Burnout Syndrome Dimensions as Perceived by Kindergarten Teachers and Elementary School Teachers in Greece
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The present article seeks to explore the dimensions of occupational exhaustion of primary education teachers (kindergarten and elementary school teachers), making use of the Maslach Burnout Inventory (MBI) as its research tool. The data on which the article is based were drawn from a study carried out in an urban area in Greece investigating the following three issues: (1) Are there variations in the dimensions of occupational exhaustion detected? (2) Are there any differences in the dimensions of occupational exhaustion detected between kindergarten and elementary school teachers? (3) Are there any differences in the dimensions of burnout in regard to demographic characteristics? The data was collected through an anonymous self-administered questionnaire. The analysis of the findings shows moderate and high differences in the dimensions of the burnout syndrome. In particular, the scale of emotional burnout appears to be on moderate-high levels, the depersonalization scale shows moderate levels, and the personal accomplishment scale indicates high levels. Elementary school teachers seem to experience occupational exhaustion syndrome more intensely, while kindergarten teachers demonstrate higher levels on the personal accomplishment scale. Furthermore, certain demographic characteristics, such as gender, the teaching experience of teachers, and their overall satisfaction with their earned income, seem to be related to occupational burnout syndrome.
Introduction
The burnout syndrome has to do with physical and emotional exhaustion pertaining to one’s working environment. In 2019, the World Health Organisation (2019), in the 11th Revision of the International Classification of Diseases (ICD-11), classified it as an occupational phenomenon. Factors in the workplace like insufficient or lacking social support from colleagues, increased workload, the organizational culture, insufficient or unclear regulation of duties, limited pay, and lack of balance between work and personal life are directly related to the emergence of burnout syndrome (Andreou, 2019; Halbesleben & Buckley, 2004; Jacksonet al., 1986; Kokkinos, 2007; Lee & Ashforth, 1996; Maslachet al., 2001; Schaufeli & Bakker, 2004).
In addition, it has been found that there is a correlation between occupational burnout and the nature of the profession one practises. This is mostly the case when it comes to professions with high-level requirements and increased levels of management and communication with other people or emotional cost, such as healthcare professionals, mental health professionals, and people in leading positions of responsibility. The teaching profession is listed among them since it is characterized by high levels of responsibility, long hours of engagement with work, and student management (Aloeet al., 2014; Brunstinget al., 2014; Melamedet al., 2006; Pappa, 2006; Toker & Biron, 2012).
The burnout syndrome involves three dimensions: i) emotional exhaustion (EE), centered around feelings of exhaustion from an individual’s work; ii) depersonalization (DE) pertaining to an individual’s impersonal response towards the recipients of services, care, treatment, or teaching and iii) personal accomplishments (PA) relating to an individual’s feelings of efficiency and accomplishment at work (Bakker & Demerouti, 2007; Bakker & Schaufeli, 2000; Cherniss, 1980; Maslachet al., 2001). In further analysis, emotional exhaustion constitutes a prime symptom of occupational burnout and is related to both emotional and physical fatigue. Individuals who experience emotional exhaustion feel overwhelmed, tired, and incapable of coping with their job requirements; they struggle to deal with stressful aspects of their work, and they are likely to withdraw from their work duties (Halbesleben & Demerouti, 2005; Papagiannakos, 2012). Emotional exhaustion is often cited as the most critical dimension in the education profession: Educators who experience high levels of anxiety often feel emotional exhaustion, which eventually leads to occupational burnout (Brouwers & Tomic, 2000; Liet al., 2014). Experiencing this occupational burnout, in turn, gives rise to feelings of inefficiency in their role as educators, which further intensifies the burnout and leads to a harmful vicious cycle (Schwarzer & Hallum, 2008; Skaalvik & Skaalvik, 2017). The second dimension, depersonalization, refers to the emergence of negative attitudes of individuals towards colleagues or the organization in general and focuses on the extent to which individuals become emotionally detached from their work, develop a neutral or negative attitude towards their work, possibly resulting in increased irritability and reduced empathy and understanding (Maslachet al., 2001). In the third dimension, personal accomplishments are associated with feelings of incompetence and a low sense of work-related value. Individuals feel dissatisfied with their productivity and doubt their ability to meet their tasks effectively (Maslachet al., 2001).
