Professional Health of Teachers: from Enthusiasm to Burnout

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

Marina Pinskaya

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

Roman Zviagintsev

Occupation: Analyst
Affiliation: Centre for Socioeconomic Aspects of Schooling, Institute of Education, National Research University “Higher School of Economics”
Address: Russian Federation, Moscow

Journal name

Sotsiologicheskie issledovaniya

Edition

Issue 5

Pages

14-25

Abstract

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.

Keywords

teacher burnout, professional well-being, school climate

Received

31.05.2019

Publication date

05.06.2019

Number of characters

31071

Cite

GOST	Konstantinovsky L. D., Pinskaya M., Zviagintsev R. Professional Health of Teachers: from Enthusiasm to Burnout // Sotsiologicheskie issledovaniya – 2019. – Issue 5 C. 14-25 [Electronic resource]. URL: http://ras.jes.su/socis/s013216250004949-6-1-en (circulation date: 20.04.2024). DOI: 10.31857/S013216250004949-6
MLA	Konstantinovsky L., David, Pinskaya, Marina, Zviagintsev, Roman "Professional Health of Teachers: from Enthusiasm to Burnout." Sotsiologicheskie issledovaniya 5 (2019):14-25. DOI: 10.31857/S013216250004949-6
APA	Konstantinovsky L. D., Pinskaya M., Zviagintsev R. (2019). Professional Health of Teachers: from Enthusiasm to Burnout. Sotsiologicheskie issledovaniya (5), pp.14-25 DOI: 10.31857/S013216250004949-6

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: 2647

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. http://dx.doi.org/10.1787/e22490ac-en

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. https://doi.org/10.17323/1814-9545-2011-2-5-122

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. https://doi.org/10.1016/S0742-051X (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. https://doi.org/10.2307/1180195

10. Cherniss C. (1992) Long‐term consequences of burnout: An exploratory study. Journal of Organizational Behavior. Vol. 13(1): 1–11. https://doi.org/10.1002/job.4030130102

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. https://doi.org/10.1037/a0029356

12. Day C., Gu Q. (2014) Resilient Teachers, Resilient Schools. London: Routledge. https://doi.org/10.4324/9780203578490

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. https://doi.org/10.1007/978-0-387-73317-3_32

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. https://doi.org/10.1016/J.CEDPSYCH.2008.08.001

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. https://doi.org/10.1016/j.edurev.2014.06.001

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. https://doi.org/10.1037/0022-0663.100.3.702

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. https://doi.org/10.1108/JEA-11-2014-0134

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.