609
Views
2
CrossRef citations to date
0
Altmetric
ORIGINAL RESEARCH

The Symptom Network Structure of Teachers’ Burnout and Its Connection to Psychological Capital

, , , , & ORCID Icon
Pages 3503-3518 | Received 18 May 2023, Accepted 23 Aug 2023, Published online: 31 Aug 2023

References

  • Thomson S, Hillman K. The Teaching And Learning International Survey 2018. Australian Report Volume 2: teachers and school leaders as valued professionals. OECD Teaching and Learning International Survey (TALIS); 2020.
  • García-Carmona M, Marín MD, Aguayo R. Burnout syndrome in secondary school teachers: a systematic review and meta-analysis. Soc Psychol Educ. 2019;22:189–208. doi:10.1007/s11218-018-9471-9
  • Beames JR, Spanos S, Roberts A, et al. Intervention programs targeting the mental health, professional burnout, and/or wellbeing of school teachers. Syst Rev Meta Anal Educ Psychol Rev. 2023;35(1):1–27.
  • Jordan DG, Winer ES, Salem T. The current status of temporal network analysis for clinical science: considerations as the paradigm shifts? J Clin Psychol. 2020;76(9):1591–1612. doi:10.1002/jclp.22957
  • Liu Y, Aungsuroch Y, Gunawan J, Zeng D. Job stress, psychological capital, perceived social support, and occupational burnout among hospital nurses. J Nurs Scholarsh. 2021;53(4):511–518. doi:10.1111/jnu.12642
  • Zhao X, Wu K, Sun B, Li W. Teacher career calling reduces burnout: the mediation effects of work engagement and psychological capital. Front Psychol. 2022;13:988467. doi:10.3389/fpsyg.2022.988467
  • Khawda G, Nimnuan C. How are psychological capital and emotion regulation associated with schoolteachers’ burnout? A systematic review. J Posit Psychol Wellbeing. 2023;7(2):1182–1194.
  • Zhang Y, Zhang S, Hua W. The impact of psychological capital and occupational stress on teacher burnout: mediating role of coping styles. Asia Pacific Educ Res. 2019;28:339–349. doi:10.1007/s40299-019-00446-4
  • Hazan-Liran B, Karni-Vizer N. Psychological capital as a mediator of job satisfaction and burnout among teachers in special and standard education. Eur J Spec Needs Educ. 2023;1–15. doi:10.1080/08856257.2023.2215009
  • Iancu AE, Rusu A, Măroiu C, Păcurar R, Maricuțoiu LP. The effectiveness of interventions aimed at reducing teacher burnout: a meta-analysis. Educ Psychol Rev. 2018;30:373–396. doi:10.1007/s10648-017-9420-8
  • Bottiani JH, Duran CAK, Pas ET, Bradshaw CP. Teacher stress and burnout in urban middle schools: associations with job demands, resources, and effective classroom practices. J Sch Psychol. 2019;77:36–51. doi:10.1016/j.jsp.2019.10.002
  • Liu XM, Zhou YG, Cao G, Zhang YJ. Jin shi nian wo guo jiao shi zhi ye zhuang kuang de heng duan li shi yan jiu [A historical study of teacher’s job burnout in recent ten years in China]. J Educ Dev. 2014;5:28–31. Chinese.
  • Rajendran N, Watt HMG, Richardson PW. Teacher burnout and turnover intent. Austr Educ Res. 2020;47(3):477–500. doi:10.1007/s13384-019-00371-x
  • Li R, Yao M. What promotes teachers’ turnover intention? Evidence from a meta-analysis. Educ Res Rev. 2022;37:100477. doi:10.1016/j.edurev.2022.100477
  • Roeser RW, Schonert-Reichl KA, Jha A, et al. Mindfulness training and reductions in teacher stress and burnout: results from two randomized, waitlist-control field trials. J Educ Psychol. 2013;105(3):787. doi:10.1037/a0032093
  • Capone V, Joshanloo M, Park MSA. Burnout, depression, efficacy beliefs, and work-related variables among school teachers. Int J Educ Res. 2019;95:97–108. doi:10.1016/j.ijer.2019.02.001
  • Lazarides R, Fauth B, Gaspard H, Göllner R. Teacher self-efficacy and enthusiasm: relations to changes in student-perceived teaching quality at the beginning of secondary education. Learn Instruct. 2021;73:101435. doi:10.1016/j.learninstruc.2020.101435
  • Estrada A. Teacher Cognitive Fatigue from State of Texas Assessment of Academic Readiness Standardized Testing Practices [ Doctoral dissertation]. Grand Canyon University; 2022.