This paper seeks to explore the dimensions of occupational burnout in a sample of elementary school teachers and kindergarten teachers appointed in public schools in Achaia. Achaia, located in western Greece, features an adequate number of small and large schools, thus providing a typical sample of in-service education teachers in terms of demographic characteristics. The selection of the research sample amongst elementary school teachers and kindergarten teachers is intended to provide a more complete picture from which the dimensions making up occupational burnout are to be evaluated at the primary education level. It should also be noted that the present study has been carried out at a time of change and transformation within the educational context. These changes and transformations either preceded the study quite recently (like at the time of the pandemic) or were in the making within the educational framework, like teacher evaluations and curriculum changes in the organization and the operation of kindergartens as well as elementary schools. To this end, the research questions have been phrased as follows: Is there any differentiation among the dimensions of occupational burnout? If yes, what level is each dimension on? Is there any differentiation regarding the dimensions of occupational burnout between elementary school teachers and kindergarten teachers in primary education? Is there any differentiation among the dimensions of occupational burnout in relation to individual demographic characteristics?
Primary Education in Greece
Primary education in Greece is comprised of kindergarten schools and elementary schools. Public primary education is provided free of charge by the state. Children attend kindergarten for two years, and it is compulsory for 4- and 5-year-olds. Children aged 6 are enrolled in elementary schools where attendance is compulsory for 6 years. All primary education teachers, kindergarten teachers, and elementary school teachers are graduates of tertiary education. Subjects in elementary schools are taught exclusively by the same elementary school teacher except if there are special courses, in which case elementary schools’ teachers of the corresponding specialty do the teaching (Eurydice, 2024).
Occupational Burnout of Primary Education Teachers in Greece: Research Review
In this section, a presentation of other research that has been deemed to relate not only to the subject of the present study but also to its resulting findings is attempted in chronological order. In addition, the relevance of burnout parameters to other parameters is taken into consideration when aggregating information data. Research focusing on the Greek state of affairs has been specifically selected on the premise that there is a common ground of reference, the present study included, thus offering the possibility of a comparative approach and evaluation of the findings. Kalyva (2013) finds moderate levels of emotional exhaustion and personal accomplishment and low levels of depersonalization. Similar findings are also reported by Panagopouloset al. (2014) and Kouliet al. (2015). Kamtsios and Lolis (2016) report high levels of emotional exhaustion and moderate levels of depersonalization and personal accomplishment. The findings of Michaelidis (2017), in a survey of teachers in elementary schools in Achaia, are varied. Here, high levels of personal accomplishment, moderate to low levels of emotional exhaustion, and low levels of depersonalization are reported. Similarly, the findings of Moschaki (2018) in a sample of kindergarten teachers in Achaia and of Michaelidis (2020) in a sample of primary education teachers are reported where low levels are found in the dimensions of emotional exhaustion and depersonalization and high levels for personal accomplishment. Kosyvaset al. (2023) find high levels of depersonalization and moderate levels of emotional exhaustion and personal accomplishment. Kalamara (2019), in a sample made up of secondary school teachers, generally finds low levels of burnout, especially in the dimension of depersonalization, and reports that women are more emotionally exhausted while men are more depersonalized. Related findings are also reported by Papagiannakos (2012): low levels in all three dimensions of burnout in a sample of primary education teachers in Laconia. By contrast, Skarlatos (2019) finds higher levels of burnout compared to previous research conducted in Greece and Cyprus. Kroupiset al. (2017), as well as Kalamara (2019), identify differences between teachers working in private and public education in primary and secondary education, with the former being more satisfied and with lower levels of job burnout. Kroupiset al. (2017) found higher satisfaction and lower burnout for secondary teachers compared to primary teachers. The lack of available time and reduced salaries, according to Kalamara (2019), as well as the years of service of teachers (Michaelidis, 2017), also seem to be related to burnout syndrome. Research interest is registered regarding the burnout syndrome of teachers in the field of preschool education. Kokkinos (2007) argues that this area is particularly sensitive due to stressors such as constant and direct contact with young children, classroom management issues, and insufficient resources. Finally, Kleiousi (2022) finds high levels of emotional exhaustion, moderate levels of depersonalization, and low levels of personal accomplishment in public and private kindergarten teachers in Greece.
