Hostname: page-component-cd9895bd7-jkksz Total loading time: 0 Render date: 2024-12-26T04:02:35.531Z Has data issue: false hasContentIssue false
  • English
  • Français

Barriers Perceived by Teachers at Work, Coping Strategies, Self-efficacy and Burnout

Published online by Cambridge University Press:  10 January 2013

Fernando Doménech Betoret  and
Amparo Gómez Artiga
Fernando Doménech Betoret*
Affiliation:
Universitat Jaume I (Spain)
Amparo Gómez Artiga
Affiliation:
Universitat de València (Spain)
*
Correspondence concerning this article should be addressed to Fernando Doménech Betoret. Departamento de Psicología Evolutiva y de la Educación. Universidad Jaume I. Castellón. (Spain). Phone: +34-964729550. Fax: +34-964729262. E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

This study examines the relationships among stressors, coping strategies, self-efficacy and burnout in a sample of 724 Spanish primary and secondary teachers. We understood stressors as barriers perceived by teachers that interfere with their work meeting learning objectives and which cause them stress and burnout. An analysis of teacher responses using hierarchical regression revealed that pedagogical barriers had significant positive effects on the burnout dimensions. Furthermore, the results show not only the moderator role played by coping strategies in the pedagogical barriers-burnout dimensions relationship, but also the association between self-efficacy and the coping strategies used by teachers. Practical implications are discussed.

Este estudio examina las relaciones existentes entre estresores, modos de afrontamiento, autoeficacia y síndrome de quemado en una muestra de 724 profesores españoles de primaria y secundaria. Los potenciales estresores se entendieron como factores barreras que interfieren la labor del profesorado causándoles burnout. Los resultados obtenidos a través de las regresiones múltiples jerárquicas realizadas revelaron que las barreras pedagógicas percibidas por el profesorado predicen significativamente las tres dimensiones del burnout (una vez controladas las variables demográficas). También revelaron el papel modulador que juegan las estrategias de afrontamiento en la relación barreras pedagógicas-burnout, así como la relación entre autoeficacia, en gestión e instrucción, y el tipo de estrategias de afrontamiento utilizadas por el profesorado. Finalmente, se analizan las implicaciones educativas derivadas de estos hallazgos.

Keywords

stressorsself-efficacycoping strategiesteachingburnoutestresoresbarreras pedagógicasautoeficaciaestrategias de afrontamientoburnout docente
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 13 , Issue 2 , November 2010 , pp. 637 - 654
Copyright
Copyright © Cambridge University Press 2010

