Teacher Stress and Burnout in Australia: Examining the Role of Intrapersonal and Environmental Factors

Autor/inn/en	Carroll, Annemaree; Forrest, Kylee; Sanders-O'Connor, Emma; Flynn, Libby; Bower, Julie M.; Fynes-Clinton, Samuel; York, Ashley; Ziaei, Maryam
Titel	Teacher Stress and Burnout in Australia: Examining the Role of Intrapersonal and Environmental Factors
Quelle	In: Social Psychology of Education: An International Journal, 25 (2022) 2-3, S.441-469 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sanders-O'Connor, Emma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-022-09686-7
Schlagwörter	Teacher Burnout; Stress Variables; COVID-19; Pandemics; Teacher Attitudes; Work Environment; Work Attitudes; Comparative Analysis; Self Control; Well Being; Teaching Load; Rural Areas; Beginning Teachers; Foreign Countries; Elementary Secondary Education; Teacher Characteristics; School Location; Australia + Suchen Sie Ihr Suchwort? Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Lehrerverhalten; Arbeitsmilieu; Work attitude; Arbeitshaltung; Selbstbeherrschung; Well-being; Wellness; Wohlbefinden; Lehrdeputat; Rural area; Ländlicher Raum; Junior teacher; Junglehrer; Ausland; Schulgelände; Australien
Abstract	Concerns regarding high rates of teacher stress and burnout are present globally. Yet there is limited current data regarding the severity of stress, or the role of intrapersonal and environmental factors in relation to teacher stress and burnout within the Australian context. The present study, conducted over an 18-month period, prior to the COVID pandemic, surveyed 749 Australian teachers to explore their experience of work-related stress and burnout; differences in stress and burnout across different demographic groups within the profession; as well as the contributing role of intrapersonal and environmental factors, particularly, emotion regulation, subjective well-being, and workload. Results showed over half of the sample reported being very or extremely stressed and were considering leaving the profession, with early career teachers, primary teachers, and teachers working in rural and remote areas reporting the highest stress and burnout levels. Conditional process analyses highlighted the importance of emotion regulation, workload and subjective well-being in the development of teacher stress and some forms of burnout. Implications for educational practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01