The topic-related literature review presented above reveals a significant amount of research focusing on the professional burnout of teachers within the Greek context, while at the same time, differences are also identified between findings in the Greek educational context (Borritzet al., 2006; Demeroutiet al., 2002; Michaelidis, 2020; Moschaki, 2018; Papagiannakos, 2012; Roloff & Brown, 2011). From the research review presented above, it can be seen that the emerging contribution of the present paper, through the problems it poses and the features comprising it, is of value since it enriches the multidimensional issue of teacher burnout from its perspective.
Method
Maslach Burnout Inventory Research Instrument
Maslach Burnout Inventory (henceforth: MBI) is a research tool for measuring occupational burnout syndrome (Maslach, 1982; Maslachet al., 1996, 1997; Schaufeliet al., 2009). MBI is a standardized method for the assessment of the three dimensions of work burnout through 22 questions in self-administered questionnaires adapted to various professional contexts, including education (Maslachet al., 1996). More specifically: Questions 1, 2, 3, 6, 8, 13, 14, 16, and 20 account for emotional burnout, Questions 5, 10, 11, 15, and 22 measure depersonalization Questions 4, 7, 9, 12, 17, 18, 19, and 21 measure personal accomplishment.
In addition, MBI has been applied to a variety of work settings as well as populations, showing evidence of strong psychometric properties, including reliability and construct validity (Schaufeliet al., 2009). Amriet al. (2021) point out that over time, MBI has proved to be a valuable tool for evaluating burnout syndrome, thus validating its dimensions.
Questions on the MBI research instrument are given on a seven-point Likert scale of frequency, ranging from “never” to “every day,” in order to assess how often the individual experiences specific emotions related to their work (Maslach, 1982; Maslachet al., 1997). Also, each of the three dimensions is labeled in terms of its intensity as low, moderate, or high on the basis of the value range of the ratings aggregated from the completion of the questions (Table I).
Level | Emotional exhaustion | Depersonalization | Personal accomplishments |
---|---|---|---|
High | >=27 | >=10 | 0–33 |
Moderate | 19–26 | 6–9 | 34–39 |
Low | 0–18 | 0–5 | >=40 |
Although there are several versions of the MBI, differences aside, what each version has in common is the questions relating to the three main dimensions of burnout mentioned above. It should be noted that a lot of the research exploring occupational burnout of teachers, presented in the literature review section above, has been conducted through the MBI. For all those reasons illustrated above, the present paper used MBI as a standardized research instrument as it was translated and adapted for the Greek language by Kokkinos (2006).
Research Questionnaire Structure
Research data was collected through an anonymous self-administered questionnaire consisting of two parts. The first part concerns the demographic characteristics of the sample, namely gender, primary education institution: kindergarten or elementary school (for the specialty: kindergarten teacher or elementary education teacher), additional qualifications (if any), and teaching experience (in years). At the end of the demographic data, a closed-ended question is included regarding the respondents’ degree of satisfaction with their monthly income. The second part, as mentioned above, is the main part of the questionnaire based on the MBI research tool.
Research Sample and Data Collection
The research sample consisted of 258 respondents, who were all kindergarten teachers and elementary education teachers on active duty working in Achaia. Specialty teachers are not included in the sample. Random sampling was chosen as the sampling method, with the aim of reaching out to the entire research population, in this case, all primary education teachers in Achaia. The sampling was carried out by means of online distribution of the questionnaire, as it was deemed suitable in order to attract a greater number of respondents due to its high level of anonymity (Zikmundet al., 2013). The online platform Google Docs was used to create the questionnaire. At the beginning of the questionnaire, information was provided to the teachers about the subject and the purpose of the research, guaranteeing that the anonymity and confidentiality of the information was ensured. The questionnaires were sent to the official e-mail addresses of school units with the request that they be further distributed to the teachers of each unit (with the exception of educational specialties).
A total of 322 e-mails were sent, accounting for the number of all school units (kindergartens and elementary schools) in Achaia. The response rate (N = 258) amounts to 19.4% of all on-duty primary education teachers who served in the public educational institutions in Achaia during the 2022–2023 school year, and it is a representative percentage of the population. The survey was carried out from the beginning of May until the end of June 2023. The total time to complete the questionnaire amounted to 6–10 minutes.