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpretation interactions. Newbury Park, CA: Sage.Google Scholar
Anderson, D. G. (2000). Coping strategies and burnout among veteran child protection workers. Child Abuse & Neglect, 24, 839–848.CrossRefGoogle ScholarPubMed
Anderson, M. B., & Iwanicki, E. F. (1984). Teacher motivation and its relationship to burnout. Educational Administration Quarterly, 20, 109–132.CrossRefGoogle Scholar
Bandura, A. (1986): Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.Google Scholar
Bentler, P. M. (2006). EQS Structural Equations Program Manual. Encino, CA: Multivariate Software.Google Scholar
Blanch, A., Aluja, A., & Biscarri, J. (2002). Síndrome de quemarse en el trabajo (burnout) y estrategias de afrontamiento: un modelo de relaciones estructurales [Burnout and coping strategies: a structural relationship model]. Revista de Psicología del Trabajo y de las Organizaciones, 18, 57–74.Google Scholar
Blase, J. J. (1982). A Social-Psychological Grounded Theory of Teacher Stress and Burnout. Educational Administration Quarterly, 18, 93–113.CrossRefGoogle Scholar
Borg, M. G., & Falzon, J. M. (1989). Stress and job satisfaction among primary school teachers in Malta. Educational Review, 41, 271–279.CrossRefGoogle Scholar
Brouwers, A. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher education, 16(2), 239–253CrossRefGoogle Scholar
Brouwers, A., Evers, W. J. G., & Tomic, W. (2001). Self-efficacy in eliciting social support and burnout among secondary-school teachers. Journal of Applied Social Psychology, 31(7), 1474–1491.CrossRefGoogle Scholar
Byrne, B. M. (1999): The nomological network of teacher burnout: A literature review and empirically validated model. In Vandenberghe, R., & Huberman, A. M. (Eds.) Understanding and preventing teacher burnout (pp. 15–37). Cambridge, MA: Cambridge University Press.CrossRefGoogle Scholar
Calvete, E., & Villa, A. (1999). Estrés y burnout docente: influencia de variables cognitivas ]Stress and teaching burnout: influence of cognitive variables]. Revista de Educación, 319, 291–303.Google Scholar
Compeau, D. R., & Higgins, C. A. (1995). Computer self-efficacy: development of a measure and initial test, MIS Quarterly, 19, 189–211.CrossRefGoogle Scholar
Chan, D. W. (1998). Stress, Coping Strategies and Psychological Distress Among Secondary School Teachers in Hong Kong. American Educational Research Journal, 35, 145–163.CrossRefGoogle Scholar
Chan, D. W. (2002). Stress, Self-Efficacy, Social Support, and Psychological Distress Among Prospective Chinese Teachers in Hong Kong. Educational Psychology, 22, 557–569CrossRefGoogle Scholar
Chernis, C. (2003). Role of professional self-efficacy in the etiology and amelioration of burnout. In Schaufeli, W., & Maslach, C. (eds.). Professional burnout: recent developments in theory and research. Series in applied psychology: Social issues and questions (pp. 135–149). Philadelphia: Taylor & Francis.Google Scholar
Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied Psychology, 86, 499–512.CrossRefGoogle ScholarPubMed
Dick, R. van, & Wagner, U. (2001). Stress and strain in teaching: A structural equation approach. British Journal of Educational Psychology, 71, 243–259.CrossRefGoogle ScholarPubMed
Doménech, F. (2005): Autoeficacia, recursos escolares de afrontamiento y agotamiento docente en profesores de secundaria [Self-Efficacy, school resources and burnout among secondary school teachers]. Infancia y Aprendizaje, 28, 471–483.CrossRefGoogle Scholar
Doménech-Betoret, F. (2006). Stressors, Self-Efficacy, Coping resources and Burnout among Secondary School Teachers in Spain. Educational Psychology, 26, 519–539CrossRefGoogle Scholar
Doménech-Betoret, F. (2009). Self-efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: A structural equation approach. Educational Psychology, 29, 45–68.CrossRefGoogle Scholar
Durán, M. A., Extremera, N., Montalbán, M. & Rey, L. (2005). Engagement y Burnout en el ámbito docente: Análisis de sus relaciones con la satisfacción laboral y vital en una muestra de profesores ]Engagement and Burnout in teaching environment: Analysis of their relationships with job and life satisfaction in a sample of teachers]. Revista de Psicología del Trabajo y de las Organizaciones, 21, 145–158.Google Scholar
Endler, N. S., & Parker, J. D. A. (1990). Multidimensional assessment of coping: a critical evaluation. Journal of personality and Social Psychology, 58, 844–854.CrossRefGoogle ScholarPubMed
