Professional Health of Teachers: from Enthusiasm to Burnout

Publication type Article
Status Published
Occupation: Main Researcher
Affiliation: Institute of Sociology of the Federal Center of Theoretical and Applied Sociology of the Russian Academy of Sciences
Address: Russian Federation, Moscow
Occupation: Leading Research Fellow
Affiliation: Centre for Socioeconomic Aspects of Schooling, Institute of Education, National Research University “Higher School of Economics”
Address: Russian Federation, Moscow
Occupation: Analyst
Affiliation: Centre for Socioeconomic Aspects of Schooling, Institute of Education, National Research University “Higher School of Economics”
Address: Russian Federation, Moscow
Journal nameSotsiologicheskie issledovaniya
EditionIssue 5

The study uses the framework of professional well-being of teachers to study the peculiarities of their professional position in Russian schools. The information base of the study is the data of the Monitoring of Education Markets and Organizations for the 2015-2016 academic year. The teacher's questionnaire includes a separate questionnaire on the professional well-being of teachers. The methodology of EFA and CFA of the questionnaire structure is used in the work. Based on the answers of teachers, there are five groups of teachers with different professional positions. The analysis of the groups shows that deformation of a professional position correlates with: the social context in which the school works, the characteristics of the territory, the work with disadvantaged children, high workload not related to teaching, and low involvement in making decisions about school life. At the same time, the following factors do not show a significant connection: the salary, the length of service or the age of the teacher. In addition, the results of psychometric analysis of teacher well-being questionnaire in the framework of the Classical Test Theory are indicated in the work in order to use it as an independent tool in further research.

Keywordsteacher burnout, professional well-being, school climate
Publication date05.06.2019
Number of characters31071
100 rub.
When subscribing to an article or issue, the user can download PDF, evaluate the publication or contact the author. Need to register.

Number of purchasers: 4, views: 2549

Readers community rating: votes 0

1. Lenskaya E., Pinskaya M. Rossijskie pedagogi v zerkale mezhdunarodnogo sravnitel'nogo issledovaniya pedagogicheskogo korpusa (TALIS 2013). M.: Izd. dom Vysshej shkoly ehkonomiki, 2015. [Lenskaya E., Pinskaya M. (2015) Russian Teachers in the Mirror of Teaching and Learning International Survey (TALIS 2013). Moscow: Higher School of Economics Publishing House (In Russ.)]

2. Loginov D. M., Tokareva G. S., Avraamova E. M., Klyachko T. L. Ehffektivnost' shkol'nogo obrazovaniya: pozitsiya uchitelej. RANKhiGS. M.: Izd. dom «Delo», 2017. [Loginov D. M., Tokareva G. S., Avraamova E. M., Klyachko T. L. (2017) Efficiency of school education: the position of teachers. RANEPA. Moscow: Publishing House “Delo” (In Russ.)].

3. Pinskaya M. A., Evstigneeva N. V., Bysik N. V., Kosaretskij S. G., Zvyagintsev R. S. Kak menyayutsya usloviya raboty i professional'noe samochuvstvie uchitelej? M.: Natsional'nyj issledovatel'skij universitet «Vysshaya shkola ehkonomiki», 2017. [Pinskaya M. A., Evstigneeva N. V., Bysik N. V., Kosaretsky S. G., Zvyagincev R. S. (2017) How do the conditions of work and the professional well-being of teachers change? Moscow: National Research University “Higher School of Economics” (In Russ.)].

4. Sobkin V. S., Adamchuk D. V. Sovremennyj uchitel': zhiznennye i professional'nye orientatsii. M.: FGBNU "IUO RAO", 2016. [Sobkin V.S., Adamchuk D.V. (2016) Modern teacher: life and professional orientation. Moscow: “Institute of Education Management of the Russian Academy of Education”. (In Russ.)].

5. Agasisti T., Avvisati F., Borgonovi F., Longobardi S. (2018) Academic resilience: What schools and countries do to help disadvantaged students succeed in PISA. OECD Education Working Papers. No. 167.