Results
Demographic Figures
In terms of gender, 67 are men (26%), 190 are women (73.6%), and 1 person (0.4%) did not respond to the question. Regarding the educational institution where they work, 87 people (33.7%) answered that they teach in kindergartens (kindergarten teachers) and 167 (64.7%) in elementary schools (elementary education teachers), while 4 (1.6%) people did not respond to the question. Regarding additional qualifications, 34 teachers (13%) responded that they hold a second degree, 119 (46%) a master’s degree and 13 (5%) a doctorate. Regarding the teaching experience of the sample (open-ended question), it ranges from 1 to 41 years, with a mean value of 14.5 and a standard deviation of 8.8. Regarding the degree of satisfaction with the monthly income, the answers were given on a five-point Likert scale from 1 (not at all satisfied) to 5 (extremely satisfied) as follows (in descending order): 83 teachers (32.2%) responded Moderate satisfaction levels, while the same percentage is found in the response choice Little. Not at all was the chosen response of 62 teachers (24%), while 28 teachers responded Quite satisfied (10.9%). The response of 2 (0.8%) respondents was extremely satisfied. There were no blank responses.
The Main Part of the Questionnaire
The main part of the questionnaire focuses on the total aggregate of the three dimensions of occupational burnout, according to the MBI. The following table shows the descriptive statistics for the cumulative value of these scales, as the theory of Maslachet al. (1997) mentioned above identifies different levels according to their cumulative values (see Table II). It becomes evident that the emotional exhaustion scale shows moderate (to high) levels (26.01), the depersonalization scale shows moderate levels (7.81), and the personal accomplishment scale demonstrates high levels (31).
N | Min | Max | Mean | Std. Dev | SUM | |
---|---|---|---|---|---|---|
Emotional exhaustion | 258 | 0.00 | 6.00 | 2.8892 | 1.60828 | 26.01 |
Depersonalization | 258 | 0.00 | 5.60 | 1.5591 | 1.36225 | 7.81 |
Personal accomplishments | 258 | 0.13 | 6.00 | 3.8665 | 1.38096 | 31 |
Correlations among the Burnout Syndrome Dimensions
Data processing was carried out using the statistical program SPSS software (v28.0), which is recommended in quantitative research, such as studies related to the burnout syndrome, when it is to examine the underlying factors of burnout and identify correlations between variables (George & Mallery, 2016; Pallant, 2016).
On applying Cronbach’s alpha reliability test, which is used in order to evaluate the internal consistency or reliability of the constituent elements of a set of data- and in this case, for the quality of the data from the scales that will be used in this research- it was found that the results are above the acceptable range which is from 0.7 and above. Therefore, the values are all at acceptable levels, meaning that the statistical analysis does not reveal any reliability problems.
Next, the correlations of the three variables are presented, which are carried out in pairs. The result of each correlation test is the correlation coefficient, which ranges from −1 to 1. Correlations close to −1 and 1 indicate a strong relationship between the two variables, and correlations close to 0 show a weak relationship. Negative correlations express an inverse relationship between the two variables, and positive correlations have an inverse relationship between them. In the present research analysis, correlations that are statistically significant at a 99% or 95% level are considered valuable.
Statistical processing to investigate any correlations between the three dimensions of burnout showed that all paired correlations are statistically significant. The highest correlation occurs between emotional exhaustion and depersonalization (ρ = 0.745, p < 0.001). The remaining correlations are statistically significant (p < 0.001) but negative and not strong.
More specifically, regarding the relationship between depersonalization and personal accomplishments, the correlation is ρ = −0.472 (i.e., one unit increase in depersonalization will bring about a 0.472 decrease in personal accomplishments), which indicates that the two variables are moderately related. The relationship between emotional exhaustion and personal accomplishments shows ρ = −0.375, which indicates that they are not strongly related.