Flores, M. D., & Fernández-Castro, J. (2004). Creencias de los profesores y estrés docente en función de la experiencia profesional [Beliefs of teachers and teaching stress based on professional experience]. Estudios de Psicología, 25(3), 343–357.CrossRefGoogle Scholar
Folkman, S., & Lazarus, R. S. (1980). An analysis of coping in a middle-aged community sample. Journal of Health and Social Behavior, 21, 219–239.CrossRefGoogle Scholar
Folkman, S., & Lazarus, R. S. (1985). If it changes it must be a process: A study of emotion and coping during three stages of a college examination. Journal of Personality and Social Psychology, 48, 150–170.CrossRefGoogle ScholarPubMed
Friedman, I. A. (1999). Turning Our Schools into a Healthier Workplace: Bridging between Professional Self-Efficacy and Professional Demands. In Vandenberghe, Ronald, & Huberman, A. Michael (Eds.), Understanding and Preventing Teacher Burnout (pp. 166–176). Cambridge University Press.CrossRefGoogle Scholar
Friedman, I. A. (2003). Self-efficacy and burnout in Teaching: The importance of interpersonal-relations efficacy. Social Psychology of Education, 6(3), 191–215.CrossRefGoogle Scholar
Gil-Monte, P. R., & Peiró, J. M. (1999). Perspectivas teóricas y modelos interpretativos para el estudio del síndrome de quemarse por el trabajo [Theoretical perspectives and interpretative models for the study of Burnout at work]. Anales de Psicología, 15(2), 261–268.Google Scholar
Harrison, W. D. (1983). A social competence model of burnout. In Farber, B. A. (ed). Stress and burnout in the human services professions (1985, 20 ed., pp. 29–39). New York: Pergamon Press.Google Scholar
Harvey, L., & Green, D. (1993): «Defining Quality». Assessment & Evaluation in Higher Education, 18(1), 9–34CrossRefGoogle Scholar
Heinrich, R., Molenda, M., Russell, J. D., & Smaldino, S. E. (1996). Instructional media and technologies for learning. Englewood Cliffs, NJ: Merrill.Google Scholar
Hernández, G. L., Olmedo, E., & Ibáñez, I. (2004). Estar quemado (burnout) y su relación con el afrontamiento. International Journal of Clinical and Health Psychology, 4, 323–336.Google Scholar
Hill, T., Smith, N. D., & Mann, M. F. (1987). Role of efficacy expectations in predicting the decision to use advanced technologies: the case of computers. Journal of Applied Psychology, 72, 307–313.CrossRefGoogle Scholar
Jenaro-Riol, C., Flores-Robaina, N., & González-Gil, F. (2007). International Journal of Clinical and Health Psychology, 7(1), 107–121Google Scholar
Jex, S. M., Bliese, P. D., Buzzel, S., & Primeau, J. (2001). The impact of self-efficacy on stressor-strain relations: Coping style as an exploratory mechanism. Journal of Applied Psychology, 86(3), 401–409.CrossRefGoogle Scholar
Kelchtermans, G. (1999). Teaching career: Between burnout and fading away? Reflexions from a narrative and biographical perspective. In Vandenberghe, Ronald, & Huberman, A. Michael (Eds.), Understanding and preventing teacher burnout (pp. 176–191). Cambridge: Cambridge University PressCrossRefGoogle Scholar
Lazarus, R. S. (1966). Psychological stress and the coping process. New York: McGraw-Hill.Google Scholar
Lazarus, R. S., & Folkman, S. (1984). Stress, Appraisal and coping. New York: Springer.Google Scholar
Lens, W., & Neves de Jesus, S. (1999). A Psychosocial interpretation of teacher stress and burnout. In Vandenberghe, Ronald, & Huberman, A. Michael (Eds.), Understanding and preventing teacher burnout (pp. 192–201). Cambridge: Cambridge University PressCrossRefGoogle Scholar
Leiter, M. P. (1991). Coping patterns as predictors of burnout: the function of control and escapist coping patterns. Journal of Organizational Behavior, 12, 123–144.CrossRefGoogle Scholar
Leiter, M. P., & Maslach, C. (1988). The impact of interpersonal environment on burnout and organizational commitment. Journal of Organizational Behavior, 9, 297–308.CrossRefGoogle Scholar
LOCE (2002). Ley Orgánica de Calidad de la Educación ]Organic law on educational quality]. Madrid: Boletín Oficial del Estado.Google Scholar
LODE (1985). Ley Orgánica del Derecho a la Educación ]Organic law on educational right]. Madrid: Boletín Oficial del Estado.Google Scholar
LOE (2005). Ley Orgánica de Educación ]Organic law on education]. Madrid: Boletín Oficial del Estado.Google Scholar
