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Burnout in Italian Primary Teachers: The Predictive Effects of Trait Emotional Intelligence, Trait Anxiety, and Job Instability
Burnout syndrome has recently been recognized as a public health problem, widely observed in educational settings. In this study, we aimed to examine the role played by contextual variables, including job (in)stability and teachers’ personal characteristics, in predicting factors associated with tea...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
PsychOpen
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9632545/ https://www.ncbi.nlm.nih.gov/pubmed/36348695 http://dx.doi.org/10.5964/ejop.2685 |
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author | Mancini, Giacomo Mameli, Consuelo Biolcati, Roberta |
author_facet | Mancini, Giacomo Mameli, Consuelo Biolcati, Roberta |
author_sort | Mancini, Giacomo |
collection | PubMed |
description | Burnout syndrome has recently been recognized as a public health problem, widely observed in educational settings. In this study, we aimed to examine the role played by contextual variables, including job (in)stability and teachers’ personal characteristics, in predicting factors associated with teacher burnout, using a convenience sample of 137 Italian primary school teachers (94.2% female, Age: M = 47.17, SD = 8.88). The findings from the hierarchical regression analyses showed that both trait emotional intelligence (EI) and trait anxiety predicted emotional exhaustion and lack of personal accomplishment in relation to work, with EI having a negative association and anxiety having a positive association with both. As for contextual variables, job instability positively predicted low personal accomplishment, whereas teachers’ working experience predicted emotional exhaustion. We discuss these results in light of the current working environment experienced by Italian teachers, which includes a high percentage of fixed-term workers. Moreover, we examine the implications for research and interventions related to trait EI as a protective factor that might prevent the onset of chronic professional burnout among teachers and increase teachers’ effectiveness and, therefore, pupils’ well-being, resulting in positive educational outcomes. |
format | Online Article Text |
id | pubmed-9632545 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | PsychOpen |
record_format | MEDLINE/PubMed |
spelling | pubmed-96325452022-11-07 Burnout in Italian Primary Teachers: The Predictive Effects of Trait Emotional Intelligence, Trait Anxiety, and Job Instability Mancini, Giacomo Mameli, Consuelo Biolcati, Roberta Eur J Psychol Research Reports Burnout syndrome has recently been recognized as a public health problem, widely observed in educational settings. In this study, we aimed to examine the role played by contextual variables, including job (in)stability and teachers’ personal characteristics, in predicting factors associated with teacher burnout, using a convenience sample of 137 Italian primary school teachers (94.2% female, Age: M = 47.17, SD = 8.88). The findings from the hierarchical regression analyses showed that both trait emotional intelligence (EI) and trait anxiety predicted emotional exhaustion and lack of personal accomplishment in relation to work, with EI having a negative association and anxiety having a positive association with both. As for contextual variables, job instability positively predicted low personal accomplishment, whereas teachers’ working experience predicted emotional exhaustion. We discuss these results in light of the current working environment experienced by Italian teachers, which includes a high percentage of fixed-term workers. Moreover, we examine the implications for research and interventions related to trait EI as a protective factor that might prevent the onset of chronic professional burnout among teachers and increase teachers’ effectiveness and, therefore, pupils’ well-being, resulting in positive educational outcomes. PsychOpen 2022-05-31 /pmc/articles/PMC9632545/ /pubmed/36348695 http://dx.doi.org/10.5964/ejop.2685 Text en https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution (CC BY) 4.0 License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. |
spellingShingle | Research Reports Mancini, Giacomo Mameli, Consuelo Biolcati, Roberta Burnout in Italian Primary Teachers: The Predictive Effects of Trait Emotional Intelligence, Trait Anxiety, and Job Instability |
title | Burnout in Italian Primary Teachers: The Predictive Effects of Trait Emotional Intelligence, Trait Anxiety, and Job Instability |
title_full | Burnout in Italian Primary Teachers: The Predictive Effects of Trait Emotional Intelligence, Trait Anxiety, and Job Instability |
title_fullStr | Burnout in Italian Primary Teachers: The Predictive Effects of Trait Emotional Intelligence, Trait Anxiety, and Job Instability |
title_full_unstemmed | Burnout in Italian Primary Teachers: The Predictive Effects of Trait Emotional Intelligence, Trait Anxiety, and Job Instability |
title_short | Burnout in Italian Primary Teachers: The Predictive Effects of Trait Emotional Intelligence, Trait Anxiety, and Job Instability |
title_sort | burnout in italian primary teachers: the predictive effects of trait emotional intelligence, trait anxiety, and job instability |
topic | Research Reports |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9632545/ https://www.ncbi.nlm.nih.gov/pubmed/36348695 http://dx.doi.org/10.5964/ejop.2685 |
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