Correlations among the Three Burnout Dimensions with the Demographic Characteristics of the Sample
Regarding gender, men in the sample, as was found by the t-test, have significantly higher mean levels of emotional exhaustion (p = 0.001; Mmen = 3.58; Mwomen = 2.64) and depersonalization (p = 0.001; men: Mmen = 2.27; Mwomen = 1.31). By contrast, women have significantly higher levels of personal accomplishment means (p = 0.001; Mmen =3.31; Mwomen = 4.05). The finding that male teachers tend to appear more vulnerable to burnout syndrome coincides with the corresponding findings of Andreou (2019), Kamtsios and Lolis (2016), and Kosyvaset al. (2023). Conversely, the findings of Tzima (2014) do not find a statistically significant difference according to gender. The gender parameter seems to differentiate the responses regarding the burnout syndrome in the dimensions of the MBI model.
Regarding the primary education institutions (kindergarten and elementary schools), the t-test shows a statistically significant correlation (p < 0.05 in all cases). Elementary school teachers have significantly higher mean levels of emotional exhaustion (p = 0.04; Melementary teachers = 3.01; Mkindergarten teachers = 2.66) and depersonalization (p = 0.003; Melementary teachers = 1.73; Mkindergarten teachers = 1.23) and, therefore, they experience the onset of the burnout syndrome more intensely. In contrast, kindergarten teachers have significantly higher levels of personal accomplishments (p = 0.007; Melementary teachers = 3.70; Mkindergarten teachers = 4.15). This finding shows that elementary school teachers seem to be more exposed to the occurrence of burnout syndrome. At the same time, kindergarten teachers value their personal accomplishments more and experience lower depersonalization and lower emotional exhaustion. The primary education institution parameter differentiates burnout responses across all dimensions of the MBI model.
Regarding additional educational qualifications, the ANOVA test does not detect a statistically significant difference between those who hold additional educational qualifications (doctorate, master’s, or second degree) compared to those who do not. Mean values are similar for emotional exhaustion (p = 0.321), depersonalization (p = 0.065), and personal accomplishments (p = 0.063). Possession of an additional degree does not constitute a statistically significant variable for any of the burnout dimensions or the occurrence of the burnout syndrome itself.
Teaching experience is statistically significantly related to depersonalization (ρ = −0.221, p < 0.001), and a weak, negative relationship between them is found. To be more specific, the more teaching experience teachers have, the lower depersonalization they show. Personal accomplishments and emotional exhaustion do not show a statistically significant correlation with teaching experience. Teachers tend to show similar levels of emotional exhaustion and personal accomplishment, a finding consistent with Tzima (2014), who reports no statistically significant difference by seniority.
As regards satisfaction with monthly income, it was found that emotional exhaustion tends to be statistically significantly related to satisfaction with monthly income (ρ = −0.217, p < 0.001), and a non-strong, negative relationship between them is found. This finding shows that as the satisfaction teachers feel from the monthly income increases, the emotional exhaustion decreases. The dimensions of depersonalization and personal accomplishments are not statistically significantly related to the satisfaction with the monthly income of the sample, which means that these dimensions of the burnout syndrome emerge regardless of the salary satisfaction that teachers feel.
Discussion and Conclusion
Response analysis of the sample reveals moderate and high levels in the dimensions of the burnout syndrome, according to Maslachet al. (1997). This finding, which is also an answer to the first research question of this paper, shows that, on the whole, the teachers of the sample identify differences in the dimensions of the occupational burnout syndrome. Their evaluation of the dimensions as moderate and high further underscores the intensity with which the teachers in the sample seem to experience burnout syndrome. It becomes clear that elementary school teachers perceive the intensity of each dimension differently, and this reveals the complexity of the issue, which in turn reveals that there are differences in their perceptions associated with work conditions. At the same time, a comparative analysis of the findings emerging from the present research with those of respective studies found in the literature review, focusing primarily on the Greek context, convergent as well as divergent conclusions, can be identified.
Emotional exhaustion findings, showing moderate levels in the present research, agree with the findings of Kalyva (2013), Kosyvaset al. (2023), Kouliet al. (2015), and Panagopouloset al. (2014). Regarding depersonalization, the present findings (moderate levels) agree with those of Kamtsios and Lolis (2016) and Kleiousi (2022). A discrepancy is found in the findings regarding personal accomplishments since this research reveals lower levels compared to other recent studies in Greece (high levels) (see Kalyva, 2013; Kamtsios & Lolis, 2016; Kleiousi, 2022; Kosyvaset al., 2023; Kouliet al., 2015; Panagopouloset al., 2014).