  • Li X. A theoretical analysis of the preventive role of English as a foreign language teachers’ occupational adjustment and psychological hardiness in their job burnout. Front Psychol. 2022;13:939617. doi:10.3389/fpsyg.2022.939617
  • Benner GJ, Strycker LA, Berry LA, Logan AJ, Lee EO. Associations between childhood trauma, perceived resilience, and teacher burnout. Teach Teach. 2023;29(3):291–309. doi:10.1080/13540602.2023.2173167
  • Chen M, Zhou C, Wang Y, Li Y. The role of school ICT construction and teacher information literacy in reducing teacher burnout: based on SEM and fsQCA. Educ Informat Technol. 2022;27(6):8751–8770. doi:10.1007/s10639-022-10989-7
  • Bardach L, Klassen RM, Perry NE. Teachers’ psychological characteristics: do they matter for teacher effectiveness, teachers’ well-being, retention, and interpersonal relations? An integrative review. Educ Psychol Rev. 2022;34(1):259–300. doi:10.1007/s10648-021-09614-9
  • Lei W, Li J, Li Y, Castaño G, Yang M, Zou B. The boundary conditions under which teaching–research conflict leads to university teachers’ job burnout. Stud Higher Educ. 2021;46(2):406–422. doi:10.1080/03075079.2020.1811218
  • Luthans F, Avolio BJ, Avey JB, Norman SM. Positive psychological capital: measurement and relationship with performance and satisfaction. Pers Psychol. 2007;60(3):541–572. doi:10.1111/j.1744-6570.2007.00083.x
  • Nolzen N. The concept of psychological capital: a comprehensive review. Manag Rev Q. 2018;68(3):237–277. doi:10.1007/s11301-018-0138-6
  • Luthans F, Youssef-Morgan CM, Avolio BJ. Psychological Capital and Beyond. Oxford University Press; 2015.
  • Jung HS, Yoon HH. The impact of employees’ positive psychological capital on job satisfaction and organizational citizenship behaviors in the hotel. Int J Contemp Hos Manag. 2015;27(6):1135–1156. doi:10.1108/IJCHM-01-2014-0019
  • Kim M, Kim ACH, Newman JI, Ferris GR, Perrewé PL. The antecedents and consequences of positive organizational behavior: the role of psychological capital for promoting employee well-being in sport organizations. Sport Manag Rev. 2019;22(1):108–125. doi:10.1016/j.smr.2018.04.003
  • Ho HC, Chan YC. The impact of psychological capital on well-being of social workers: a mixed-methods investigation. Soc Work. 2022;67(3):228–238. doi:10.1093/sw/swac020
  • Sarwar U, Aamir M, Bichao Y, Chen Z. Authentic leadership, perceived organizational support, and psychological capital: implications for job performance in the education sector. Front Psychol. 2022;13:1084963. doi:10.3389/fpsyg.2022.1084963
  • Kotzé M. The relationship between public service employees’ personal resources and psychological well-being. Int Rev Administr Sci. 2022;88(3):774–792. doi:10.1177/0020852320985926
  • Thanacoody PR, Newman A, Fuchs S. Affective commitment and turnover intentions among healthcare professionals: the role of emotional exhaustion and disengagement. Int J Hum Resour Manag. 2014;25(13):1841–1857. doi:10.1080/09585192.2013.860389
  • Bakker AB, Demerouti E, Euwema MC. Job resources buffer the impact of job demands on burnout. J Occup Health Psychol. 2005;10(2):170. doi:10.1037/1076-8998.10.2.170
  • Grover SL, Teo ST, Pick D, Roche M, Newton CJ. Psychological capital as a personal resource in the JD-R model. Person Rev. 2018;47(4):968–984. doi:10.1108/PR-08-2016-0213
  • Makhdoom IF, Malik NI, Atta M, et al. When workaholism is negatively associated with burnout: a moderated mediation. Front Public Health. 2023;10:1–13.
