Burnout in Portuguese Teachers: A Systematic Review

Autor/inn/en	Mota, Ana Isabel; Lopes, João; Oliveira, Célia
Titel	Burnout in Portuguese Teachers: A Systematic Review
Quelle	In: European Journal of Educational Research, 10 (2021) 2, S.693-703 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Teacher Burnout; Fatigue (Biology); Stress Variables; Predictor Variables; At Risk Persons; Elementary School Teachers; Secondary School Teachers; Occupational Safety and Health; Mental Health; Physical Health; Teacher Characteristics; Work Environment; Classroom Environment; Context Effect; Educational Research; Organizational Climate; Measures (Individuals); Foreign Countries; Portugal; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Fatigue; Ermüdung; Prädiktor; Risikogruppe; Elementary school; Grundschule; Volksschule; Lehrende; Occupational safety; Arbeitssicherheit; Psychohygiene; Gesundheitszustand; Arbeitsmilieu; Klassenklima; Unterrichtsklima; Bildungsforschung; Pädagogische Forschung; Organisationsklima; Messdaten; Ausland
Abstract	Teachers are one of the professional classes most vulnerable to emotional instability and fatigue associated with their professional activity. The present study is a systematic review about burnout in Portuguese teachers and has two main objectives. The first is to understand the state of the art of the burnout phenomenon in Portuguese teachers from basic education to secondary education. The second is to analyze the types of variables considered in the exploration and understanding of the burnout phenomenon, from a three-dimensional structure: personal, organizational, and classroom. Results show that the set of personal and organizational variables are the most frequently analyzed in studies on burnout in teachers. Nevertheless, the results of the analyzed studies are unclear and inconsistent, highlighting the need for further studies that allow to clarify the role of different variables on burnout in Portuguese teachers. More studies are needed to determine the actual extent of burnout and, consequently, to design educational and psychological interventions to support teachers. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01