A difference was found between elementary school teachers and kindergarten teachers regarding the assessment of burnout dimensions. Elementary school teachers were found to experience greater levels of burnout compared to kindergarten teachers. This finding requires further investigation because it is possibly indicative of an increasing trend of burnout levels in relation to higher grades and levels of education (e.g., high school, senior high school), and at the same time, it reveals the existence of differences among primary education teachers (kindergarten teachers and elementary school teachers).
The existence or the absence of correlations between demographic characteristics and the dimensions of burnout is the third research question of this paper. It is established from the responses of the participant teachers in the sample that the burnout syndrome is related to specific characteristics, such as the teachers’ teaching experience, satisfaction with income, and gender. The resulting findings reveal that the more teaching experience teachers have, the lower their depersonalization. A similar finding emerges relating to the satisfaction with their monthly income; whereas the satisfaction teachers feel with the monthly income increases, the emotional exhaustion decreases. In terms of gender, male teachers show higher levels of burnout. However, additional educational qualifications do not show a statistically significant correlation with the burnout dimensions. Therefore, it is established that demographic characteristics correlate with the syndrome of occupational burnout of teachers. This finding serves as an important point of reference because it contributes to a deeper and more substantial understanding of the phenomenon of teacher burnout and, consequently, to its treatment. In further analysis, the existence of correlations or not of burnout with the demographic factors examined may, in any event, offer a different perspective or a different interpretation of burnout syndrome. The lack of any correlation between teachers’ additional degrees and their professional burnout is an indicative example. This condition possibly reveals a horizontal exposure of all teachers to the syndrome and consequently suggests the necessity for generalized interventions in the entire educational community.
The consequences of teacher burnout extend beyond teachers themselves and affect the wider educational environment and, especially, students. As Rodríguez-Mantilla and Fernández-Díaz (2017) point out, the teacher-student relationship has an impact on all dimensions of the burnout syndrome, while high levels of teacher burnout have a direct impact on the socio-emotional development of children at preschool age (Oberle & Schonert-Reichl, 2016). In addition to all this, occupational burnout is also related to students’ emotional and behavioral difficulties (Poulou, 2017). Therefore, any effort to treat the syndrome in favour of teachers will offer multiplying benefits initially to them and then to the student body.
Through this research, it is confirmed that, first of all, teachers are exposed to burnout syndrome and its dimensions. Secondly, the role of the spatial and temporal circumstances in which each research is carried out, as well as the planning preceding the research, emerge as important and decisive. Thirdly, the discrepancies and convergences, along with the mixed findings of the present research with corresponding research within the Greek educational context, are indicative of the complex and multidimensional nature of teacher burnout and reflect differences in the perceptions of teachers in relation to the given conditions that make up the educational reality. Fourthly, taking into account the spatio-temporal context, the necessity of planning and implementing interventions becomes apparent, which will, however, be constantly given meaning by the particular given context. Highlighting the particularities enhances the possibility of a targeted approach and planning for the prevention and treatment of the syndrome.
The present findings are based on a case study carried out in the region of Achaia and are, therefore, subject to geographical limitations with the consequent impossibility of generalizing the conclusions to the entire population. An area that could be worth reflecting upon so as to gain a deeper insight is found in the comparison between kindergartens and elementary schools, which showed several differences. Another suggestion for future research is a comparative approach with higher levels in the education structure, such as secondary or higher education institutions. Undoubtedly, conducting a larger-scale survey with a larger sample would be more representative and would contribute to the study of relevant issues. Moreover, a future approach could also delve deeper into the factors that appeared to influence the onset of the syndrome, which are several and varied in the relevant literature.
Through this research work, an attempt was made to investigate the dimensions of occupational burnout in primary education teachers. The results registered here can serve as initial material and as a springboard for broader research approaches, offering data and information about a sample of an educational population with specific characteristics. The findings that arise, despite any potential research limitations, can contribute as the ground on which to develop a more general point of view regarding the investigation of the dimensions of occupational burnout and the correlation factors and be used for a comparative approach in related research with similar axes and characteristics concerning in teacher burnout. At the same time, they can activate new research questions, which will act to showcase the multidimensional nature of burnout in the field of education.
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