  • Loghman S, Quinn M, Dawkins S, Woods M, Om Sharma S, Scott J. A comprehensive meta-analyses of the nomological network of Psychological Capital (PsyCap). J Leader Organ Stud. 2023;30(1):108–128. doi:10.1177/15480518221107998
  • Sun C, Feng X, Sun B, Li W, Zhong C. Teachers’ professional identity and burnout among Chinese female school teachers: mediating roles of work engagement and psychological capital. Int J Environ Res Public Health. 2022;19(20):13477. doi:10.3390/ijerph192013477
  • Chen C, Li F, Liu C, Li K, Yang Q, Ren L. The relations between mental well-being and burnout in medical staff during the COVID-19 pandemic: a network analysis. Front Public Health. 2022;10:919692. doi:10.3389/fpubh.2022.919692
  • Fried EI, Borkulo CD, Cramer AO, Boschloo L, Schoevers RA, Borsboom D. Mental disorders as networks of problems: a review of recent insights. Soc Psychiatry Psychiatr Epidemiol. 2017;52:1–10. doi:10.1007/s00127-016-1319-z
  • Taylor S, Landry CA, Paluszek MM, Rachor GS, Asmundson GJ. Worry, avoidance, and coping during the COVID-19 pandemic: a comprehensive network analysis. J Anxiety Disord. 2020;76:102327. doi:10.1016/j.janxdis.2020.102327
  • Epskamp S, Fried EI. A tutorial on regularized partial correlation networks. Psychol Methods. 2018;23(4):617–634. doi:10.1037/met0000167
  • Kim J, Youngs P, Frank K. Burnout contagion: is it due to early career teachers’ social networks or organizational exposure? Teach Teach Educ. 2017;66:250–260. doi:10.1016/j.tate.2017.04.017
  • Stamm BH. The Concise ProQOL Manual: The Concise Manual for the Professional Quality of Life Scale. 2nd ed. ProQOL. org; 2010.
  • Chen H, Wang W. Reliability and validity of the Chinese version of the Compassion Fatigue Scale. Chin Nurs Manag. 2013;13(4):39–41.
  • Yu X, Sun C, Sun B, Yuan X, Ding F, Zhang M. The cost of caring: compassion fatigue is a special form of teacher burnout. Sustainability. 2022;14(10):6071. doi:10.3390/su14106071
  • Zhang W. Development and Characteristic Analysis of Psychological Capital Questionnaire for Primary and Secondary School Teachers. Southwest University; 2010.
  • Gou C, Yang S, Li J. Relationship between psychological capital and occupational stress in elementary and secondary school principals: a potential profile study. China J Health Psychol. 2022;8:1202–1207.
  • Sun B, Guo H, Xu L, Ding F. How does teachers’ psychological capital influence workplace well-being? A moderated mediation model of ego-resiliency and work-meaning cognition. Int J Environ Res Public Health. 2022;19(22):14730. doi:10.3390/ijerph192214730
  • Epskamp S, Borsboom D, Fried EI. Estimating psychological networks and their accuracy: a tutorial paper. Behav Res Methods. 2018;50(1):195–212. doi:10.3758/s13428-017-0862-1
  • Epskamp S, Cramer AOJ, Waldorp LJ, Schmittmann VD, Borsboom D. Network visualizations of relationships in psychometric data. J Stat Softw. 2012;48:1–18. doi:10.18637/jss.v048.i04
  • Tibshirani R. Regression shrinkage and selection via the lasso. J Royal Statist Soc B. 1996;58:267–288.
  • Chen J, Chen Z. Extended Bayesian information criteria for model selection with large model spaces. Biometrika. 2008;95(3):759–771. doi:10.1093/biomet/asn034
  • Foygel R, Drton M. Extended Bayesian information criteria for Gaussian graphical models. Adv Neural Inf Process Syst. 2010;23:2020–2028.
