The impact of resilience and subjective well-being on teacher burnout during Covid-19 in Chile

• Konstanze Schoeps ^[1] ; Laura Lacomba-Trejo ^[1] ; Selene Valero-Moreno ^[1] ; Constanza del Rosario ^[2] ; Inmaculada Montoya-Castilla ^[1]
  1. [1] Universitat de València

     Universitat de València

     Valencia, España

     
  2. [2] Foundation of Intelligent Relationships, Santiago, Chile
• Localización: Psicología educativa, ISSN 1135-755X, Vol. 29, Nº. 2, 2023, págs. 167-175
• Idioma: inglés
• DOI: 10.5093/psed2023a12
• Títulos paralelos:
  • El impacto de la resiliencia y el bienestar subjetivo en el burnout de los profesores durante el COVID-19 en Chile]
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Desde el brote de COVID-19 en Chile los profesores han estado lidiando con mayores niveles de estrés, agravando los síntomas de burnout. El presente estudio tiene como objetivo explorar el síndrome de burnout en profesores chilenos durante el confinamiento y cómo las preocupaciones de COVID-19, el balance emocional, la satisfacción con la vida y la resiliencia pueden mediar el impacto emocional. Un total de 614 profesores de diferentes niveles educativos participaron en este estudio (94.60% mujeres) utilizando un diseño transversal y un método de muestreo incidental. Los datos de autoinforme se analizaron mediante estadísticas descriptivas, correlaciones de Pearson, regresiones jerárquicas y modelos de mediación. Los resultados indican que el burnout se asocia con problemas de salud mental previos, más preocupaciones por la COVID-19, nivel de balance emocional y resiliencia reducido. La relación entre la preocupación por la COVID-19 y el burnout estaba mediada por la resiliencia y el balance emocional. Los resultados subrayan la necesidad de abordar los posibles factores de riesgo y de protección para la salud mental y el bienestar subjetivo de los profesores durante la actual pandemia.

  • English

    Since the COVID-19 outbreak in Chile teachers have been struggling with increased levels of stress, aggravating burnout symptoms. The present study aims to explore burnout syndrome in Chilean teachers during confinement and how worries about COVID-19, emotional balance, life satisfaction, and resilience may mediate the emotional impact. A total of 614 teachers from different education levels participated in this study (94.60% female) using a cross-sectional design and incidental sampling method. Self-report data were analysed conducting descriptive statistics, Pearson’s correlations, hierarchical regressions, and mediation models. The results indicated that burnout was associated with pre-pandemic mental health problems, more worries about COVID-19, lower levels of emotional balance and resilience. The relationships between worries about COVID-19 and burnout was mediated by resilience and emotional balance. Our findings stress the need to address potential risk and protective factors for teachers’ mental health and subjective well-being during the current pandemic.