LOGSE (1990). Ley orgánica de Ordenación General del Sistema Educativo ]Organic law on general educational system]. Madrid: Boletín Oficial del Estado.Google Scholar
Lorente, L., Salanova, M., Martínez, I., & Schaufeli, W. (2008). Extension of the job Demands-Resources model in the prediction of burnout and engagement among teachers over time. Psicothema, 20(3), 354–360.Google Scholar
Llorens, S., García-Renedo, M., & Salanova, M. (2005). Burnout como consecuencia de una crisis de eficacia: un estudio longitudinal en profesores de secundaria ]Burnout as a result of efficacy crisis: A longitudinal study in secondary school teachers]. In Martínez, I. y Salanova, M. (Dirs.) Burnout en la enseñanza, Revista de Psicología del Trabajo y las Organizaciones, 21(1–2), 55–70.Google Scholar
Manthei, R., Gilmore, A., Tuck, B., & Adair, V. (1996). Teacher stress in intermediate school. Educational Research, 38, 3–19.CrossRefGoogle Scholar
Maslach, C., & Jackson, S. E. (1981). The Maslach burnout inventory. Research Edition. Palo Alto, CA: Consulting Psychology Press.Google Scholar
Maslach, C., & Jackson, S. E. (1986). The Maslach burnout inventory. Research Edition. Palo Alto, CA: Consulting Psychology Press.Google Scholar
Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). The Maslach burnout inventory. (3rd Ed.). Palo Alto, CA: Consulting Psychology Press.Google Scholar
Maslach, C., & Schaufely, W. B., & Leiter, (2001). Job burnout. Annual Review of Psychology, 52, 397–422.CrossRefGoogle ScholarPubMed
Moriana, J. A., & Herruzo, J. (2004). Estrés y burnout en profesores. International Journal of Clinical and Health Psychology, 4(3), 597–621.Google Scholar
Nytro, K., Mikkelsen, A., Bohle, P., & Quinlan, M. (2000). An appraisal of key factors in the implementation of occupational stress interventions. Work and Stress, 14, 213–225.CrossRefGoogle Scholar
Pines, A. M. (1993). Burnout: “An existential perspective”. In Schaufeli, W. B., Maslach, C., & Marek, T. (Eds.), Professional burnout: Recent development in theory and research (pp. 33–51). London: Taylor & Francis.Google Scholar
Pithers, R. T., & Fogarty, G. J. (1995). Occupational stress among vocational teachers. British Journal of Educational Psychology, 65, 3–14.CrossRefGoogle ScholarPubMed
Pithers, R. T., & Soden, R. (1998). Scottish and Australian teacher stress and strain: a comparative study. British Journal of Educational Psychology, 68, 269–279.CrossRefGoogle ScholarPubMed
Salanova, M., Grau, R., & Martínez, I. (2005). Demandas laborales y conductas de afrontamiento: el rol modulador de la autoeficacia profesional [Labour demands and coping behavior: the modulator role of professional self-efficacy]. Psicothema, 17(3), 390–395.Google Scholar
Salanova, M., Martínez, I., & Lorente, L. (2005). ¿Cómo se relacionan los obstáculos y facilitadores organizacionales con el burnout docente? Un estudio longitudinal [How relate the obstacles and organizational facilitators with teaching burnout?: a longitudinal study]. In Martínez, I. & Salanova, M. (Dirs.) Burnout en la enseñanza, Revista de Psicología del Trabajo y las Organizaciones, 21(1–2), 37–54.Google Scholar
Salanova, M., Cifre, E., Grau, R. Ma., Llorens, S., & Martínez, M. I. (2005). Antecedentes de la autoeficacia en profesores y estudiantes universitarios: un modelo causal [Antecedents of self-efficacy in college teachers and students: A causal model]. Revista de Psicología del trabajo y de las Organizaciones, 21(1–2), 159–176Google Scholar
Salanova, M., Peiró, J. M., & Schaufeli, W. B. (2002). Self-efficacy specificity and burnout among information technology workers: an extension of the job demand-control model. European Journal on Work and Organizational Psychology, 11, 1–25.CrossRefGoogle Scholar
Stevens, M., & Higgins, D.J. (2002). The influence of risk and protective factors on burnout experienced by those who work with maltreated children. Child Abuse Review, 11, 313–331.CrossRefGoogle Scholar
Tesluk, P. E., & Mathieu, J. E. (1999). Overcoming roadblocks to effectiveness incorporating management of performance barriers into models of work group effectiveness. Journal of Applied Psychology, 84, 200–217.CrossRefGoogle Scholar
Woods, P. (1999). Intensification and Stress in Teaching. In Vandenberghe, Ronald and Huberman, A. Michael (Eds.), Understanding and Preventing Teacher Burnout (pp. 115–138). Cambridge, MA: Cambridge University Press.CrossRefGoogle Scholar