  • Sánchez-Hernández MO, Holgado-Tello FP, Carrasco MÁ. Network analysis of internalizing and externalizing symptoms in children and adolescents. Psicothema. 2023;35(1):66–76. doi:10.7334/psicothema2022.17
  • Zhou M, Jin H, Wu Q, Xie H, Han Q. Betweenness centrality-based community adaptive network representation for link prediction. Appl Intell. 2022;52(4):3545–3558. doi:10.1007/s10489-021-02633-7
  • Hevey D. Network analysis: a brief overview and tutorial. Health Psychol Behav Med. 2018;6(1):301–328. doi:10.1080/21642850.2018.1521283
  • Robinaugh DJ, Millner AJ, McNally RJ. Identifying highly influential nodes in the complicated grief network. J Abnorm Psychol. 2016;125(6):747–757. doi:10.1037/abn0000181
  • Rodrigues FA. Network centrality: an introduction. In: A Mathematical Modeling Approach from Nonlinear Dynamics to Complex Systems. Springer; 2019:177–196.
  • Li L, Niu Z, Mei S, Griffiths MD. A network analysis approach to the relationship between fear of missing out (FoMO), smartphone addiction, and social networking site use among a sample of Chinese university students. Comput Human Behav. 2022;128:107086. doi:10.1016/j.chb.2021.107086
  • Zarate D, Ball M, Montag C, Prokofieva M, Stavropoulos V. Unravelling the web of addictions: a network analysis approach. Addict Behav Rep. 2022;15:100406. doi:10.1016/j.abrep.2022.100406
  • Luo X, Li W, Chen Y, et al. Fear of recurrence in Chinese cancer patients: prevalence, correlates, and network analysis. Front Psychiatry. 2022;13:803543. doi:10.3389/fpsyt.2022.803543
  • Di Fabio A, Saklofske DH, Gori A, Svicher A. Perfectionism: a network analysis of relationships between the Big Three Perfectionism dimensions and the Big Five Personality traits. Pers Individ Dif. 2022;199:111839. doi:10.1016/j.paid.2022.111839
  • Razali NM, Wah YB. Power comparisons of Shapiro-Wilk, Kolmogorov-Smirnov, Lilliefors and Anderson-Darling tests. J Statist Model Analyt. 2011;2(1):21–33.
  • Jones PJ, Mair P, McNally RJ. Visualizing psychological networks: a tutorial in R. Front Psychol. 2018;9:1742. doi:10.3389/fpsyg.2018.01742
  • Brown SP, Biddle C. Testing a teacher costs to caring resilience model to identify burnout mediators. Teach Teach Educ. 2023;127:104078. doi:10.1016/j.tate.2023.104078
  • Chang ML. Emotion display rules, emotion regulation, and teacher burnout. Front Educ. 2020;5:00090. doi:10.3389/feduc.2020.00090
  • Bodenheimer G, Shuster SM. Emotional labour, teaching and burnout: investigating complex relationships. Educ Res. 2020;62(1):63–76. doi:10.1080/00131881.2019.1705868
  • Alwi S. Problematika guru dalam pengembangan media pembelajaran. ITQAN. 2017;8(2):145–167.
  • Schonfeld IS, Bianchi R. Burnout and Depression: two entities or one? J Clin Psychol. 2016;72(1):22–37. doi:10.1002/jclp.22229
  • De Stasio S, Fiorilli C, Benevene P, Uusitalo-Malmivaara L, Chiacchio CD. Burnout in special needs teachers at kindergarten and primary school: investigating the role of personal resources and work wellbeing. Psychol Sch. 2017;54(5):472–486. doi:10.1002/pits.22013
  • Cece V, Guillet-Descas E, Lentillon-Kaestner V. The longitudinal trajectories of teacher burnout and vigour across the scholar year: the predictive role of emotional intelligence. Psychol Sch. 2022;59(3):589–606. doi:10.1002/pits.22633
  • Hussain MS, Khan SA, Bidar MC. Self-Efficacy of Teachers: a review of the literature. Multi Discipl Res J. 2022;50:2320–2750.