• Referencias bibliográficas
  • Ahorsu, D. K., Lin, C. Y., Imani, V., Saffari, M., Griffiths, M. D., & Pakpour, A. H. (2020). The Fear of COVID-19 Scale: Development...
  • Albiser, E., Echazarra, A., Fraser, P., Fülöp, G., Schwabe, M., & Tremblay, K. (2020). School education during COVID-19: Were teachers...
  • American Psychological Association (APA, 2020). El camino a la resiliencia. https://www.apa.org/centrodeapoyo/resiliencia-camino
  • Aparisi, D., Torregrosa, M. S., Ingles, C. J., & García-Fernández, J. M. (2019). Stress , burnout and health in a sample of Spanish teachers....
  • Asbury, K., Fox, L., Deniz, E., Code, A., & Toseeb, U. (2020). How is COVID-19 affecting the mental health of children with special educational...
  • Ausín, B., González-Sanguino, C., Castellanos, M. Á., & Muñoz, M. (2021). Gender-related differences in the psychological impact of confinement...
  • Barzilay, R., Moore, T. M., Greenberg, D. M., DiDomenico, G. E., Brown, L. A., White, L. K., Gur, R. C., & Gur, R. E. (2020). Resilience,...
  • Buric´, I., & Kim, L. E. (2020). Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel...
  • Buzzetti, M. (2005). Validación del Maslach Burnout Inventory (MBI), en dirigentes del Colegio de Profesores A. G. de Chile. http://www.cybertesis....
  • Castro-Calvo, J., Schoeps, K., Montoya-Castilla, I., & del Rosario, C. (2022). Protective factors for the mental health of adolescents...
  • Colao, A., Piscitelli, P., Pulimeno, M., Colazzo, S., Miani, A., & Giannini, S. (2020). Rethinking the role of the school after COVID-19....
  • Connor, K. M., & Davidson, J. R. T. (2003). Development of a new resilience scale: The Connor-Davidson Resilience scale (CD-RISC). Depression...
  • Czymara, C. S., Langenkamp, A., & Cano, T. (2021). Cause for concerns: Gender inequality in experiencing the COVID-19 lockdown in Germany....
  • Diehl, L., & Carlotto, M. S. (2020). Síndrome de burnout de docentes: diferencias entre niveles de educación recebida: Research, Society...
  • Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The Satisfaction With Life Scale. Journal of Personality Assessment, 49(1),...
  • Diener, E., Lucas, R. E., & Oishi, S. (2002). Subjective well-being. The science of happiness and life satisfaction. In C. R. Snyder &...
  • Diener, E., Suh, E. M., Lucas, R. E., & Smith, H. L. (1999). Subjective well-being: Three decades of progress. Psychological Bulletin,...
  • Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D. W., Oishi, S., & BiswasDiener, R. (2010). New well-being measures: Short scales...
  • European Centre for Disease Prevention and Control. (2020). Covid-19 situation dashboard. https://qap.ecdc.europa.eu/public/extensions/ COVID-19/COVID-19.html
  • Figueiredo-Ferraz, H., Gil-Monte, P. R., & Grau-Alberola, E. (2013). Psychometric properties of the “Spanish Burnout Inventory” (SBI):...
  • Gil-Monte, P. (2011). CESQT: Cuestionario para la evaluación del síndrome de quemarse por el trabajo. TEA Ediciones.
  • Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford Publications....
  • Herrman, H., Stewart, D. E., Diaz-Granados, N., Berger, E. L., Jackson, B., & Yuen, T. (2011). What is resilience? Canadian Journal of...
  • Hewitt, D. B., Ellis, R. J., Hu, Y. Y., Cheung, E. O., Moskowitz, J. T., Agarwal, G., & Bilimoria, K. Y. (2020). Evaluating the association...
  • Johns Hopkins University. (2020). Statistics from Chile. https://coronavirus. jhu.edu/map.html
  • Kim, L. E., & Asbury, K. (2020). ‘Like a rug had been pulled from under you’: The impact of COVID-19 on teachers in England during the...
  • Lacomba-Trejo, L., Schoeps, K., Valero-Moreno, S., del Rosario, C., & Montoya-Castilla, I. (2022). Teachers’ response to stress, anxiety...
  • Lacomba-Trejo, L., Valero-Moreno, S., Postigo-Zegarra, S., Pérez-Marín, M., & Montoya-Castilla, I. (2020). Ajuste familiar durante la...
  • Lin, C. Y. (2020). Social reaction toward the 2019 novel coronavirus (COVID-19). Social Health and Behavior, 3(1), 1-2. https://doi. org/10.4103/SHB.SHB
  • López-Atanes, M., Recio-Barbero, M., & Sáenz-Herrero, M. (2020). Are women still “the other”? gendered mental health interventions for...
