medicine, Jazan University, Jazan, Saudi Arabia
| | - Maged El-Setouhy
- Department of Family and Community Medicine, Faculty of Medicine, Jazan University, Jazan, Saudi Arabia.,Department of Community, Environmental and Occupational Medicine, Faculty of Medicine, Ain Shams University, Cairo, Egypt
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