  • Skaalvik EM, Skaalvik S. Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. J Educ Psychol. 2007;99(3):611–625. doi:10.1037/0022-0663.99.3.611
  • Li X, Xiao W, Sun C, Li W, Sun B. Does burnout decrease with teacher professional identity among teachers in China? J Career Dev. 2022;089484532211389. doi:10.1177/08948453221138937
  • Sweetman D, Luthans F. The power of positive psychology: psychological capital and work engagement. Work Engage. 2010;54:68.
  • Coolahan J. Teacher education and the teaching career in an era of lifelong learning. OECD Education Working Papers, No. 2; 2002:39.
  • Taylor M, McLean L, Bryce CI, Abry T, Granger KL. The influence of multiple life stressors during Teacher Training on Burnout and Career Optimism in the first year of teaching. Teach Teach Educ. 2019;86:102910. doi:10.1016/j.tate.2019.102910
  • Marcionetti J, Castelli L. The job and life satisfaction of teachers: a social cognitive model integrating teachers’ burnout, self-efficacy, dispositional optimism, and social support. Int J Educ Vocat Guid. 2023;23(2):441–463. doi:10.1007/s10775-021-09516-w
  • Shi J, Rucktum V. Enhancing psychological capital and organizational commitment to reduce teachers’ job burnout through organizational development intervention. ABAC ODI J Vision Action Outcome. 2023;10(2):33–54.
  • Ferradás MDM, Freire C, García-Bértoa A, Núñez JC, Rodríguez S. Teacher profiles of psychological capital and their relationship with burnout. Sustainability. 2019;11(18):5096. doi:10.3390/su11185096
  • Schaufeli WB, Taris TW. A critical review of the job demands-resources model: implications for improving work and health. In: Bauer GF, Hämmig O, editors. Bridging Occupational, Organizational and Public Health: A Transdisciplinary Approach. Springer Netherlands; 2014:43–68.
  • Rothmann S, Joubert JHM. Job demands, job resources, burnout and work engagement of managers at a platinum mine in the North West Province. South Afr J Bus Manag. 2007;38(3):49–61. doi:10.4102/sajbm.v38i3.588
  • Tao Y, Hou W, Niu H, et al. Comparing the centrality symptoms of major depressive disorder samples across junior high school students, senior high school students, college students and elderly adults during city lockdown of COVID-19 pandemic—A network analysis. J Affect Disord. 2023;324:190–198. doi:10.1016/j.jad.2022.12.120
  • Kim ST, Seo JH, Lee S, et al. Dysfunctional coronavirus anxiety in nonpsychotic psychiatric outpatients during the COVID‐19 pandemic: a network analysis. Depress Anxiety. 2022;39(7):556–563. doi:10.1002/da.23256
  • Troman G. Primary teacher identity, commitment and career in performative school cultures. Br Educ Res J. 2008;34(5):619–633. doi:10.1080/01411920802223925
  • Noddings N. The caring relation in teaching. Oxford Rev Educ. 2012;38(6):771–781. doi:10.1080/03054985.2012.745047
  • Friedman IA. Classroom management and teacher stress and burnout. In: Evertson CM, Weinstein CS, editors. Handbook of Classroom Management: Research, Practice, and Contemporary Issues. Lawrence Erlbaum Associates Publishers; 2006:925–944.
  • Fisherman S. Professional identity and burnout among pre-school, elementary, and post-elementary school teachers in Israel. J Curric Teach. 2015;4(1):1–13.
  • Chen X, Zeng G, Chang EC, Cheung HY. What are the potential predictors of psychological capital for Chinese primary school teachers? Front Educ. 2019;4:50. doi:10.3389/feduc.2019.00050
  • MacIntyre P, Mercer S, Gregersen T, Hay A. The role of hope in language teachers’ changing stress, coping, and well-being. System. 2022;109:102881. doi:10.1016/j.system.2022.102881
  • Sabouripour F, Roslan SB. Resilience, optimism and social support among international students. Asian Soc Sci. 2015;11(15):159–170. doi:10.5539/ass.v11n15p159