6. Mourshed M., Chijioke C., Barber M. (2011) How the worlds most improved school systems keep getting better. Educational Studies Moscow. Vol. 2: 5–122.

7. Boyle G. J., Borg M. G., Falzon J. M., Baglioni A. J. (1995) A structural model of the dimensions of teacher stress. The British Journal of Educational Psychology. Vol. 65(1): 49–67.

8. Brouwers A., Tomic W. (2000) A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education. Vol. 16(2): 239–253. (99)00057-8

9. Bullough R. V., Baughman K. (1996) Narrative Reasoning and Teacher Development: A Longitudinal Study. Curriculum Inquiry. Vol. 26(4): 385-415.

10. Cherniss C. (1992) Long‐term consequences of burnout: An exploratory study. Journal of Organizational Behavior. Vol. 13(1): 1–11.

11. Collie R. J., Shapka J. D., Perry N. E. (2012) School climate and social-emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology. Vol. 104(4): 1189–1204.

12. Day C., Gu Q. (2014) Resilient Teachers, Resilient Schools. London: Routledge.

13. Dworkin A. G. (2009) Teacher Burnout and Teacher Resilience: Assessing the Impacts of the School Accountability Movement. In: International Handbook of Research on Teachers and Teaching. Ed. by L.J. Saha, A.G. Dworkin. Boston, MA: Springer US: 491-502.

14. Dworkin A. G., Saha L. J., Hill A. N. (2003) Teacher burnout and perceptions of a democratic school environment. International Education Journal. Vol. 4(2): 108–120.

15. Erberber E., Stephens M., Mamedova S., Ferguson S., Kroeger T. (2015) Socioeconomically disadvantaged students who are academically successful: Examining academic resilience cross-nationally. IEA’s Policy Brief Series. No. 5. Amsterdam, IEA.

16. Gorsuch R. L. (2003) Factor analysis. In: Handbook of psychology: Research methods in psychology. Ed. by J. A. Schinka, W. F. Velicer. Hoboken, US: John Wiley & Sons Inc.: 143-164.

17. Henderson N., Milstein M. (2003) Resiliency in Schools: Making It Happen for Students and Educators. Corwin Press.

18. Klassen R. M., Bong M., Usher E. L., Chong W. H., Huan V. S., Wong I. Y. F., Georgiou T. (2009) Exploring the validity of a teachers’ self-efficacy scale in five countries. Contemporary Educational Psychology.Vol. 34(1): 67–76.

19. Klassen R., Tze V. M. C. (2014) Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review. Vol. 12: 59–76.

20. Klusmann U., Kunter M., Trautwein U., Lüdtke O., Baumert J. (2008) Teachers’ occupational well-being and quality of instruction: The important role of self-regulatory patterns. Journal of Educational Psychology.Vol. 100(3): 702–715.

21. Ko J., Sammons P., Bakkum L. (2013) Effective teaching: a review of research and evidence. Reading, UK: CfBT Education Trust.

22. LeCompte M. D., Dworkin A. G. (1991) Giving up on school : student dropouts and teacher burnouts. Corwin Press.

23. Maslach C., Jackson S., Leiter M. (1997) The Maslach Burnout Inventory Manual. In: Evaluating Stress: A Book of Resources. Ed. by C. P. Zalaquett, R. J. Wood. New York, US: The Scarecrow Press: 191–218.

24. Matheny K. B., Gfroerer C. A., Harris K. (2000) Work stress, burnout, and coping at the turn of the century: An Adlerian perspective. Journal of Individual Psychology. Vol. 56(1): 74-87.

25. McKenzie P., Santiago P., Sliwka A., Hase H. (2005) Teachers matter : attracting, developing and retaining effective teachers. Paris: OECD.

26. Price H. E., Moolenaar N. M. (2015) Principal-teacher relationships: foregrounding the international importance of principals’ social relationships for school learning climates. Journal of Educational Administration. Vik. 53(1): 1-11.

27. Troman G., Woods P. (2001) Primary teachers’ stress. London: Routledge/Falmer.

28. Wood T., McCarthy. C. (2002) Understanding and Preventing Teacher Burnout. Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education.

Система Orphus