  • Lorenzo Ruiz, A., Díaz Arcaño, K., & Zaldívar Pérez, D. (2020). La psicología como ciencia en el afrontamiento a la COVID-19: apuntes...
  • Macintyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the Covid-19 conversion to online teaching:...
  • Meléndez, J. C., Mayordomo, T., Sancho, P., & Tomás, J. M. (2012). Coping strategies: Gender differences and development throughout life...
  • Moisés de La Serna, J. (2020). Aspectos psicologicos del COVID-19. Editorial Tektime. https://doi.org/10.6084/m9.figshare.13489671
  • Mónaco, E., Schoeps, K., Valero-Moreno, S., Castro-Calvo, J., MontoyaCastilla, I., del Rosario, C., Coello, F., Herrera, S., Trujillo, Á.,...
  • Notario-Pacheco, B., Solera-Martínez, M., Serrano-Parra, M. D., BartoloméGutiérrez, R., García-Campayo, J., & Martínez-Vizcaíno, V. (2011)....
  • Pavot, W., & Diener, E. (2008). The Satisfaction With Life Scale and the emerging construct of life satisfaction. The Journal of Positive...
  • Power, K. (2020). The COVID-19 pandemic has increased the care burden of women and families. Sustainability: Science, Practice, and Policy,...
  • Prado-Gascó, V., Romero-Reignier, V., Mesa-Gresa, P., & Belén Górriz, A. (2020). Subjective well-being in Spanish adolescents: Psychometric...
  • Prime, H., Wade, M., & Browne, D. T. (2020). Risk and resilience in family well-being during the COVID-19 pandemic. American Psychologist,...
  • Rauscher, E. (2020). Lower state COVID-19 deaths and cases with earlier school closure in the U.S. MedRxiv, 0-7. https://doi. org/10.1101/2020.05.09.20096594
  • Ricardo, G. M., da Silva, M. E., & do Rego, B. (2021). COVID-19: Emergency remote teaching and university professors’ mental health. Revista...
  • Riquelme-Lobos, P., & Raipán-Gómez, P. (2021). Resilience and sociodemographic factors involved in the presence of depressive, anxiety...
  • Rossi, R., Socci, V., Talevi, D., Mensi, S., Niolu, C., Pacitti, F., Di Marco, A., Rossi, A., Siracusano, A., & Di Lorenzo, G. (2020)....
  • Russell, B. S., Hutchison, M., Tambling, R., Tomkunas, A. J., & Horton, A. L. (2020). Initial Challenges of Caregiving During COVID-19:...
  • Santiago, P., Fiszbein, A., García Jaramillo, S., & Radinger, T. (2017). OECD reviews of school resources: Chile 2017. OECD Publishing....
  • Satici, B., Gocet-Tekin, E., Deniz, M. E., & Satici, S. A. (2020). Adaptation of the Fear of COVID-19 Scale: Its association with psychological...
  • Schleicher, A. (2018). Valuing our teachers and raising their status: How communities can help. International Summit on the Teaching Profession....
  • Schoeps, K., Tamarit, A., Peris-Hernández, M., & Montoya-Castilla, I. (2021). Impact of emotional intelligence on burnout among Spanish...
  • Tsan, S. E. H., Kamalanathan, A., Lee, C. K., Zakaria, S. A., & Wang, C. Y. (2021). A survey on burnout and depression risk among anaesthetists...
  • UNESCO. (2020). Adverse consequences of school closures. https:// en.unesco.org/covid19/educationresponse/consequences
  • UNESCO Institute for Statistics. (2020). Children out of school, primary. https://data.worldbank.org/indicator/SE.PRM.UNER
  • Valdés-Florido, M. J., López-Díaz, Á., Palermo-Zeballos, F. J., MartínezMolina, I., Martín-Gil, V. E., Crespo-Facorro, B., & Ruiz-Veguilla,...
  • Valentini, F., & Damásio, B. F. (2016). Variância média extraída e confiabilidade composta: Indicadores de precisão [Average variance...
  • Valero-Moreno, S., Lacomba-Trejo, L., Tamarit, A., Pérez-Marín, M., & Montoya-Castilla, I. (2021). Psycho-emotional adjustment in parents...
  • Viner, R. M., Mytton, O. T., Bonell, C., Melendez-Torres, G. J., Ward, J., Hudson, L., Waddington, C., Thomas, J., Russell, S., Van Der Klis,...
  • World Health Organization. (2020a). Country & technical guidancecoronavirus disease (COVID-19). https://www.who.int/emergencies/ diseases/novel-coronavirus-2019/technical-guidance-publications
  • World Health Organization. (2020b). WHO Director-General’s opening remarks at the media briefing on COVID-19 11 March 2020. https:// www.who.int/director-general/speeches/detail/who-directorgeneral-s-opening-remarks-at-the-media-briefing-on-covid-19---11-...
  • Yao, H., Chen, J. H., & Xu, Y. F. (2020). Patients with mental health disorders in the COVID-19 epidemic. The Lancet Psychiatry, 7(4),...