Please use this identifier to cite or link to this item:
http://hdl.handle.net/2445/189101
Title: | Unpacking the Role of Work Demands in Teacher Burnout: Cognitive Effort as a Protective Factor |
Author: | Clarà Garangou, Marc Vallés, Alba Coiduras Rodríguez, Jordi L. Silva García, Patricia Justiniano, Bernardita López, Tatiana Padula, Bárbara Barril, Juan Pablo Cavalcante, Sílvia Larisse do Patrocínio Chávez, Jorge Donoso, Diana Marchán, Priscila Silvestre Ramos, Fabiano Uribe, Claudia Patricia |
Keywords: | Mestres Mestres d'educació infantil Professors Síndrome d'esgotament professional Resiliència (Tret de la personalitat) Condicions de treball Elementary school teachers Preschool teachers Teachers Burn out (Psychology) Resilience (Personality trait) Work environment |
Issue Date: | 1-Sep-2022 |
Publisher: | Universidad de Almería |
Abstract: | Introduction: This paper contributes to the research on teacher burnout by distinguishing between two aspects of work demands that are usually merged in the 'workload' construct: the quantity of the demands (quantitative demands) and the cognitive effort they require (cog-nitive demands). Such a distinction may offer insight into how educational administrators should manage certain types of work demands. Method: In an international sample of 209 kindergarten, primary and lower secondary teachers working in 110 schools from four different countries (Brazil, Chile, Ecuador, and Spain), we administered the Maslach Burnout Inventory (MBI) and the Copenhagen Psychosocial Questionnaire II (COPSOQII). We conducted three separate multiple regressions in which the work conditions (COPSOQII) were set (forced entry) as predictors of emotional exhaustion, depersonalization, and personal accomplishment (MBI). Results: We found that quantitative and cognitive demands predict teacher burnout differently: while quantitative demands predict emotional exhaustion and depersonalization, cognitive demands play a protective role in relation to those two components and also predict personal accomplishment. Additionally, we found that emotional demands positively predict emotional exhaustion and depersonalization, and negatively predict personal accomplishment. We also foud that support from colleagues and community positively predicts personal accomplishment, but shows no significant relationship with either emotional exhaustion or depersonalization. Discussion and Conclusion: Results suggest that the distinction between the quantity of demands and the cognitive effort they require is meaningful and important for future research and practice in the field of teaching. One important implication for educational administration is that the quantity of work assigned to teachers should be kept relatively low but, at the same time, this work should be cognitively activating and demanding. |
Note: | Reproducció del document publicat a: https://doi.org/10.25115/ejrep.v20i57.4374 |
It is part of: | Electronic Journal of Research in Educational Psychology - Revista Electrónica de Investigación Psicoeducativa, 2022, vol. 20 , num. 57, p. 245-266 |
URI: | http://hdl.handle.net/2445/189101 |
Related resource: | https://doi.org/10.25115/ejrep.v20i57.4374 |
ISSN: | 1699-5880 |
Appears in Collections: | Articles publicats en revistes (Didàctica i Organització Educativa) |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
724789.pdf | 790.73 kB | Adobe PDF | View/Open |
This item is licensed under a Creative Commons License